Additional Readings
Chapter 1
Brown, L. (curator and archivist). (1995–present). ACEI archives: A major resource for
research in childhood education. College Park, MD: University of Maryland at College
Park Library.
Casey, K. (1993). I answer with my life: Life histories of women teachers working for
social change. New York: Routledge.
DelCampo, R. L., & DelCampo, D. S. (1995–present). Taking sides: Clashing views on
controversial issues in
childhood and society. Guilford, CT: Dushkin.
Edelman, M. W. (2006). The state of America’s children. Washington, DC: Children’s
Defense Fund.
Hewes, D. W. (1990). Historical foundations of early childhood teacher training. In
Spodek & Saracho, Early
childhood teacher preparation. New York: Teachers College Press. Hymes, J. L., Jr.
(1991). Early childhood education: Twenty years in review: A look at 1971–1990.
Washington,
DC: NAEYC.
Osborn, D. K. (1991). Early childhood education in historical perspective (3rd ed.).
Athens, GA: Daye Press.
Paciorek, K. M., & Munro, J. H. (1995–present). Sources: Notable selections in early
childhood education.
Guilford, CT: Dushkin. Tanner, L. N. (1997). Dewey’s laboratory school: Lessons for
today. New York: Teachers College Press.
Chapter 2
Goffin & Stegelin (Eds.). Changing kindergartens: Four success stories. Washington, DC:
NAEYC. Congregations and child care: A self-study for churches and synagogues and
their early childhood programs. NAEYC
Chapter 3
Alike and different: Exploring our humanity with young children. Washington, DC:
NAEYC. Derman-Sparks, L. Anti-bias curriculum: Tools for empowering young
children. Washington, DC: NAEYC. National Black Child Development Institute.
African American literature for young children. [NAEYC brochure].
Chapter 4
DelCampo, R. L., & DelCampo, D. S. (1995–present). Taking sides: Clashing views on
controversial issues in childhood and society. Guilford, CT: Dushkin. Offers cogent
arguments on both sides of issues such as “Are gender differences rooted in the brain?”
or “Should formal schooling begin at an earlier age?”
Early Childhood Research Quarterly (http://www.edel.edu/ecrq). (1996–present).
Greenwich, CT: Ablex Publishing. Focused on issues related to the care and education of
children from birth to age 8; has articles on both research and practical applications.
ERIC/ECE Clearinghouse, Resource List on Sex Role Development, Attachment, etc.
Erikson Institute, University of Chicago.
The Growing Child and The Growing Child—Research Review. 22 North Second Street,
P.O. Box 620, Lafayette, IN 47902-0620. The monthly newsletter is tailored to an
audience with a particular age of child; for example, parents of a newborn might
subscribe and thus receive monthly newsletters that highlight the characteristics,
development, and problems of each month of growth. The Research Review is especially
useful for experienced teachers and administrators.
Journal of Research in Childhood Education. (1985–present). Olney, MD: Association
for Childhood Education International. A biannual publication of ACEI that discusses
empirical research, theories, observations, and cross-cultural studies about the education
of children, infancy through adolescence. Articles include such topics as “MotherTeacher Differences,” “Quality in Head Start, Public, and Private Programs,” and
“Prenatal Drug Exposure.”
Paciorek, K. M., & Munro, J. H. (1995–present). Sources: Notable selections in early
childhood education. Guilford, CT: Dushkin Publishing Group. Has original articles from
such leaders as Erik Erikson, David Elkind, Anna Freud, and Arnold Gesell.
Peterson, R., & Felton-Collins, V. (1985). The Piaget handbook for teachers and parents.
New York: Teachers College Press.
Chapter 5
Bloom, P. J. (2005). Blueprint for action: Achieving center-based change through staff
development. Lake Forest, IL: New Horizons.
Derman-Sparks, L. Anti-bias curriculum: Tools for empowering young children.
Washington, DC: NAEYC.
Intrator, S., & Scribner, M. (Eds.). (2003). Teaching with fire: Poetry that sustains the
courage to teach. San Francisco: Jossey-Bass.
Kane, P. R. (Ed.). (1991). The first year of teaching: Real world stories from America’s
teachers. New York: Walker.
Lyons, N. (Ed.). (1998). With portfolio in hand: Validating the new teacher
professionalism. New York: Teachers College Press.
