REFERENCES Ahola, Deb, and Abbe Kovacik. (2007). Observing and Understanding Child

Development: A Child Study Manual. Australia: Thomson Delmar Learning. This is a text with the benefits of a resource and workbook, designed to help students and practitioners learn to gather and interpret data to gain insight into child development. The reader is first introduced to the importance and techniques of observation, being taught why, how, and when to observe.

Allen, K. E., & Marotz, L. R. (2000). By the Ages: Behavior and Development of Children Pre-Birth through Eight. Albany, NY: Delmar. This non-technical guide to child’s development is a tool for evaluating developmental milestones, growth patterns, daily routines, and activities. It presents basic knowledge of age-appropriate developmental expectations and the learning experiences that can be offered at each stage of development.

Allen, K. E. & Marotz, L. (1994). Developmental Profiles: Pre-birth through Eight. Albany, NY: Delmar Publishers. This edition provides basic information about the expectations and developmentally appropriate learning experiments for each stage of development

Alvarado, C., Burnley, L., et al. (1999) In Our Own Way: How Anti-Bias Work Shapes Our Lives. St. Paul, MN: Redleaf Press. This book has stories of seven teachers who have examined, challenged, and changed their own lives and their teaching practices to incorporate an anti-bias perspective into their work with children and families.

Anderson, C. J. (2000). The Temperament Guides: Resources for Early Intervention Professionals. Scottsdale, AZ: Behavioral-Developmental Initiatives. This book presents specific, detailed instructions for professionals involved with early intervention in the behavior problems of young children birth through age 5.

Appelbaum, Maryln. (2009). How to Handle Hard-to-Handle Preschoolers. Thousand Oaks, CA: Corwin Press. How to help young children regulate their behavior, solve problems, replace negative behaviors with positive ones, handle emotions appropriately, succeed in the classroom and in everyday life.

Avery, C. (1993). …And with a Light Touch. Portsmouth, NH: Heinemann. This book presents many case studies to demonstrate the way a successful whole language classroom operates and how children learn in this environment. Avery, C. E. (1992). Everybody Has Feelings: Todos Tenemos Sentimientos. Beltsville, MD: Gryphon House. Bailey, B. (2000). Easy to Love, Difficult to Discipline. New York, NY: William Morrow and Company. The author teaches Seven Powers for Self-Control, which dramatically increase our resourcefulness in any sticky situation with children from toddler through school age. Next comes the Seven Basic Discipline Skills that will help children naturally acquire Seven Values for Living.

Bailey, Becky, Ph.D. (2000). I Love You Rituals. New York, NY: Harper Collins Publishers. Rhymes and games to prime a child’s brain for learning, help children cope with change, enhance attention, cooperation, and self-esteem, help busy families stay close, affirm parent-child bond to help insulate them from peer pressure.

REFERENCES 2

Bailey, B. (1997). There’s Gotta Be a Better Way: Discipline That Works! Oviedo, FL: Loving Guidance, Inc. This book includes sections on understanding why we act and react to our children the way we do, understanding our children, creating an environment where children choose to cooperate, and basic discipline techniques and skills of discipline every adult must know.

Barrera, I. & Corso, R. M. (2003). Skilled Dialogue. Baltimore, MD: Paul H. Brookes Publishing Co. This book gives early childhood professionals the knowledge they need to improve that understanding. Using this book as a model for respectful, reciprocal and responsive interaction that honors cultural beliefs and values, practitioners will strengthen their relationships with children and families and better address developmental and educational goals.

Baum, S. M., Reis, S. M., & Maxfield, L. R. (1998). Nurturing the Gifts and Talents

of Primary Grade Students. Mansfield Center, CT: Creative Learning Press, Inc. The purpose of this book is to furnish educators and parents with relevant and practical information based on theory and to address the needs of youngsters with advanced abilities, unique talents, and in-depth interests. It includes identification, program and curricular models, curricular ideas and strategies, and classroom management.

Beane, A. L. (1999). The Bully Free Classroom. Minneapolis, MN: Free Spirit Publishing. This book contains over 100 tips and strategies for teachers in K-8 classrooms to help make any classroom a place where students are free to learn with confidence and without fear.

Bell, S. H., Carr, V., Denno, D., Johnson, L. J., & Phillips, L. R. (2004). Challenging Behaviors in Early Childhood Settings: Creating a Place for All Children. Baltimore, MD: Paul H. Brookes Publishing Co. This resource helps address a wide range of challenging behaviors in students with or without disabilities. It helps early childhood teams assess the classroom environment and link effective behavioral interventions to developmentally appropriate curricula and teaching practices.

