Curicula In Early Chidhood Education

LB1139.35. P55 K45 2000 Kieff, Judith E. (2000). Playful learning and teaching : Integrating play into
preschool and primary programs. Boston: Allyn and Bacon,.

Playful Learning, Playful Teaching presents a practical application of theory
in preschool, kindergarten, and primary grade programs describing play in
the total context of the entire early childhood curriculum. Using a
constructivist, developmental approach, the book examines the role of play
in the classroom and discusses how children learn through the process of
active, social construction of information. The spiral organization helps
readers build knowledge with each chapter. Concepts are introduced in
early chapters, then revisited for elaboration and refinement throughout
the book. It also analyzes the role of the teacher and explores many cultural
and special needs issues in early education. Supportive discussions help new
teachers prepare to address the frustrations they may face as they try to
create playful programs in school systems that obstruct attempts to move
beyond traditional teaching. Readers are presented with the latest
perspectives regarding Developmentally Appropriate Practices (DAP) which
are tied into suggestions for teaching and advocating for children. The
insights and practical suggestions in this book will help empower young
teachers to take a strong stance regarding teachers' need to advocate for
children's right to play. For anyone interested in early childhood education.

LB1139.4. P34 2000 Page, Jane. (2000). Reframing the early childhood curriculum :
Educational imperatives for the future. London: Routledge,.

Children's flexibility of thought, their positive and constructive outlook on
life, their sense of the continuity of time, their creativity and imagination,
and their sense of personal connection with time and the future, are all
qualities that should be recognized and addressed in early childhood
educational programmes as a means of counteracting the difficulty youths
experience in knowing what to expect in their future lives and coming to
understand their roles in shaping them.
Reframing the Early Childhood Curriculum offers fresh insight into:
* examining futurists' and early childhood theorists' thinking of the
relevance of planning for children's long term needs in early childhood
* identifying the skills, attitudes and outlooks required to assist young
children attending early childhood programmes in their long term growth
and development
* exploring the means through which these skills, attitudes and outlooks
can be achieved in curriculum frameworks through specific goals and
learning experiences against the background of youth and young children's
views of the future.

LB1139.4. A63 2000 Arce, Eve-Marie. (2000). Curriculum for young children : An introduction.
Albany, NY.: Delmar,.

This brand new book presents basic introductory material on developing
and managing curriculum for early childhood education. Designed as a
resource for beginning students and as a reference manual for experienced
teachers, this text presents focused, sequential coverage on curriculum for
young children. Important areas discussed in the book include: similarities
in existing approaches to early childhood education, how to meet childrenís
needs through curriculum, and planning and organizing curriculum. In
addition, the text will help students and teachers assess the wealth of
activity ideas available from other textbooks, resource manuals, and web
sites.-introductory material on curriculum provides a solid foundation for
users with or without previous knowledge of child growth and development
-diversity issues are included throughout the book rather than isolated to a
single chapter -model for managing curriculum activities and resources
helps teachers organize their time better and have more time for the
children -consistent focus on curriculum so users are not confused by
related information.

LB1139.23. G663 2000 Gordon, Ann Miles. (2000). Beginnings & beyond. Albany: Delmar,.

Beginnings & Beyond, 5E is an outstanding introductory resource that
focuses on the important concepts and critical functions in early childhood
education, including curriculum, developmentally appropriate practice,
multicultural issues, and special needs. It comprehensively covers the entire
range of early childhood education -- from infancy through early primary.
This new edition emphasizes a multicultural approach to teaching and
learning to help children and teachers and caregivers respond more
sensitively to different cultural practices and values. The our diverse world
feature in each chapter has been expanded and refreshed to highlight
content that relates to cultural diversity, antibias curriculum, and children
with special needs. With this new information, teachers can help children
interact in new and different ways with others. Readers will get all the
essential teaching information and skills they need!

LB1139.35.P8 H46 2001 Helm, Judy Harris. (2001). Young investigators : The project approach in
the early years. New York: Teachers College Press,.

This compelling book illustrates how all children, even those considered "at-
risk, " may benefit from the exploratory and child-initiated nature of project
investigations in order to achieve mastery of basic literacy skills. It also
presents student-initiated learning as a starting point for dynamic and
responsive teaching. Building upon inclusionary and child-centered
practices, the authors offer a much-needed perspective on the pre-primary
years.

LB2157.A3 M28 2001 Machado, Jeanne M. (2001). Student teaching : Early childhood practicum
guide. Albany: Delmar,.

This informative, up-to-date text is written specifically for student teachers
in early childhood settings. It provides current hands-on techniques and
academic readings that encourage a reflective approach to teaching
responsibilities and assignments. It details the roles of the cooperating
resident teacher, the college supervisor, and the student teacher. Thought-
provoking activities, group interactions, and review sections are included to
foster professional growth. Sample evaluations, lesson planning guides, and
pointers also included.

LB1139.4. J33 2001 Jackman, Hilda L. (2001). Early education curriculum : A child's connection
to the world. Albany, NY: Delmar,.

This comprehensive book presents developmentally appropriate early
education curriculum for children from birth through 8 years old.
Throughout the text, the emphasis is on addressing each child's individual
needs, abilities, interests, and cultural diversity. Chapters include such
topics as language and literacy, puppets, dramatic play, art, sensory centers,
music and movement, math, science, and social studies. This practical
resource and reference guide includes original songs, poems, dramatic play
activities, illustrations, photos and a full-color insert that outlines
appropriate guidance techniques. This is a comprehensive resource offering
practical advice for developing an effective curriculum for young children.

LB1139.4. B47 2001 Bergen, Doris. (2001). Educating and caring for very young children : The
infant/toddler curriculum. New York: Teachers College Press,.

With the number of infants and toddlers in group care increasing, this work
aims to offer a timely contribution to early childhood learning practises.
Expanding on the idea of curriculum as a dynamic, responsive experience
rather than a rigid learning structure, the authors stress the need for
education along with nurturing for very young children. They focus on play
as the basis for curriculum and show how infant/toddler educarers can
combine theory and practice taking into account both the physical and
social environments. Through case descriptions of actual children, this
volume discusses how to accommodate children with different
development levels, backgrounds, personalities, and special needs. Finally,
the authors explore ways to enhance curriculum quality.