Neugebauer, B. Alike and different. Exploring our humanity with young children.
Washington, DC: NAEYC.
Chapter 6
Beaty, J. J. (1998). Observing the development of the young child. Columbus, OH:
Merrill.
Bentzen, Warren. (1996). Seeing young children. Albany, NY: Thomson Delmar
Learning.
Bergen, D. (1994). Assessment methods for infants and toddlers. New York: Teachers
College Press.
Boehm, A. E., & Weinberg, R. A. (1997). The classroom observer. New York: Teachers
College Press.
California Department of Education. (2006). Desired results developmental profile.
www.nieer.org. Issue 5.
Cohen, D. H., Stern, V., & Balaban, N. (1997). Observing and recording the behavior of
young children. New York: Teachers College Press.
Genishi, C. (Ed.). (1992). Ways of assessing children and curriculum. New York:
Teachers College Press.
Gronlund, G. (2006). Making early learning standards come alive. St. Paul, MN: Redleaf
Press.
Gullo, D. (1994). Understanding assessment and evaluation in early childhood
education. New York: Teachers College Press.
Helm, J. H., Beneke, S., & Steinhelmer, K. (1998). Windows on learning: Documenting
young children’s work. New York: Teachers College Press.
Jones, E., & Reynolds G. (1992). The play’s the thing: Teachers’ roles in children’s play.
New York: Teachers College Press.
McAfee, O., Leong, D. J., & Bodrova, D. (2004). Basics of assessment: A primer for
early childhood educators. Washington, DC: NAEYC.
Meisels, S. J., & Atkins-Burnett, S. (2005). Developmental screening in early childhood:
A guide. (5th ed.). Washington, DC: NAEYC.
National Association for the Education of Young Children (NAEYC) and the National
Association of Early Childhood Specialists in State Departments of Education
(NAECS/SDE. (2003). Position statement on curriculum, assessment and program
evaluation. http://www.naeyc.org/
Read, K. H. (1971). The nursery school (5th ed.). Philadelphia: W. B. Saunders.
Sizer, T. R. (2004). The red pencil: Convictions from experience in education. New
Haven, CT: Yale University Press.
Chapter 7
Greenberg, P. Character development: Encouraging self-esteem and self-discipline in
infants, toddlers, and two-year-olds. Washington, DC: NAEYC. Katz, L. G., &
McClellan, D. E. (1997). Fostering children’s social competence: The teacher’s role.
Washington, DC: NAEYC. Paley, V. G. (1992). You can’t say you can’t play.
Cambridge, MA: Harvard University Press.
Chapter 8
Diffily, D., & Morrison, K. (Eds.). (1996). Family-friendly communication for early
childhood programs. Washington, DC: NAEYC.
Chapter 9
Annual “Buying Guide” and “Directory of Classroom Suppliers.” Exchange magazine.
Redmond, WA.
Bronson, M. B. (1995). The right stuff for children birth to 8. Washington, DC: NAEYC.
Brook, P. (1990). Backyard adventure. Chester, CT: Globe Pequot Press.
De Melendez, W. R., & Osterag, V. (1997). Teaching young children in multicultural
classrooms. Albany, NY: Thomson Delmar Learning.
Derman-Sparks, L. (1989). Anti-bias curriculum. Washington, DC: NAEYC.
Frost, J. L. (1992). Play and playscapes. Albany, NY: Thomson Delmar Learning.
Greenman, J., & Prescott, H. E. (1994). Caring spaces, learning places. Redmond, WA:
Exchange Press.
Gronlund, G. (2006). Make early learning standards come alive. Washington DC:
NAEYC.
Harms, T., & Clifford, R. C. Early Childhood Rating Scale (ECRS) and Family Day Care
Rating Scale (FDCRS), Infant/Toddler Environment, School-Age Care Environment
Rating Scale. New York: Teachers College Press. (1998, 1989, 1990, 1995).
Hill, D. M. Mud, sand and water. Washington, DC: NAEYC.
Marotz, L., et al. (1992). Health, safety, and nutrition for the young child. Albany, NY:
Thomson Delmar Learning.
McCracken, J. B. (1993). Valuing diversity: The primary years. Washington, DC:
NAEYC.
Moyer, J. (Ed.). (1995). Selecting educational equipment and materials for school and
home. Wheaton, MD: Association for Childhood Education International.