Berk, L., & Winsler, Adam. (1995). Scaffolding Children’s Learning: Vygotsky and Early Childhood Learning. Washington, DC: NAEYC. A clear and concise explanation of Vygotsky’s theories. An alternative to Piaget’s work.

Bilmes, J. (2004). Beyond Behavior Management: The Six Life Skills Children Need to Thrive in Today’s World. St. Paul, MN: Redleaf Press. A strength based approach to guiding and managing young children’s behavior by helping them build and use essential life skills.

Bloom, P. J. (2000). Circle of Influence: Implementing Shared Decision Making and Participative Management. Lake Forest, IL: New Horizons. This book will help directors determine their preferred decision-making style, analyze different types of decisions, assess the impact of their decisions, solicit feedback about organizational practices, increase the level of trust among staff, and make better decisions.

Bloom, P.J. (1997). A Great Place to Work: Improving Conditions for Staff in Young Children’s Programs. Washington, DC: National Association for the Education of Young Children.

REFERENCES 3

This book helps the director look at different dimensions, including collegiality, opportunities for professional growth, and supervisor support, to see how each contributes to the quality of work life for staff—and how each may be enhanced.

Bluestein, J. (1988). 21st Century Discipline: Teaching Students Responsibility and Self-Control. Jefferson City, MO: Scholastic Inc. This book provides practical and specific strategies to help create a classroom environment in which the majority of student behavior is on-task--and the majority of the teacher’s time is actually devoted to instruction.

Bluestein, Jane. (2001). Creating Emotionally Safe Schools: A Guide for Educators

and Parents. Deerfield Beach, FL: Health Communications. In Creating Emotionally Safe Schools, Jane Bluestein offers a plan to return schools to havens of nurturing and learning. She examines environmental, historical, developmental, psychological, sociological, interpersonal, instructional and administrative factors that contribute to the emotional climate of an educational institution. This is a comprehensive view of what makes a school feel the way it feels, and what we can do to make it feel safe for every child-and every adult-who walks through its doors. Borba, M. (1993). Staff Esteem Builders. Torrance, CA: Jalmar Press. Esteem Builders, specific building blocks for each of the five components of self-esteem, questionnaires for administrators, action plans.

Boult, B. (2006). 176 Ways to Involve Parents: Practical Strategies for Partnering with Families, 2

nd edition. Thousand Oaks, CA: Corwin Press.

Contains numerous new strategies for building bridges between schools and families. Bowman, S. (1998). How to Give It So They Get It. Glenbrook, NV: Bowperson Publishing Company. Explore the ways you learn, teach, train, and give information to others. Discover how your own learning style affects your teaching style. Create learner-centered lessons and presentations using the accelerated learning “map” as your guide.

Bowman, S. (2001). If Lazarus Did It, So Can You! Glenbrook, NV: Bowperson Publishing Company. Of course you know that Lazarus DIDN’T do it! With the power of Jesus Christ calling him forth, he rose from the dead. And, with the power of the Lord, YOU can be HIS instrument to help resurrect the learning in your churches, schools, and homes.

Bowman, S. (1997). Presenting with Pizzazz. Glenbrook, NV: Bowperson Publishing Company. This book gives you a host of easy-to-apply tips and activities for getting learners of all ages more actively involved in their own learning. Based on accelerated learning research and written in a fun, conversational style, Presenting With Pizzazz is a resource gem for today’s busy teachers, trainers, and public speakers.

Bowman, S. (2001). Preventing Death By Lecture. Glenbrook, NV: Bowperson Publishing Company. You KNOW there’s a better way to present information to your listeners than straight lecture. So WHAT do you do to involve your listeners without wasting time? HOW do you turn YOUR listeners into learners? If you want to make you lectures, presentations, speeches, and classes interactive and unforgettable, this book is for YOU!

Bowman, S. (1999). Shake Rattle & Roll. Glenbrook, NV: Bowperson Publishing Company.