LB1169. S39 2002 Seefeldt, Carol. (2002). Kindergarten : Fours and fives go to school. Upper
Saddle River: Merrill/Prentice Hall,.

The only book available that specifically addresses the kindergarten year, it
enables readers to become highly skilled and effective teachers with four
and five year old children, their families, and the community. The goal of
this comprehensive guide is to provide readers with the knowledge of how
four and five year olds behave and to offer information about materials and
activities that can be used in their professional careers, thus providing a
solid foundation on which to develop teaching skills. Today's Kindergarten:
The Past Is Present; Understanding Readiness; Four- and Five-Year-Olds
Grow and Develop; Are Schools Ready for Four- and Five-Year-Olds?;
Classrooms are Ready; Teachers are Ready to Guide Children's Social
Behaviors; Planning an Integrated Curriculum; Assessing Kindergarten
Children; Art in the Kindergarten; Music and Movement; Literacy Learning
for Four- and Five-Year-Olds; Language Arts for Four- and Five-Year-Olds;
Four- and Five-Year-Olds Learn Math; Children Study Their World: The
Physical, Biological, and Social Sciences. For current and future Preschool
and Kindergarten teachers.

LB1139.4. W67 2002 Wortham, Sue Clark, 1935-. (2002). Early childhood curriculum :
Developmental bases for learning and teaching. Upper Saddle River,
N.J.: Merrill/Prentice Hall,.

This book uses the most current interpretations and applications of classic
theories as a basis for understanding how to develop early childhood
curriculum and instruction for children ages 0-8. The author stresses the
need for readers to understand the foundations of their programs prior to
developing and using quality curriculum and teaching. Known for its solid
theoretical focus and child-centered approach, it serves as a specific guide
to implement a quality program in early childhood classrooms. The
Changing Role of the Teacher in Developing Curriculum for Diverse
Populations; Historical and Theoretical Bases for Appropriate Programs in
Early Childhood Settings; The Need for Quality Programs in Early Childhood
Education; Developmental Characteristics of Young Children from Birth to
Eight Years: Implications for Learning; Organizing Infant-Toddler Programs;
Infant-Toddler Curriculum: Birth to Age Two; A Developmental Model for
Preschool Programs; Preschool Curriculum: Ages Three to Five: Language
and Cognitive Development; Preschool Curriculum: Ages Three to Five:
Social and Physical Development; A Model for Programs for Children Ages
Five to Eight; The Transitional Curriculum: Ages Five to Eight: Language Arts,
Mathematics, and Science; The Transitional Curriculum: Ages Five to Eight:
Social Studies and Physical Education; Teaching in the Real World.

LB1139.4. D49 2002 DeVries, Rheta. (2002). Developing constructivist early childhood
curriculum : Practical principles and activities. New York: Teachers
College Press,.

This timely volume provides a constructivist interpretation of
developmentally appropriate curriculum in early childhood education.
Rheta DeVries, one of the founders of constructivist early education, and
her colleagues provide the theoretical rationale and practical advice for
conducting specific activities in the classroom. Descriptive vignettes are
used to show how children’s reasoning and teacher interventions are
transformed in the course of extended experience with a physical
phenomenon or group game. Throughout the book, constructivist teaching
is illustrated and contrasted with the approaches found in three other
classroom types.

Eliason, Claudia Fuhriman. 1945-. (2003). A practical guide to early
childhood curriculum. Upper Saddle River, N.J.bMerrill,.

LB1139.4. E54 2003

LB1139.35. P8 P69 2003 Helm, Judy Harris. (2003). The power of projects : Meeting contemporary
challenges in early childhood classrooms-strategies and solutions.
New York:. Teachers College Press,.

This timely volume will help teachers on the front line to tackle the key
challenges they face in today’s classrooms with children ages 3–8. The
authors show how good project work can provide solutions to problems
that seem overwhelming to many teachers of young children.

In The Power of Projects, a group of educators including Lilian Katz:

• Identify 5 key challenges in schools and centers today:

1. Overcoming the ill effects of poverty

2. Moving young children towards literacy

3. Responding to children’s special needs

4. Helping children learn a second language

5. Meeting standards effectively.

• Provide guidelines for curriculum that help teachers meet these key
challenges.

• Demonstrate how the project approach follows these guidelines,
providing a structure for classrooms which focuses teachers on
children’s learning.

• Introduce practical strategies with examples to maximize the
benefits of project work in classrooms where teachers face these
challenges.

• Share documentation of highly effective projects that helped
teachers to meet each of the challenges, including examples of
children’s work.

• Answer frequently asked questions and share practical advice

LB1139.25. E2622 2003 Branscombe, Nancy Amanda. (2003). Early childhood curriculum : A
constructivist perspective. Boston: Houghton Mifflin,.

This text examines curricular goals such as autonomy, development, and
problem solving and links those goals with constructivist principles of
learning. It explores ways teachers can create meaningful learning
environments and choose curriculum tasks--in reading, writing, speaking,
math, computers, and physical knowledge--that are linked to the learning
and development needs of young children.Unlike many competing texts,
"Early Childhood Curriculum completely integrates curriculum with learning
principles, representing true-to-the-spirit implementation of National
Association for the Education of Young Children (NAEYC) guidelines for
developmentally appropriate practice.

LB1139.4. P48 2003 Petersen, Evelyn A. (2003). A practical guide to early childhood curriculum
: Linking thematic, emergent and skill-based planning to children's
outcomes. Boston: Allyn and Bacon,.

This comprehensive book offers easy and practical systems to organize and
integrate interest-based and skill-based curriculum ideas and to effectively
plan for young children. It makes ongoing lesson plans easier to write,
implement and monitor, and links lesson planning to both curriculum
objectives and children's outcomes in all learning domains. The book
provides comprehensive information on the setting of daily schedules, long
and short range lesson planning, guidance/classroom management, and
trends and priorities in the field. Diagrams, lesson plan forms, illustrations,
and developmentally sequenced activity tables help teachers organize
scaffolded experiences in all learning domains. The book also describes
implementation that meets the diverse and changing needs of every child
from the beginning to end of the year.