NAEYC Information Service. (1989). Facility Design for Early Childhood Programs.
Washington, DC: NAEYC Information Service.
Ramsey, P. G. (1998). Teaching and learning in a diverse world. New York: Teachers
College Press.
Rivkin, Mary S. (1995). The Great Outdoors. Washington, DC: NAEYC.
Sackett, R. (1996, March). Tips on successful buying from early childhood catalogues.
Exchange magazine.
Schlank, C. H., & Metzger, B. (1997). Together and equal: Fostering cooperative play
and promoting gender equity in early childhood programs. Boston: Allyn & Bacon.
Shapiro, A. S., Kaufmann, R., & Messenger, K. (Eds.). (1988). Healthy young children:
A manual for programs. Washington, DC: NAEYC.
Thompson, B. J. (1993). Words can hurt you: Beginning a program of anti-bias
education. Menlo Park, CA: Addison-Wesley.
York, S. (1991). Roots & wings: Affirming culture in early childhood programs. St. Paul,
MN: Redleaf Press.
Chapter 10
Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, VA:
Association for Supervision and Curriculum Development.
Banks, J. (2006). Cultural diversity and education: Foundations, curriculum and
teaching. Boston: Allyn & Bacon.
Carlsson-Paige, N., & Levin, D. E. (1987). The war play dilemma. New York: Teachers
College Press.
Derman-Sparks, L. Anti-bias curriculum: Tools for empowering young children.
Washington, DC: NAEYC.
Gestwicki, C. (2007). Developmentally appropriate practice: Curriculum and
development in early education. Clifton Park, NY: Thomson Delmar Learning.
Helm, J. H., & Katz, L. (2001). Young investigators: The project approach in the early
years. New York: Teachers College Press.
Hendrick, J. (Ed). (1997). First steps toward teaching the Reggio way. St. Paul, MN:
Redleaf Press.
Paley, V. G. (1984). Boys and girls: Superheroes in the doll corner. Chicago: University
of Chicago Press.
Chapter 11
Baby Dynamics Set. Two-volume set that illustrates five major motor skill areas for
infants through 3-year-olds. Video Schoolhouse. Monterey, CA. Playground Safety. A
one-hour video with Joe L. Frost explaining playground design and safety. Association
for Childhood Education International, P.O. Box 668, Washington, DC. 2004.
Chapter 12
General
Croft, D. J. (1990). An activities handbook for young children (5th ed.). Boston:
Houghton Mifflin.
De Melendez, W. R., & Ostertag, V. (1997). Teaching young children in multicultural
classrooms. Albany, NY: Thomson Delmar Learning.
Edwards, V. N. (Ed.). Growing child research review. Lafayette, IN: Funn & Hargitt.
Hohlmann, M., Baner, B., & Weikart, D. P. (1979). Young children in action. Ypsilanti,
MI: High/Scope Press.
Sarancho, O., & Spodek, B. (1991). Issues in early childhood curriculum. New York:
Teachers College Press.
Schlank, C. H., & Metzger, B. (1997). Together and equal: Fostering cooperative play
and promoting gender equity in early childhood programs. Boston: Allyn & Bacon.
Teaching Tolerance Project. (1997). Starting small: Teaching tolerance in preschool and
the early grades. Montgomery, AL: Southern Poverty Law Center.
Teaching Tolerance Project. Teaching Tolerance magazine, published twice yearly in
Montgomery, AL: Southern Poverty Law Center.
Thomson, B. J. (1993). Words can hurt you: Beginning a program of anti-bias education.
Menlo Park, CA: Addison-Wesley.
York, S. (1991). Roots and wings: Affirming culture in early childhood programs. St.
Paul, MN: Redleaf Press.
Cognitive Development
Brown, S. (Ed.). (1982). One, two buckle my shoe: Math activities for young children.
Mt. Rainier, MD: Gryphon House.
California Department of Education. A caregiver’s guide to cognitive development and
creativity.
Chen, J. Q. (Ed.). (1998). Early learning activities: Project Spectrum, Volume 2. New
York: Teachers College Press.
Kamii, C. K., & DeVries, R. (1993). Physical knowledge in preschool education. New
York: Teachers College Press.
Labinowicz, E. (1980). The Piaget primer. Menlo Park, CA: Addison-Wesley. Skylight
Training and Publishing, Arlington Heights, IL. Books about brain-compatible
classrooms and learning.