REFERENCES 4

Toys, gadgets and gizmos, movement and metaphor. From simple, ordinary things, you can create extraordinary learning experiences for your students, audiences, and training participants. With Shake, Rattle and Roll, you’ll discover over one hundred ways to make learning come alive with energy, excitement, meaning and memory. Brazelton, T. Berry, and Stanley I. Greenspan. (2000). The Irreducible Needs of

Children: What Every Child Must Have to Grow, Learn, and Flourish. Cambridge, MA: Perseus Pub. What do babies and young children really need? For the first time, two famed advocates for children cut through all the theories, platitudes, and controversies that surround parenting advice to define what every child must have in the first years of life. Brazelton, T. B. (1992). Touchpoints: The Essential Reference. Perseus Books. This childcare reference offers a complete understanding of child development from a physical, cognitive, emotional, and behavioral point of view. It provides both chronological chapters and alphabetical topics on all issues faced by families from conception through age six.

Brizius, J. A. & Foster, S. E. (1993). Generation to Generation: Realizing the Promise of Family Literacy. Ypsilanti, MI: High/Scope Press. Learn how to set up a community-based family literacy effort. The book traces the history of the family literacy movement and shows policymakers and program managers how to deal with timely issues. It contains information on how to become involved at the state and the national levels as well as in the local community.

Buckingham, Marcus, and Donald O. Clifton. (2001). Now, Discover Your Strengths. New York: Free. This book contains a unique identification number that allows you access to the StrengthsFinder Profile on the Internet. This Web-based interview analyzes your instinctive reactions and immediately presents you with your five most powerful signature themes. Once you know which of the 34 themes -- such as Achiever, Activator, Empathy, Futuristic, or Strategic -- you lead with, the book will show you how to leverage them for powerful results at three levels: for your own development, for your success as a manager, and for the success of your organization. Burke, J. C. (1992). Decreasing Classroom Behavior Problems. San Diego, CA: Singular Publishing Group, Inc. This book was written to add to the training of teachers and instructional assistants by presenting information and practical guidelines that can be used to prevent and reduce disruptive classroom behaviors.

Carey, W. B. (1995). Coping with Children’s Temperament: A Guide for Professionals. New York, NY: BasicBooks. This book presents a clear, concise summary of the recent clinical research on temperament coupled with practical suggestions on how to use this information in a variety of clinical and educational settings.

Carey, W. B. (1997). Understanding Your Child’s Temperament. New York, NY: Macmillan. Using the author’s practical strategies, parents will learn how to profile a child’s temperament in relation to different aspects of temperament, see both the positive and negative sides of temperaments, and tailor discipline to each child’s temperament.

Carlson, Frances M. (2006). Essential Touch: Meeting the Needs of Young

Children. Washington, DC: National Association for the Education of Young Children.

REFERENCES 5

From this book, practitioners will learn just why touch is essential to young children's development and how it can be incorporated safely into early childhood settings, from the infant program to the primary classroom. Caruso, J. J. & Fawcett, M. T. (1999). Supervision in Early Childhood Education: A Developmental Perspective (2

nd edition). New York, NY: Teachers College.

Written for practitioners who must supervise staff from a wide variety of educational and cultural

backgrounds. Completely updated guidelines. Chenfield, M. B. (1993). Teaching in the Key of Life. Washington, DC: National Association for the Education of Young Children. This collection of lively and inspiring essays will help you remember why you became a teacher. The author writes of laughter, love, and joyous celebration of learning.

Child Development Centers of the Bluegrass, Inc. (1987). Project Steps: Helpful Entry Level Skills and Instructional Strategies. Lexington, KY. The purpose of this manual is to provide teachers, particularly those at the preschool level, with ideas for increasing the level of independence in young children as they make the transition from preschool to public school.

Child Development Centers of the Bluegrass, Inc. (1990). Sequenced Transition to Education in the Public Schools. Lexington, KY. This manual provides guidelines for early childhood programs and public school systems wishing to establish or formalize a transition process. Providing suggestions based on the development of the STEPS model, it includes strategies and options that proved to be beneficial and successful in a variety of settings.

Chrisman, K. & Couchenour, D. (2002) Healthy Sexuality Development – A Guide for Early Childhood Educators and Families. Washington, D.C.: National Association for the Education of Young Children. Early childhood professional assist families in supporting children’s healthy sexuality development as they interact with children, work with families, and plan programs. This book provides key information to both early childhood educators and family members about what is typical in young children and how to support them in this early and inquisitive stage.