Riley, Jeni. (2003). Learning in the early years : A guide for teachers of
children 3-7. London: Paul Chapman,.

This book will help early years educators understand the nature, form, and
content of the curriculum for children aged 3 to 7 and the most appropriate
ways of presenting it.

LB1139.4. L43 2003

Smutny, Joan Franklin. (2003). Teaching young gifted children in the
regular classroom : Identifying, nurturing, and challenging ages 4-
9. Minneapolis, MN: Free Spirit Publishing,.

LC3993.218. S68 2003

LB1139.4. H57 2004 Hirsh, Rae Ann. (2004). Early childhood curriculum : Incorporating multiple
intelligences, developmentally appropraite practice and play.
Boston: Allyn and Bacon,.

Designed as a teacher-friendly guide that aides the preschool through third
grade teacher in developing a curriculum that is intellectually stimulating,
developmentally appropriate, respects the individuality of children,
recognizes that children are active participants in their education, realizes
the child's role in constructing knowledge, fully integrates the multiple
intelligence theory, understands the value of assessment, takes advantage
of the wiring of the early childhood brain, and respects children for the
wonderful beings they are! Most curriculum books either show you 'why' or
'how'--this book does both! The teacher is presented with the "why"--
critical development information in order to plan an appropriate curriculum
and arms the teacher with the information needed to communicate the
value of an appropriate curriculum to parents and administrators; and the
"how"--by providing practical strategies that encourage the teacher to
develop his or her own application of the material through reflective journal
exercises.

LB1140.2. G578 2004 Gordon, Ann Miles. (2004). Beginnings & beyond : Foundations in early
childhood education. New York: Delmar,.

Beginnings & Beyond is designed to assist students in gaining essential
knowledge and skills to become effective, competent teachers and
caregivers. In this well-organized and dynamic presentation, this text
addresses the fundamentals in early childhood education-from its history
to present issues and future trends. With an emphasis on multiculturalism
and NAEYC's developmentally appropriate practice, this edition promotes a
"both/and" viewpoint, maintaining that there is more than one correct way
to care for and educate young children. This is stressed in areas of early
literacy, spiritual development, discipline, diversity and anti-bias strategies
and family relationships. Expanded information on curriculum, along with
concepts of multiple intelligence, ecological theory and NAEYC's Code of
Ethical Conduct, highlight the importance of maintaining an awareness of
each child's needs and interests. This well-organized material is enhanced
by a host of sidebars, photos, chapter activities, integrated technology and
more.

LB1140.5. L3 S28 2004 Sawyer, Walter . (2004). Growing up with literature. Clifton Park: Delmar,.

It has been proved time and time again that the development of children's
literacy is a major factor in their future success. In that regard, those who
teach or intend to teach our youth will most certainly find Growing Up with
Literature one of the most important texts they ever study. The student will
find practical, invaluable information about children's books and how and
why these books are so important for literacy development. They will be
better prepared to develop children's early literacy capabilities through the
knowledge gained on planning reading sessions; using technology to
enhance multiple literacies; storytelling; using stories to deal with problems
(bibliotherapy); integrating picture books into the rest of the curriculum;
and using puppets and theater as extensions.

LB1139.25. K67 2004 Kostelnik, Marjorie J. (2004). Developmentally appropriate curriculum :
Best practices in early childhood education. Upper Saddle
River: Prentice Hall,.

This text brings together the best information available on developing an
integrated, holistic approach to curriculum and instruction for children age
three to eight in such formal group settings as childcare, pre-school, and the
early elementary grades. Concentrating as much on the "how" of curriculum
development as on the "what and why," the authors present numerous
examples and practical, research-based guidelines organized by
developmental domain for translating theory into best practice that
accommodates age-appropriateness, individual differences, and social and
cultural diversity. A unique field-tested observation tool in the Instructor's
Manual supplies critical feedback during students' classroom sessions.

Wood, Elizabeth, 1955-. (2005). Play, learning and the early childhood
curriculum. London Thousand Oaks, CA: PCP: Sage Publications,.

This timely second edition explores recent developments which strongly
endorse play as an integral part of the curriculum.

LB1139.35. P55 W66 2005

LB2822.6. H494 2005 Hewes. Dorothy W. (2005). An administrator's guidebook to early care and
education programs. Boston: Pearson/Allyn and Bacon,.

Esteemed authors Dorothy Hewes and Jane Leatherman focus on the
ground-breaking research of early care and education to provide future
administrators with the basic skills and strategies to succeed in their
profession. An Administrator's Guidebook to Early Child Care and Education
Programs emphasizes director accreditation and addresses the increasing
demands for stricter licensing requirements in college-level administration
programs. In addition, the text actively involves students in their own
learning and offers an abundance of exercises and activities to gain hands-
on experience.

LB1139.23. H55 2005 Hill, Lynn T. (2005). Teaching as inquiry : Rethinking curriculum in early
childhood education. Boston: Pearson/Allyn & Bacon,.

This text helps teach pre-service teachers the art of inquiry--instilling in
students a sense of wonder, curiosity, asking questions, looking for answers,
and making sense of the world in different ways. The authors see teaching
as an art that supports the learner in multiple ways, using different tools
that are responsive to their individual orientation or to their multiple
intelligences. Teaching as Inquiry is based on best practice and centers
around the philosophies of Reggio Emilia, as well as Dewey, Vygotsky,
Piaget, Gardner and others. The book has a unique structure that focuses
on helping future teachers understand the theory and apply it practically.
Each chapter begins with a story from the classroom, followed by a list of
questions to be considered throughout the chapter. "Think About It" boxes
ask students to pause and reflect, and each chapter ends with suggestions
for "Getting Started" as well as Web resources and suggested readings.

LB215. A3 M28 2005 Machado, Jeanne M. (2005). Student teaching : Early childhood practicum
guide. Clifton Park, NY: Thomson Delmar Learning,.