Zephyr Press, Tucson, AZ (800-232-2187). Books and materials about new ways of
teaching for K–12, especially brain-compatible material and multiple intelligences
curriculum.
Special Topic: Computers
Buckleitner, W. Survey of early childhood software. Ypsilanti, MI: High/Scope Press.
Computers and Young Children. ERIC Digest http://www.ericdigests.org/20004/young.htm
Chapter 13
General
Croft, D. J. (2000). An activities handbook for young children (6th ed.). Boston:
Houghton Mifflin.
De Melendez, W. R., & Ostertag, V. (1997). Teaching young children in multicultural
classrooms. Albany, NY: Thomson Delmar Learning.
Edwards, V. N. (Ed.). Growing child research review. Lafayette, IN: Funn & Hargitt.
Sarancho, O., & Spodek, B. (1991). Issues in early childhood curriculum. New York:
Teachers College Press.
Schlank, C. H., & Metzger, B. (1997). Together and equal: Fostering cooperative play
and promoting gender equity in early childhood programs. Boston: Allyn & Bacon.
Teaching Tolerance Project. (1997). Starting small: Teaching tolerance in preschool and
the early grades. Montgomery, AL: Southern Poverty Law Center.
Teaching Tolerance Project. Teaching Tolerance magazine, published twice yearly in
Montgomery, AL: Southern Poverty Law Center.
Thomson, B. J. (1993). Words can hurt you: Beginning a program of anti-bias education.
Menlo Park, CA: Addison-Wesley.
York, S. (1991). Roots and wings: Affirming culture in early childhood programs. St.
Paul, MN: Redleaf Press.
Language Development
Ballenger, C. (1999). Teaching other people’s children: Literacy and learning in a
bilingual classroom. New York: Teachers College Press California Department of
Education. A caregiver’s guide to language development.
Cazden, C. (Ed.). (1981). Language in early childhood education (Rev. ed.). Washington,
DC: NAEYC.
Freeman, D., & Freeman, Y. (2006). Teaching Reading and Writing in Spanish and
English in Bilingual and Dual Language Classrooms (2nd ed.). (K-6 classrooms.)
Portmouth, NH:
Heinemann.
Greenman, J., & Stonehouse, A. (1999). Prime times: A handbook for excellence in infant
and toddler programs. St. Paul, MN: Redleaf Press.
Lindfors, J. W. (1999). Children’s inquiry: Using language to make sense of the world.
New York: Teachers College Press.
McCracken, J. B. (1993). Valuing diversity: The primary years. Washington, DC:
NAEYC.
Robb, L. (2003). Practical strategies to develop the emergent literacy at-risk children
need. Portsmouth, NH: Heinemann.
Thompson, G. B., & Nicholson, T. (1999). Learning to read: Beyond phonics and whole
language. New York: Teachers College Press.
Special Topics: Early Literacy and Children’s Literature
Akers, B. (1991). Building bridges with multicultural literature. Menlo Park, CA: Belle
Akers.
Anonymous. (1986). Once upon a time. New York: G.P. Putnam’s Sons. California
Department of Education. A caregiver’s guide to cognitive development and creativity.
Jalongo, M. R. (1988). Young children and picture books: Literature from infancy to six.
Washington, DC: NAEYC.
Jones, E. (Ed.). (1988). Reading, writing and talking with four, five and six year olds. St.
Paul, MN: Readleaf Press.
Raines, S. C., & Canady, R. J. (1989). Story stretchers. Mt. Rainier, MD: Gryphon
House.
Chapter 14
Overview
Beginnings Workshop training materials (1992–present). Exchange, P.O. Box 2890,
Redmond, WA 98073. http://www.childcareexchange.com. Building Peer Relationships
in School Age Care, Building Self-Image Considering Ethnic Culture Creativity and
Learning.
California Department of Education and Far West Laboratory. (1989). A caregiver’s
guide to cognitive development and creativity, to culturally sensitive care for infants and
toddlers, and to social-emotional competence. Sacramento, CA: Department of
Education.
Curry, N., & Johnson, C. (1990). Beyond self-esteem: Developing a genuine sense of
human values. Washington, DC: NAEYC.
Greenberg, P. (Ed.). (1995). Character development: Encouraging self-esteem and selfdiscipline in infants, toddlers and two-year-olds. Washington, DC: NAEYC.