Chu, Marilyn. (2014). Developing Mentoring and Coaching Relationships in Early

Care and Education: A Reflective Approach. Boston: Pearson. The book is packed with helpful reflective questions, illustrative mentoring and coaching scenarios, and ready-to-implement planning tools. The focus is on encouraging reflection on current practices in order to achieve quality programs, meet teaching standards, and promote positive outcomes for children in these times of rising standards and, in many cases, lower levels of support. Clark, R., Hawkins, D. & Vachon, B. (1999). The School-Savvy Parent: 365 Insider

Tips to Help You Help Your Child. Minneapolis, MN: Free Spirit Publishing. Teachers provide positive, practical tips to help parents become supporters of their child’s education.

Claycomb, P. & Bittinger, G. (1998). Bear Hugs: Simple Solutions for Fostering Positive Behavior. Torrance, CA: Totline Publications. Bear Hugs are specially designed activities that encourage positive behavior and attitudes in preschool aged children. The book is divided into “bear hugs” for classroom management, for special times, and for building character.

REFERENCES 6

Clemens, S. (1983). The Sun’s Not Broken, A Cloud’s Just in the Way. Mt. Rainier, MD: Gryphon House, Inc. A warm and moving account of how a teacher made a safe yet stimulating place for young children to

learn. Cohen, J. (1999). Educating Minds and Hearts: Social Emotional Learning and the Passage into Adolescence. Alexandria, VA: Association for Supervision and Curriculum Development. This book synthesizes our knowledge of adolescent development with the what, why, and how of social learning, opening a window on the processes of the mind and heart.

Committee for Economic Development (2006). The Economic Promise of Investing in High-Quality Preschool. Washington, DC: The Pew Charitable Trusts. Offers supports for fiscal, societal, and economic development and the role preschool plays in the future vision of same.

Copple, C. & Bredekamp, S. (Eds.) (2009). Developmentally Appropriate Practice in Early Childhood Programs (3rd Edition). Washington, DC: NAEYC. Fully revised and expanded, this version comes with a supplementary CD containing readings on key topics, plus video examples showing developmentally appropriate practice in action. Based on what the research says about development, learning, and effective practices, as well as what experience tells us about teaching intentionally, DAP articulates the principles that should guide our decision making.

Crary, E. (1984). Kids Can Cooperate: A practical guide to teaching problem solving. Seattle, WA: Parenting Press, Inc. Kids can cooperate if they have the skills. This book discusses why kids quarrel and offers ways to avoid it, includes a step-by-step process for helping children negotiate with each other, provides activities to encourage the skills needed to solve problems, and offers ways to motivate children to resolve their conflicts themselves.

Curry, N. E. & Johnson, C. N. (1990). Beyond Self-Esteem: Developing a Genuine Sense of Human Value. Washington, DC: National Association for the Education of Young Children. The goal of this fourth NAEYC research monograph is to take parents, teachers, administrators, and policy makers beyond naive conceptions of self-esteem as an isolated entity, and toward an understanding of self-esteem as a dynamic, multidimensional phenomenon that must be viewed in the larger context of children’s social, cognitive, moral, and personality development.

Curtis, D. & Carter, M. (2000). The Art of Awareness. St. Paul, MN: Redleaf Press. Good observation is the key to good assessment and good teaching. This book features eight “Observation Study Sessions” that heighten observation skills in different aspects of children’s lives. It will expand your definition of observation and help make you a more skilled observer.

Curtis, D. & Carter, M. (2003). Designs for Living and Learning: Transforming Early Childhood Environments. St. Paul, MN: Redleaf Press. Drawing inspiration from a variety of approaches, from Waldorf to Montessori to Reggio, this book outlines hundreds of ways to create healthy and inviting physical, social, and emotional environments for young children ages infant through school age.

Curwin, R. & Mendler, A. (1997). As Tough as Necessary: Countering Violence, Aggression, and Hostility in Our Schools. Alexandria, VA: Association for Supervision and Curriculum Development.

REFERENCES 7

This book presents a three-dimensional approach to handling hostility that includes methods of prevention, methods of action, and methods of resolution.

Daniels, H., Bizar, M. (1998). Methods that Matter: Six Structures for Best Practice Classrooms. York, ME: Stenhouse Publishers. This book clearly describes six fundamental, recurrent activities: Integrative units, small group activities, representing-to-learn, classroom workshop, authentic experiences, and reflective assessment.

Dau, E. (1999). Child’s Play. Baltimore, MD: Paul H. Brookes Publishing Co. This book examines the role of play in furthering young children’s social cognitive and emotional development and also focuses on the acquisition of social skills and the development of attitudes. This book uses both personal accounts and informed, theoretical discourse to give a well-rounded guide.