Student teachers will find this text a complete guide to their early childhood
practicum field work. It introduces the mechanics of the student teaching
process and describes how the students personal and professional values
and philosophy affect their beginning and evolving style of teaching. Varied
supervisor observation of developing teaching competencies is explained
and reflective analysis is emphasized. Reviewing child development
milestones and instructional planning chapters serves student teachers
immediate needs in training classrooms. Classroom management goals and
techniques are offered in two chapters - a welcome resource for new
teachers. Case studies and the special needs of children, the changing
American family, parent relationships and home visit particulars are
discussed in detail.

LB1169. S39 2006 Seefeldt, Carol. (2006). Early education : Three-, four-, and five-year-olds
LB1119. H25 2006 go to school. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall,.

LB1139.4. W67 2006 The only text available that specifically addresses the kindergarten year and
kindergarten readiness, it enables students to become highly skilled and
effective teachers with three, four, and five year old children, their families,
and the community. The goal of this comprehensive guide is to provide
readers with the knowledge of how three, four, and five year olds behave
and learn and to offer information about materials and activities that can
be used in their professional careers, thus providing a solid foundation on
which to develop teaching skills. Changes to the second edition include an
expansion of coverage to include three-year olds, expansion of coverage of
parent involvement and of diversity, and a new chapter on social studies.

Saracho, Olivia N. (2006). Handbook of research on the education of young
children. Mahwah, N.J.: Lawrence Erlbaum Associates,.

The Handbook of Research on the Education of Young Children, Second
Edition is an essential reference on research in early childhood education
not only in the United States but throughout the world. It provides a
comprehensive overview of important contemporary issues and the
information necessary to make judgments about these issues. The field has
changed significantly since the publication of the first edition of
this Handbook in 1993, creating a need for an update. The Handbook of
Research on the Education of Young Children, Second Edition is thus
focused on research conducted over the past decade or so.

Wortham, Sue Clark, 1935-, (2006). Early childhood curriculum :
Developmental bases for learning and teaching. Upper Saddle River,
N.J.: Pearson/ Merrill/Prentice Hall,.

This text uses the most current interpretations and applications of classic
theories as a basis for understanding how to develop early childhood
curriculum and instruction for children ages 0-8. The author stresses the
need for readers to understand the foundations of their programs prior to
developing and using quality curriculum and teaching. Known for its solid
theoretical focus and child-centered approach, it serves as a specific guide
to implement a quality program in early childhood classrooms. With its
chronological approach from infancy through Grade 3, this text directly ties
curriculum to the understanding of child development. Changes to the
fourth edition include the addition of instructional strategies for meeting
standards, expanded content on integrating the curriculum, and a focus on
balanced literacy.

Van Hoorn, Judith Lieberman. (2007). Play at the center of the curriculum.
(4th ed.). Upper Saddle River, N.J.: Pearson Merrill/Prentice Hall,.

LB1139. 35. P55 P57 2007 For Play courses or Early Childhood Curriculum courses in Early Childhood
Education departments and Child and Family Studies departments. This
book discusses the value of play in diverse early childhood classrooms and
how curriculum can support play. Key changes to this edition include the
integration of standards and examples of how encouraging certain types of
play can meet standards, expanded coverage of cultural diversity and
supporting play in children with special needs, and expanded coverage of
integrating the content areas. More than any other books on play, this text
focuses on how content areas can be taught and standards met through
play.

LB1139.23. G6627 2007 Browne, Kathryn Williams. (2007). Beginning essentials in early childhood
education. Clifton Park, NY: Thomson Delmar Learning,.

Beginning Essentials in Early Childhood Education is a condensed
foundations textbook that introduces the early childhood student to the
field and it's issues, the child and age range, the teacher's role, and the
environment. This unique text is organized to answer four key questions:
What is the Field? Who is the Child? Who is the Teacher? and What is Being
Taught? These four sections address the essentials in early childhood
education and place an emphasis on multiculturalism and developmentally
appropriate practice. Special features of the text include "Our Diverse
World" sidebars, which highlight issues of diversity to help the reader
recognize issues of gender, race/ethnicity, ability, language, and family
patterns in every aspect of teaching; What Do You Think boxes, which
connect the reader to the content presented; and a chapter devoted to
history and issues, designed to connect the reader to the past and the
present, as well as highlight future trends.

Riley, Jeni. (2007). Learning in the early years 3-7. (2nd ed.). Los
Angeles: SAGE Publications,.

This fully updated Second Edition of Learning in the Early Years 3-7 has been
written to help early years practitioners understand and implement the
U.K.'s new curriculum guidance document 'The Foundation Stage'. In this
book, Jeni Riley clearly explains how to meet the requirements of the new
Foundation Stage document and how these relate to the U.K.'s National
Curriculum and the teaching frameworks of the National Primary Strategy
for literacy and mathematics.

LB1139.4. L43 2007

LB1139.4. E54 2008 Eliason, Claudia Fuhriman, 1945-. (2008). A practical guide to early
childhood curriculum. (8th ed.). Upper Saddle River, N.J.: Pearson
Merrill/Prentice Hall,.

This applied guide to planning and implementing curriculum across the
content areas, for children ages 3 to 8, provides students with a depth of
background knowledge not usually seen in a text containing practical,
highlighted strategies, unit and lesson plans, suggested activities, recipes,
and more. Core chapters cover: - Social studies (including diverse people,
self and family, physical activity, and nutrition) - Language development -
Literacy development - Science (3 separate chapters) - Problem solving and
math - Music and movement - Creativity, art, and dramatic activities Key
changes to this edition include separate chapters on language development
and literacy development, new tables linking learning activities with specific
content area standards, streamlined content throughout, and new Web
sites.

LB1139.23. G663 2008 Gordon, Ann Miles. (2008). Beginnings and beyond : Foundations in early
childhood education. (7th ed.). Clifton Park, NY: Thomson Delmar
Learning,.

Beginnings and Beyond, Foundations in Early Childhood Education, 7e, is
the most comprehensive foundations book on the market. With the blend
of a simple approach to learning, and the depth required to practically apply
the material, this book will appeal to all levels of students, and teachers.
Diversity and development are woven throughout the material and are
highlighted by chapter icons within the margin for easy reference. This
feature helps the reader to understand that issues of age, gender,
race/ethnicity, ability, and family are part of every aspect of teaching and
learning. This comprehensive, yet easy to understand approach makes this
an excellent book for a foundations course, curriculum course, or reference
for teachers at all levels.

