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Barrera, I. & Corso, R. M. (2003). Skilled Dialogue: Strategies for Responding to Cultural Diversity in Early Childhood. Baltimore: Brookes.
Boyd, J., Barnett, W. S., Bodrova, E., Leong, D. J., & Gomby, D. (2005). Promoting children’s social and emotional development through preschool. New Brunswick, NJ: NIEER.
Buysee, V. & Wesley, P. (2004). Consultation in early childhood settings. Baltimore: Brookes.
Crawford, P. A. (2004). “I follow the blue…" A primary teacher and the impact of packaged curricula. Early Childhood Education Journal, 32, 205-210.
Dodge, Trister D., & Bickart, T. (2003). “Curriculum, Assessment, and Outcomes: Putting them all in perspective". Children and Families, 17 (1), 28-32.
Frazeur-Cross, A. & Dixon, S. (2004). Adapting curriculum & instruction in inclusive early childhood settings. Indiana University/IIDC: Bloomington, IN.
Grisham-Brown, J.L., Hemmeter, M. L. & Preti-Frontczak, K. L. (2005). Blended practices for teaching young children in inclusive settings. Baltimore: Paul Brookes Publishing Company.
Grisham-Brown, J.L., & Pretti-Frontczak, K.L. (2003). "Preschool teachers’ use of planning time for the purpose of individualizing instruction for young children with special needs." Journal of Early Intervention, 26(1), 31-46.
Hanft,B. E., Rush, D. D. & Sheldon, M. L. (2003). Coaching families and colleagues in early childhood. Baltimore: Brookes.
Johnson-Martin, N., Attermeier, S., & Hacker, B. (2004). The Carolina curriculum for preschoolers with special needs. Paul H. Brookes Publishing: Baltimore.
Pianta, R. C., & Kraft-Sayre, M. (2003) Successful kindergarten transition: Your guide to connecting children, families, and schools. Baltimore, MD: Paul Brookes and Co.
Pretti-Frontczak, K. & Bricker, D. (2004). An activity based approach to early intervention. Paul H. Brookes Publishing: Baltimore.
Raver, S. (2003). Keeping track: Using routine-based instruction and monitoring. Young Exceptional Children, 6(3), 12-20.
Sandall, S. & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ED). Baltimore: Brookes Publishing Company.
Sutterby, J. A., & Frost, J. (2006). Creating play environments for early childhood: Indoors and out. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (Second edition). Mahwah, NJ: Lawrence Erlbaum Associates pp. 305-321.
Thompson, C. M. (2006). Repositioning the visual arts in early childhood education: A decade of reconsideration. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (Second edition). Mahwah, NJ: Lawrence Erlbaum Associates pp 223-242.
Vold, E. B. (2003). Young children’s affirmation of differences: Curriculum that is multicultural and developmentally appropriate. In J. P. Isenberg & M. R. Jalongo (Eds.) Major trends and issues in early childhood education: Challenges, controversies, and insights (Second edition). New York: Teachers College Press, pp. 30-46.
Widerstrom, A.H. (2005). Achieving learning goals through play: Teaching young children with special needs (2nd Ed). Baltimore: Brookes.
York, S. (2003). Roots and Wings: Affirming Culture in Early Childhood Programs (Revised Edition). Redleaf Press, St. Paul, MN. www.redleafpress.org
Curriculum and Instruction - Early Literacy:
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). A child becomes a reader: Birth through preschool. Jessup, MD: National Institute for Literacy.
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read (2nd ed.). Jessup, MD: National Institute for Literacy.
Bingham, A., & Pennington, J. (2007). As easy as ABC: Facilitating early literacy enrichment experiences. Young Exceptional Children 10(2) 16-29.
Bruns, D. & Pierce, C. (2007). Let’s read together: Tools for early literacy Development for all young children. Young Exceptional Children 10(2) 2-10.
Children's Literacy Initiative, 2002. Creating a Classroom Literacy Environment. Philadelphia, PA. www.cliontheweb.org
International Reading Association, 2004. Environmental Print in the Classroom: Meaningful Connections for Learning to Read. Newark, DE. www.reading.org
Linder, T. (2005). Read, play and learn! Storybook activities for young children: The Transdisciplinary play-based curriculum. Paul H. Brookes Publishing: Baltimore.
Robyak, A., Masiello, T., Trivette, T., Roper, N., & Dunst, J. (2007). Mapping the contemporary landscape of early literacy learning. CELL Reviews, 1(1), 1-11. This is a practice based research synthesis regarding the current thinking about early literacy learning experiences important for acquisition of pre-literacy, emergent literacy, and early literacy competence. It shows that formal and informal experiences will provide young children with many different kinds of opportunities to acquire and master an arrangement of literacy skills. Provides implementation strategies.
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