Dewsnap, L., & Mitchell, G. (1995). Common Sense Discipline: Building Self-Esteem in Young Children. Glen Burnie, MD: TelShare Publishing Company. A down-to-earth, story-oriented approach to discipline. Dramatic stories portray real-life issues and conflicts often encountered by parents and teachers of young children. Each scenario is followed by practical approaches to solving these problems.

Dickinson, D. K. & Tabors, P. O. (2001). Beginning Literacy with Language: Young Children Learning at Home and School. Baltimore, MD: Paul H. Brookes Publishing. Based on research gathered in the Home-School Study of Language and Literacy Development, this book reveals the relationship the authors found between these critical early interactions and children’s kindergarten language and literacy skills.

Diffily, D., & Morrison, K. (editors). (1996). Family-Friendly Communication for Early Childhood Programs. Washington, DC: NAEYC. This practical book puts into your hands engaging messages on various topics. Dowling, M. (2005). Young Children’s Personal, Social and Emotional Development, 2

nd edition. London, Thousand Oaks, New Delhi: Paul Chapman

Publishing. Expanded guide to the growing body of knowledge about young children’s social and emotional development. Expanded to include spiritual development and the use of outdoors as an educational

resource. DuFour, R. & Eaker, R. (1988). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. This book provides how-to information about transforming schools into results-oriented professional learning communities. It describes best practices from schools nationwide for curriculum development, school leadership, professional development programs, school-parent partnerships and assessment practices.

Eastern Stream Center on Resources and Training. Help! They Don’t Speak English Starter Kit for Primary Teachers. Arlington, VA. This book is designed to provide mainstream teachers with teaching strategies and materials that benefit all students, provide cultural information to help teachers better understand and appreciate language-minority students and their families, introduce strategies to assist teachers with improving the reading and writing abilities of LEP students, introduce math exercises and strategies and combine learning basic math skills with language development activities, and offer suggestions to parent involvement.

Eisler, R. (2000). Tomorrow’s Children. Boulder, CO: Westview Press.

REFERENCES 8

This book is a blueprint for how to take the first steps toward a saner and more humane educational system. Elias, M. J., Zins, J. E., et al. (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Alexandria, VA: Association for Supervision and Curriculum Development. The authors draw upon the most scientific studies, the best theories, site visits carried out around the country, and their own extensive experiences to describe approaches to social and emotional learning for all levels. Framing the discussion are 39 concise guidelines, as well as many field-inspired examples for classrooms, schools, and districts.

Elkind, D. (1987). Miseducation. New York: Alfred A. Knopf, Inc. This book is designed to help avoid the kind of miseducation of young children that is on the increase in America today.

Engle, B. S. (1995). Considering Children’s Art: why and how to value their

works. Washington, DC: National Association for the Education of Young Children. For art to take its proper place in children’s education, the author argues that teachers need to learn how to look at children’s art. This book describes how much teachers typically miss and how to begin having rich, mutually informative interactions with children about their work.

Epstein, A. (2009). Me, You, Us: Social Emotional Learning in Preschool. Ypsilanti, MI: High Scope Press. This book covers 13 topics of social-emotional learning and provides strategies teachers can use to promote children’s growth. Epstein, A. S., Schweinhart, L. J., & McAdoo, L. (1996). Models of Early Childhood Education. Ypsilanti, MI: High/Scope Press. This book systematically and objectively compares six popular curriculum-based approaches: the Montessori method, the Bank Street Developmental-Interaction approach, the High/Scope Curriculum, the Kamii-DeVries constructivist approach, Teaching Strategies’ Creative Curriculum, and the Direct Instruction model.

Essa, E. (2003). A Practical Guide to Solving Preschool Behavior Problems (Fifth Edition). Albany, NY: Delmar Publishers, Inc. This book focuses on specific situations preschool teachers face when dealing with common behavior problems. It provides easy--to-follow, step-by-step instructions for changing young children’s behaviors in a preschool setting. It contains 42 behaviors categorized into seven categories that deal with very specific common behavioral concerns: aggress, disruptive, destructive, dependent, non-participatory, eating, and other problem behaviors.