LB2157.A3 M28 2008 Machado, Jeanne M. (2008). Student teaching : Early childhood practicum
guide. (6th ed.). Clifton Park, NY: Thomson Delmar Learning,.

This comprehensive text covers up-to-date, helpful information and ‘how
tos’ for early childhood education students enrolled in a student teaching
practicum course. It clearly explains the student’s professional duties and
responsibilities, and the mechanics of hands-on teaching with young
children under the guidance of a cooperating teacher in a functioning
classroom. It also clarifies the students’ interactions with their college
course supervisor(s). Chapters are designed to encourage contemplative
and reflective student teacher thought. Comprehension of the material
strengthens the student’s display and development of teacher
competencies and skills, and facilitates successful course completion. The
text promotes the understanding of professionally accepted practice,
ethics, classroom management, and individualized and group program
planning and instruction. The communication skills that typify effective
team teaching and reduce common classroom problems during student
teaching are described and detailed. This approach is appropriate with the
beginning educator’s need for ongoing professional commitment, and
vocational growth.

LB1139.3. G7 T43 2008 Coltman, Penny. (2008). Teaching and learning in the early years. (3rd ed.).
New York, NY: Routledge,.

Each chapter combines a review of important principles with practical and
inspiring classroom examples. This third edition has been fully revised and
updated in light of the introduction of the Early Years Foundation Stage, and
includes completely new chapters concerned with classroom organisation
to support independent learning, outdoor learning, speaking and listening
and mathematics in the early years.

The authors review all major areas of the Foundation Stage and Key Stage 1
curriculum and a range of basic issues and principles, including:

• an analysis of current research into how children learn
• discussions of general issues such as classroom organisation,

curriculum management, and assessment
• a detailed section on play and language
• chapters covering individual curriculum areas across all six

Foundation Stage areas of learning and across the areas of the Key
Stage 1 National Curriculum

Smidt, Sandra. (2009). Planning for the early years foundation stage.
London New York: Routledge,.

The Practical Guidance in the Early Years Foundation Stage series will assist
practitioners in the smooth and successful implementation of the Early
Years Foundation Stage. Each book gives clear and detailed explanations of
each aspect of Learning and Development and encourages readers to
consider each area within its broadest context to expand and develop their
own knowledge and good practice.

LB1139.23. S65 2009

LB1139.4. J33 2009 Jackman, Hilda L. (2009). Early education curriculum : A child's connection
to the world. (4th ed.). Clifton Park, NY: Thomson Delmar Learning,.

Early Education Curriculum: A Child's Connection to the World, 4th edition,
focuses on the process of planning and implementing curriculum across all
content areas, for children from infancy to age 8. New research,
perspectives in the field, and issues of new mandated standards are
covered. This edition introduces a bind- in- book CD- Rom that contains new
activity plans, lesson plans, assessment forms, curriculum webs, room
arrangements, and puppet patterns, as well as a four- color insert on
outdoor play.

LB1139.4. W67 2010 Wortham, Sue Clark. (2010). Early childhood curriculum : Developmental
bases for learning and teaching. Upper Saddle River, N. J,.

With a solid theoretical focus and child-centered approach, Early
Childhood Curriculum stresses the importance of students understanding
the foundations of their field before they develop and use quality teaching
and instruction programs. The text strikes a balance between the most
current research and trends with classic theories to create a working basis
for developing curriculum for children from 0-8 years old.

This specific and reflective guide to implementing quality teaching
programs in a chronological manner from infancy to grade three takes a
largely constructivist approach that includes skills instruction and
emergent literacy in a balanced reading program. The teacher guides,
instructs, and scaffolds, and the child encounters, experiences, and
accomplishes goals in beginning literacy

LB1523. S59 2010 Smutny, Joan F. (2010). Differentiating for the young child : Teaching
strategies across the content areas, PreK-3. (2nd ed.). Thousand
Oaks, Calif.: Corwin,.

Meet the highly diverse needs of primary students with these differentiated
teaching strategies!. Designed to help primary teachers value and support
the unique experiences and learning styles of diverse young learners, this
book offers strategies for promoting intellectual discovery and creative
thinking across key discipline areas, tackles issues related to underserved
students, and discusses differentiated technology use. This second edition:

• Includes new charts with strategies for differentiating lessons in
math, science, social studies, and language arts

• Presents new focus questions to help teachers clarify their own
priorities and target student needs efficiently

• Offers Web sites for further reference

Krogh, Suzanne L. (2011). Early childhood education : Yesterday, today,
and tomorrow. (2nd ed.). New York: Routledge,.

In an accessible and meaningful way, Early Childhood Education examines
foundational topics that encourage early childhood education students to
think, reflect, and develop opinions, theories, and philosophies about their
field. This interactive book invites the reader to develop a personal
philosophy of early childhood education and an identity as an early
educator, in order to build a sufficient foundation for continual growth as a
teacher.

LB1139.4. K736 2011

LB1140.23. M37 2011 May, Pamela. (2011). Child development in practice : Responsive teaching
and learning from birth to five. New York: Routledge,.

How should children feel about themselves and their learning? How do I
know what children have learnt and how can I move them on? How can I
ensure that resources are available for children to use actively and
independently?. In today’s busy setting an understanding of child
development sometimes gets overlooked, yet it lies at the heart of effective
practice. Child Development in Practice provides an approachable, user-
friendly base from which to plan ways of working with children that are
developmentally appropriate and will enable them to learn enjoyably and
effectively.

LB1139.4. C874 2012 Mueller, Jennifer J. (2012). Curriculum in early childhood education : Re-
examined, rediscovered, renewed. New York: Routledge,.

The book first contextualizes the historical and research base of early
childhood curriculum, and then turns to discussions of various schools of
theory and philosophy that have served to support curriculum development
in early childhood education. An examination of current curriculum
frameworks is offered, both from the US and abroad, including discussion
of the Project Approach, Creative Curriculum, Te Whāriki, and Reggio Emilia.
Finally, the book closes with chapters that enlarge the topic to curriculum-
being-enacted through play and that summarize key issues while pointing
out future directions for the field. Offering a broad foundation for
examining curriculum in early childhood, readers will emerge with a
stronger understanding of how theories and philosophies intersect with
curriculum development.