Hall, N. S., & Rhomberg, V. (1995). Affective curriculum: Teaching the anti-bias
approach to young children. Toronto, Ontario: Nelson Canada.
NAEYC. Teaching young children to resist bias [brochure available in Spanish and
English]. Ramsey, P. (1998). Teaching and learning in a diverse society. New York:
Teachers College Press.
Riley, S. S. (1992). How to generate values in young children. Washington, DC:
NAEYC.
Rogers, F. Talking with families about creativity, about feelings, about friends, divorce,
discipline, etc. Pittsburgh, PA: Family Communications. Useful series of pamphlets.
Zavitofsky, D., et al. (1986). Listen to the children. Washington, DC: NAEYC
Emotional Curriculum
For Adults
Goleman, D. (1997). Emotional intelligence: Why it can matter more than IQ. New York:
Bantam Books.
Hyson, Marilou C. (1998). The emotional development of young children: Building an
emotion-centered curriculum. St. Paul, MN: Redleaf Press.
Jervis, K. (Ed.). (1990). Separation: Strategies for helping two to four year olds.
Washington, DC: NAEYC.
McCracken, J. B. (Ed.). (1990). Reducing stress in young children’s lives. Washington,
DC: NAEYC. NAEYC. So many goodbyes and When disaster strikes. [Brochures].
For Children (and Adults)
Crary, E. Children’s problem-solving books and Dealing with feelings. Seattle, WA:
Parenting Press [http://www.parentingpress.com]
Crary, E., & Steelsmith, S. Feelings for little children. Seattle, WA: Parenting Press
[http://www.parentingpress.com]
Krueger, D. What is a feeling? Seattle, WA: Parenting Press
[http://www.parentingpress.com]
Polland, B. K. Feelings inside you and outloud too. Berkeley, CA: Tricycle Press [(800)
841-BOOK]
Social Curriculum
Educators for Social Responsibility: Resources for Training and Empowering Children.
[(800)-370-2515]; http://www.esrnational.org].
Gallas, K. (1997). Sometimes I can be anything: Power, gender and identity in a primary
classroom. New York: Teachers College Press.
Reynolds, G., & Jones, E. (1997). Master players: Learning from children at play. New
York: Teachers College Press. Southern Poverty Law Center: Teaching tolerance (see
WebSources).
Creative Curriculum
Engel, B. S. (1997). Considering children’s art: Why and how to value their works.
Washington, DC: NAEYC.
McDonald, D. T. (1998). Music in our lives: The early years. Washington, DC: NAEYC.
Schirrmacher, R. (2006). Art and creative development for young children (5th ed.).
Clifton Park, NY: Thomson Delmar Learning.
Sullivan, M. (1997). Feeling strong, feeling free: Movement exploration for young
children. Washington, DC: NAEYC.
Chapter 15
Adults and Children Together Against Violence (ACT). (2002). Violence prevention for
families of young children. Washington, DC: American Psychological Association.
Carlsson-Paige, N., & Levin, D. E. (1987). The war play dilemma: Balancing needs and
values in the early childhood classroom. New York: Teachers College Press.
Carlsson-Paige, N., & Levin, D. E. (1994). Helping young children understand peace,
war, and the nuclear age. Washington, DC: NAEYC.
Casey Foundation (2005). Kids count data book. Annie E. Casey Foundation.
DelCampo, R. L., & DelCampo, D. S. (1995–present). Taking sides: Clashing views on
controversial issues in childhood and society. Guilford, CT: Dushkin.
NAEYC (2005). Accreditation criteria and procedures of the National Academy of Early
Childhood Programs. Washington, DC: Author.
Paciorek, K. M., & Munro, J. H. (1995–present). Sources: Notable selections in early
childhood education. Guilford, CT: Dushkin.
Provenzo, E. F. (1991). Video kids: Making sense of Nintendo. Cambridge, MA: Harvard
University Press.
Slaby, R. G., et al. (1998). Early violence prevention: Tools for teachers of young
children. Washington, DC: NAEYC.
Takanishi, R. (2006). Leveling the playing field: Supporting immigrant children from
birth to eight. The Future of Children. Princeton, NJ: Brookings Institute.
Walling, D. R. (1993). English as a second language: 25 questions and answers.
Bloomington, IN: Phi Delta Kappan.