Essa, Eva. (2008). What to do When: Practical Guidance Strategies for Challenging Behaviors in Preschool (6

th ed). Belmont, CA: Delmar, Cengage

Learning. Intended to help teachers and college students work effectively with young children whose behaviors are challenging. Provides developmentally appropriate guidelines.

Evans, Betsy. (2002). You Can’t Come To My Birthday Party!: Conflict Resolution with Young Children. Ypsilanti, MI: High/Scope Press. This book presents a six-step mediation process adults can use to support young children at these tense and emotional times. It includes more than 50 actual stories of conflict experiences from preschools, nursery schools, Head Start centers, elementary schools, and homes.

REFERENCES 9

Evans, Betsy. (2009). "You're Not My Friend Anymore!": Illustrated Answers to

Questions about Young Children's Challenging Behaviors. Ypsilanti, MI: HighScope. In a series of 21 scenarios based on actual teacher and parent interactions with young children, readers will find illustrated answers to common questions about responding to children's conflicts. Feeney, S. & Freeman, N.K. (1999). Ethics and the Early Childhood Educator: Using the NAEYC Code. Washington, DC: National Association for the Education of Young Children. This book presents a framework for using the NAEYC Code of Ethical Conduct to inform decision making in dealing with children, families, and colleagues. Helpful examples and questions serve to clarify key points and focus on critical issues.

Feeney, S., Freeman, N. K., & Moravcik, E. (2000). Teaching the NAEYC Code of Ethical Conduct: Activity Sourcebook. Washington, DC: National Association for the Education of Young Children. A wealth of tools and techniques useful in exploring ethical problems are presented in this companion resource to Ethics and the Early Childhood Educator: Using the NAEYC Code.

Feigelson, S. (1998). Energize Your Meetings with Laughter. Alexandria, VA: Association for Supervision and Curriculum Development. This simple, down-to-earth guide helps make meetings more productive by putting lighthearted humor and fun to work. The author presents time-tested, proven tips and techniques for energizing meetings.

Forman, G. E. & Kuschner, D. S. (1983). The Child’s Construction of Knowledge— Piaget for Teaching Children. Washington, DC: National Association for the Education of Young Children. Beginning with a theory of knowledge and progressing through a theory of development, learning, and then teaching, the authors have tried in a deliberate manner to innovate practice founded on theoretical principals. This book provides a conceptual basis for classroom practice.

Freedman, D. H. (2000). Corps Business: The 30 Management Principles of the U.S. Marines. New York, NY: HarperBusiness. The author identifies the Marines’ simple but devastatingly effective principles for managing people and resources.

Fujuwa, J. (1998). (Almost) Everything You Need to Know About Early Childhood Education: The Book of Lists for Teachers and Parents. Beltsville, MD: Gryphon House, Inc. Chapters in include Teachers and Teaching (Roles, Goals and Mottos); the Wonderful and Powerful World of Words; What Children Say; Parents and Teachers Working Together; Books, Stories, and Reading; Essentials for Learning; What Children Love: Music, Moving and Singing; and Suggestions, Tips, and Other Good Stuff.

Gaitan, C. D. (2004). Involving Latino Families in Schools: Raising Student Achievement Through Home-School Partnerships. Thousand Oaks, CA: Corwin Press. Offers easily applied techniques for cultivating communication through tools and strategies for including Latino parents in developing sustained academic improvement.

Gartrell, D. (2004). The Power of Guidance. Clifton Park, NY: Thomson, Delmar Learning.

REFERENCES 10

This compilation of writings on approaches to young child guidance aids in understanding and managing childhood behaviors. Features include patience and understanding; misbehavior and mistaken behavior; discipline versus guidance; and management strategies for an encouraging classroom.

Gober, S. Y. (2002). Six Simple Ways To Assess Young Children. Albany, NY: Delmar. This easy-to-read resource for child care providers and educators provides valid ways to evaluate growth and development of young children. Methods described include developmental checklists, parent interviews, self-portraits, scribbling/writing/drawing samples, audio/video tapes, and anecdotal records.

Gonzalez-Mena, Janet. (2008). Diversity in Early Care and Education: Honoring

Differences. Boston: McGraw-Hill. This book explores the rich diversity encountered in programs and environments for children ages birth to 8, including those serving children with special needs. The emphasis is on the practical and immediate concerns of the early childhood professional and family service worker, though all information has strong theoretical support. Gowen, J. W. & Nebrig, J. B. (2002). Enhancing Early Emotional Development: Guiding Parents of Young Children. Baltimore, MD: Paul H. Brookes Publishing Co. This book gives professionals an easy-to-implement model to use to get an in-depth look at children’s emotional development from birth to 24 months, examine challenges to effective parenting, explore practical strategies to help parents understand their children’s needs, and learn from realistic vignettes that demonstrate appropriate interactions and interventions.