LB1139.4. E54 2012 Eliason, Claudia Fuhriman, 1945-. (2012). A practical guide to early
childhood curriculum. (9th ed.). Boston: Pearson,.

We learn often in life, but only once as a child. This popular book will help
future teachers make the most of this special time. Here is complete
coverage of how children learn, what they can learn, and how to teach
them. The focus is on creating a child-centered curriculum that addresses
children's needs in all developmental areas— physical, social, emotional,
creative, and cognitive. The authors provide a wealth of meaningful
teaching strategies— accompanied by lesson plans, activities, recipes, and
more— that will meet the needs and interests of children ages three to
eight, all synchronized to these children's developmental skills and cognitive
capabilities. For teachers and future teachers specializing in Early Childhood
Education.

LB1139.35.P55 S27 2012 Saracho, Olivia N. (2012). An integrated play-based curriculum for young
children. New York: Routledge,.

An Integrated Play-Based Curriculum for Early Childhoodoffers the
theoretical framework for understanding the origins of an early childhood
play-based curriculum and how young children learn and understand
concepts in a social and physical environment. Distinguished author Olivia
N. Saracho then explores how play fits into various curriculum areas in order
to help teachers develop their early childhood curriculum using
developmentally and culturally appropriate practice.

Beckley, Pat. (2012). Learning in early childhood : A whole child approach
from birth to 8. Los Angeles: SAGE,.

LB1139.3. L43 2012

LB1139.4. J33 2012 Jackman, Hilda L. (2012). Early education curriculum : A child's connection
to the world. (5th ed.). Belmont, CA: Wadsworth Cengage Learning,.

The Fifth Edition of Early Education Curriculum: A Child’s Connection To The
World focuses on the process of planning and implementing a curriculum,
and setting up an inclusive child-centered environment. Guided by new
research, position statements, and developmentally appropriate practice,
the text helps beginning students as well as experienced teachers make
informed decisions about curriculum content. Now in full color, this text
meets the needs of a diverse range of students, helping them to develop
creative thinking and the ability to effectively apply theory to an early
childhood classroom setting.

LB1140.5. L3 S28 2012 Sawyer, Walter. (2012). Growing up with literature. (6th ed.). Belmont,
CA: Wadsworth Cengage Learning,.

Growing Up With Literature, Sixth Edition, provides a practical and
understandable presentation of how to use children's literature/picture
books to enhance literacy and language development in children ages birth
to eight years. All genres of literature are addressed, including
ABC/Counting books, folk and fairy tales, fables, and
traditional/contemporary fiction and nonfiction. Learners will acquire an
understanding of the relationship between picture books and language
development, brain development, media, and the community. They will
also learn effective strategies for selecting and evaluating books, planning
reading experiences, sharing stories with children, and using stories to help
children deal with stress and problems (bibliotherapy).

Sharifah Nor Puteh. (2013). Belajar melalui bermain : Prinsip utama
kurikulum pendidikan awal kanak-kanak. Kuala Lumpur: Utusan
Publications & Distributions Sdn Bhd,.

LB1137. N67 2013

McLachlan, Claire. (2013). Early childhood curriculum : Planning,
assessment, and implementation. (2nd ed.). Cambridge: New York,.

The second edition of Early Childhood Curriculum provides a

comprehensive and lively introduction to curriculum theories, approaches

and issues in early childhood settings. Drawing on contemporary research

and case studies, the book employs a cultural-historical framework to

illustrate a variety of approaches to early childhood education. In this new

edition there is an up-to-date coverage of national curriculum documents,

LB1139.27. C3 M35 2013 including the Early Years Framework and Te Whariki, a glossary of key terms

and learning intentions at the beginning of each chapter. There is also an

updated companion website at

(www.cambridge.edu.au/academic/earlychildhood). In each chapter,

hypothetical transcripts and real-world examples help bring theory to life.

The book explores specific domain areas, including science and

mathematics; literacy and language; information and communication

technology; the arts; and health and well-being. Early Childhood Curriculum

equips pre-service teachers with the practical skills and tools to promote

young children's learning. It is an essential resource for pre-service teachers

and practitioners alike.

Beckley, Pat. (2013). The new early years foundation stage : Changes,
challenges and reflections. Maidenhead: Open University Press,.

This book provides an overview of the proposed changes to the Early Years
Foundation Stage framework, raising contemporary issues.

LB1139.3. G7 N49 2013

Rohani Abdullah. (2013). Modul pendidik/pengasuh : Kursus asuhan &
didikan awal kanak-kanak PERMATA. Serdang, Selangor: Penerbit
Universiti Putra Malaysia,.

LB1139.23. M63 2013

LB1139.4. A73 2013 Arce, Eve-Marie. (2013). Curriculum for young children : An introduction.
(2nd ed.). Belmont, Calif.: Wadsworth,.

This book presents basic introductory material on developing and managing
curriculum for early childhood education. Designed as a resource for
beginning students and as a reference manual for experienced teachers, the
text presents focused, sequential coverage on curriculum for young
children--excluding potentially confusing details about related topics that
are covered in longer books. Discussions cover such important topics as
similarities in existing approaches to early childhood education, how to
meet children's needs through curriculum, and planning and organizing
curriculum. The Second Edition features enhanced standards coverage,
increased material on diversity and multiculturalism, video integration, new
information on how child development affects curriculum, and more.
Curriculum For Young Children also helps students and teachers assess the
wealth of activity ideas available from other textbooks, resource manuals,
and websites.

LB1139.23. G6627 2013 Gordon, Ann Miles. (2013). Beginning essentials in early childhood
education. (2nd ed.). Australia Belmont, CA: Wadsworth Cengage
Learning,.

Beginning Essentials In Early Childhood Education, Second Edition, is a
streamlined foundations textbook that introduces early childhood students
to the field. This unique text is organized to answer four key questions:
What is the field? Who is the child? Who is the teacher? and What is being
taught? These four sections address the essentials in early childhood
education, emphasizing multiculturalism and developmentally appropriate
practice. A new reader-friendly design with a more visual layout better
meets the needs of today’s learners. Other new features include special
boxed material that highlights key issues related to standards, diversity,
DAP, professionalism, and ethics. Video features introduce videos of actual
early childhood settings that are available on the accompanying website, an
invaluable resource that provides instructors and students with
opportunities for reflection as well as for personal and professional
development.

LB1139.4. M67 2013 Moravcik, Eva. (2013). Meaningful curriculum for young children.
Boston: Pearson,.

The book focuses on four domains: physical (large motor, fine motor,
sensory), creative arts (art, music, creative movement), communication
(language, literacy, literature), and inquiry (math, science, social studies).
Each of the curriculum chapters explores the value of the subject area,
describes children's development in the subject, explains the theory,
structure and content of the discipline, and clarifies its connection to early
learning standards. A discussion of ways to teach each subject through play
in a planned environment, teacher-child interaction, and planned activities
is part of each chapter, including examples of a planned activity, a week's
plan, the curriculum area in an integrated study, how children with special
needs can be included in this curriculum area, and considerations for
working with primary school age children. The Enhanced Pearson eText
features embedded video.

LB1139.23. G663 2014 Gordon, Ann Miles. (2014). Beginnings and beyond : Foundations in early
childhood education. (9th ed.) Belmont, CA: Cengage,.

The primary strength of BEGINNINGS AND BEYOND, 9TH EDITION, is its
blend of simplicity and depth. In a clear and easy-to-understand style, the
book's five sections lay out basic questions any student of early childhood
education would want answered. At the same time, the chapters present
key concepts, the latest research, and practical examples so that questions
are thoroughly answered. Coverage of the current Developmentally
Appropriate Practices (DAP) are woven throughout the text and highlighted
by a new boxed feature. Diversity and development are also integrated
throughout and highlighted with a new boxed feature, enabling readers to
understand that issues of age, gender, race/ethnicity, ability, and family are
part of every aspect of teaching and learning. Every chapter has a new
interactive feature focused on how brain-based research is connected to
development. Intentional teaching is another new strand highlighted by a
new Teaching with Intention feature in each chapter. Through its tone,
numerous visuals, and carefully crafted pedagogy, the book is accessible to
and respectful of readers with a range of abilities and learning styles.

Kostelnik, Majorie J. (2014). Developmentally appropriate curriculum : Best
practices in early childhood education. Boston : Pearson Education,

LB1139.4. K67 2014

LB1139.35. P55 J66 2014 Johnson, Jeff A., 1969-. (2014). Let's play : (Un) curriculum early learning
adventures. St. Paul, MN Redleaf Press,.

Let children experience the learning power of play! Let’s Play is a handbook
full of child-led, open-ended learning adventures. The 39 fresh, fun, and
budget-friendly activities (plus more than 225 play variations) are packed
with learning that helps children develop important motor, cognitive,
language, and social skills. These activity starters were all tested by a slew
of early childhood professionals and approved by the children they work
with. Building on the early learning principles presented in the author
team’s first book together, Let Them Play: An Early Learning
(Un)Curriculum, they also support your transition to a play-based, child-led
(un)curriculum.

LB1139.23. M376 2015 Mata, Jennifer. (2015). Spiritual experiences in early childhood education :
Four kindergartners, one classroom. New York : Routledge,.

Spirituality is frequently avoided in the public school classroom in an
attempt to prevent controversy. However, by ignoring, preventing, or
discounting spirituality, educators can also inhibit children’s spiritual
development. Based on qualitative research and interactions with both
children and adults, Jennifer Mata argues that educators should be
responsible for addressing children’s spirituality in the classroom and for re-
introducing these topics into early childhood education.

LB139.4. S47 2015 Selmi, Ann M. (2015). Early childhood curriculum for all learners :
Integrating play and literacy activities. Thousand Oaks,
California: Sage Publications, Inc.,

Early Childhood Curriculum for All Learners: Integrating Play and Literacy
Activities is designed to teach early childhood professionals about the latest
research on play and early literacy and then to show them practical
methods for adapting this research to everyday classroom practices that
will encourage the development of learning skills. The authors link solid,
play-based research to specific developmentally appropriate practices. By
combining these two areas, the text demonstrates that academic learning
and play activities are highly compatible, and that children can and do
develop academic skills through play. In addition, the text focuses on socio-
dramatic play, a recently acknowledged, essential aspect of child-initiated
play interactions. It provides specific strategies that link these interactive
behaviors with the early academic skills needed for the initial primary
grades. Implementation of the information presented in this book will
enable children to experience a richer transition into primary education
classrooms.

Johnson, Jeff A. (2015). Let's all play : A group-learning (Un) curriculum. St.
Paul : MN Redleaf Press,.

Let children experience the learning power of play—together! Let's All
Play provides all-new adventures that support children's social skill
development through thoughtful group play, interaction, and conversation.
These play experiences help children engage with each other and the world
around them, all of which leads to rich learning. This book also encourages
adults to reflect on the value of children's play through deep thinking
activities

LB1139.35.P55 J65 2015

Coltman, Penny. (2015). Teaching and learning in the early years. Milton
Park, Aingdon : Oxon Routledge,.

This best-selling text book provides a broad-ranging and up-to-date review
of thinking and best practice within nursery and infant education. Written
around the basic truth that an effective early years curriculum must start
with the children, their needs and their potential, the contributors to this
classic text acknowledge that learning must have a strong element of fun,
wonder and excitement.

LB1139.3.G7 T43 2015

LB1139.4. J33 2015 Jackman, Hilda L. (2015). Early education curriculum : A child's connection
to the world. (6th ed.) Stamford, CT: Cengage Learning,.

The sixth edition of EARLY Education Curriculum: A Child's Connection To
The World focuses on the process of planning and implementing a
curriculum, and setting up an inclusive child-centered environment. This
book helps users learn to make informed decisions about curriculum
content as well as to develop creative thinking and the ability to effectively
apply theory to an early childhood classroom setting. Updated to include
the most current research and standards, the sixth edition presents new
material on brain research that underlies teaching ideas as well as new
information on reflective practice, intentional teaching, and using the
environment as a teaching tool. The book retains its strong applied focus on
the how-to's of teaching, with many new hands-on teaching tips and six new
chapters on topics such as observation and assessment, fine motor and
manipulatives, and large motor and outdoor play.

LC4704. E54 2015 Carpenter, Barry. (2015). Engaging learners with complex learning
difficulties and disabilities : A resource book for teachers and
teaching assistants. London New York, NY: Routledge,.

Children and young people with Complex Learning Difficulties and
Disabilities (CLDD) have co-existing and overlapping conditions which can
manifest in complex learning patterns, extreme behaviours and a range of
socio-medical needs which are new and unfamiliar to many educators. Their
combination of issues and layered needs – mental health, relationship,
behavioural, physical, medical, sensory, communication and cognitive –
mean they often disengage from learning and challenge even our most
experienced teachers.

LB1139.35.P8 H46 2016 Helm, Judy Harris. (2016). Young investigators : The project approach in
the early years. New York : Teachers College Press,.

“As an elementary school principal and former teacher educator, I highly
recommend this book. It is an essential professional development tool for
promoting effective teaching and learning. I bought the 2nd edition of this
book for my entire staff. The content of the book centralizes authentic,
student-driven project work that leads to positive outcomes for elementary
and early childhood students.”
—Tricia DeGraff, Principal, Academy for Integrated Arts.

LB1139.23. G663 2017 Gordon, Ann Miles. (2017). Beginnings & beyond : Foundations in early
childhood education. Australia Cengage Learning,.

The primary strength of Beginnings And Beyond: Foundations In Early
Childhood Education, 10th Edition, is its blend of simplicity and depth. In a
clear and easy-to-understand style, the book lays out basic questions any
student of early childhood education would want answered -- and presents
key concepts, the latest research, and practical examples so that questions
are thoroughly answered. Coverage of the current Developmentally
Appropriate Practices (DAP) is woven throughout the text, as is material on
diversity and development, which enables readers to understand that
issues of age, gender, race/ethnicity, ability, and family are part of every
aspect of teaching and learning. Every chapter has a feature focused on how
brain-based research is connected to development, and another that
highlights intentional teaching. Through its tone, visuals, and pedagogy, the
book is accessible to and respectful of readers with a range of abilities and
learning styles.

LB1139.4. I54 2017 Implementing a standards-based curriculum in the early childhood
classroom. New York Routledge : Taylor & Francis Group,.

Implementing a Standards-Based Curriculum in the Early Childhood
Classroom demonstrates how pre-service and in-service teachers can
develop mathematics, language arts, and integrated curricula suitable for
equipping young children with the knowledge, dispositions, and skills
needed to operate successfully as 21st century learners. Chapters
promote family-school partnerships, and each content area chapter
(mathematics, language arts and integrated curriculum) will demonstrate
assessment practices proven to be effective for detecting the impact of
specific early childhood teaching methods on student learning.

LB2844.1.A8 F68 2017 Fox, Glenys. (2017). A handbook for teaching assistants : Teachers and
assistants working together. London New York Routledge : Taylor &
Francis Group,.

This revised new edition provides essential guidance for all teaching
assistants, especially those who are new to the job, and to the teachers
working with them. Glenys Fox details the roles and responsibilities of the
TA, as well as providing helpful advice on how to best support the teacher,
the pupil, the curriculum and the school. This practical handbook will bring
experienced TAs up to date on changes to National educational guidance,
including changes in the National Curriculum, assessment, and the Special
Educational Needs framework.

Gordon, Ann Miles. (2017). Beginnings and beyond : Foundations in early
childhood education. (10th ed.). Clifton Park, NY: Thomson Delmar
Learning,.

The primary strength of Beginnings And Beyond: Foundations In Early

Childhood Education, 10th Edition, is its blend of simplicity and depth. In a

clear and easy-to-understand style, the book lays out basic questions any

student of early childhood education would want answered -- and presents

key concepts, the latest research, and practical examples so that questions

are thoroughly answered. Coverage of the current Developmentally

LB1139.23. G663 2017 Appropriate Practices (DAP) is woven throughout the text, as is material on

diversity and development, which enables readers to understand that

issues of age, gender, race/ethnicity, ability, and family are part of every

aspect of teaching and learning. Every chapter has a feature focused on how

brain-based research is connected to development, and another that

highlights intentional teaching. Through its tone, visuals, and pedagogy, the

book is accessible to and respectful of readers with a range of abilities and

learning styles.

LB1139.4. C876 2017 Curtis, Deb. (2017). Learning together with young children : A curriculum
framework for reflective teachers. (2nd ed.). St. Paul, MN St. Paul,
MN,.

Offering an alternative approach to standardization and data-driven
mandates, this book puts children at the center of planning your curriculum.
Rather than a prescriptive curriculum, by using The Thinking Lens® protocol,
teachers can translate educational theories into concrete ideas for working
with children and families. Learn to create a welcoming classroom culture,
develop routines for self-regulation, and use Learning Stories to enhance
experiences for the children in your care.

LB1139.23. T43 2018 Teaching early years : Theory and practice. London Thousand Oaks,
California Sage Publications,.

This textbook focuses on the main areas of teaching young children,
covering the 3-7 years age range that spans the early years and primary
phases. The majority of chapters are written by both an academic and
practitioner, reflecting a genuine theory and practice approach, and this
helps the reader to set theoretical discussion in the context of real practice.

Key themes explored within the book include:
- Play and playfulness in the curriculum
- Child development in practice
- Literacy development and subject pedagogy
- Creativity and outdoor learning

Packed full of learning features such as case studies, reflective questions
and lesson plans, Teaching Early Years is an essential resource for both
students and practitioners, and will enhance your knowledge of how young
children think and learn.

LB1139.4. B43 2018 Beaver , Nancy H. (2018). Early education curriculum : Child's connection
to world. Boston MA : Learning,.

Early Education Curriculum: A Child's Connection To The World shows you
how to conduct observations and assessments of children and the program,
plan and implement a curriculum, set up an inclusive child-centered
environment, and evaluate and document program quality and children's
learning. Whether you are a student or an experienced teacher, this book
will help you learn how to make informed decisions about curriculum
content as well as to develop creative thinking skills and effectively apply
theory to an early childhood classroom setting.