Graves, M. (2000). The Essential Parent Workshop Resource. Ypsilanti, MI: High/Scope Educational Research Foundation. This collection of 30 workshops for parents of preschoolers includes workshops for active learning, daily routine, learning environment, adult-child interaction, and special topics. Each workshop includes goals, materials, introduction and opening activity, central ideas for discussion, and follow-up plans that encourage parents to apply the information at home.

Greenman, Jim. (2001). What Happened to the World?: Helping Children Cope in

Turbulent times. Place of Publication Not Identified: Bright Horizons Family Solutions. This book is for parents, teachers, and everyone working with children and families trying to make sense of a world where the sky can fall, thousands die, war is proclaimed, and our sense of safety and security disappears in a day. It is designed to help adults peer into the minds of children and understand their fears, their grief, and their struggles to understand why the ground under their feet can suddenly shake.

Greenspan, Stanley, I., MD & Wieder, Serena, Ph.D. (2006). Infant and Early Childhood Mental Health: A Comprehensive Developmental Approach to Assessment and Intervention. Washington, DC: American Psychiatric Publishing. Summarizes and deepens insights extricated over the long career of Dr. Stanley Greenspan.

Gregory, Gayle, and Carolyn Chapman. (2002). Differentiated Instructional

Strategies: One Size Doesn't Fit All. Thousand Oaks, CA: Corwin. If you're in need of a single resource to put differentiated instruction immediately into practice, then follow the lead of 100,000+ teachers and look to Gregory and Chapman's ground-breaking text.

Guskey, T. R. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press, Inc. This book illustrates how to ask the right questions to effectively measure professional development, understand the dynamic nature of professional development, identify what contributes to improved student learning, and demonstrate results and accountability.

REFERENCES 11

Hannel, L. & V., Giunta, L, et al. (Editors). Highly Effective Questioning: Developing the Seven Steps of Critical Thinking. Phoenix, AZ: G. Ivan Hannel, J.D. This book is a comprehensive resource for questioning strategies and their role in the development of critical thinking skills in any K-12 content area.

Harris, T. L. & Hodges, R. E. (Editors). (1995). The Literacy Dictionary: The

Vocabulary of Reading and Writing. Newark, DE: International Reading Association. This primary purpose of this book is to provide an understanding of terms used in contemporary and historical writings about literacy.

Hart, B. & Risley, T. R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H. Brookes Publishing. Why will some children arrive at kindergarten having heard 32 million fewer words than their classmates? This study of families and how they talk to their very young children show that the large differences in the amount of children’s language experience were linked to large differences in child outcomes.

Hart, B. & Risley, T. R. (1999). The Social World of Children Learning to Talk. Baltimore, MD: Paul H. Brookes Publishing. This companion volume to Meaningful Differences in the Everyday Experiences of Young American Children examines the data set again in an important account of how children’s practice of speech—as shaped by family interaction—affects learning to talk.

Helm, J. H., Beneke, S., & Steinheimer, K. (1998). Teacher Materials for Documenting Young Children’s Work: Using Windows on Learning. New York, NY: Teachers College Press. In this companion book to Windows on Learning, the authors share material to speed up the process of learning to document, reduce teacher preparation time, and enable teachers to collect and display professional documentation when they incorporate the process of documenting their own classrooms and teaching.

Helm, J. H., Beneke, S., & Steinheimer, K. (1998). Windows on Learning: Documenting Young Children’s Work. New York, NY: Teachers College Press. This book shows a variety of ways to document; how to collect, analyze, and display children’s work; how to individualized portfolios; and how to meet the demands for accountability. Extensive examples of children’s and teachers’ work are included.

Hewitt, D. (1995). So this Is Normal Too? Teachers and Parents Working Out Developmental Issues in Young Children. St. Paul, MN: Redleaf Press. This book provides easy-to-understand child development information on challenging behaviors, specially prepared for teacher and parent. Accompanying each of the sixteen difficult behaviors addressed in this resource are suggestions for a plan of action to be agreed to by both parent and teacher, and a well-designed planning form.

Hill, D. (1977). Mud, Sand, and Water. Washington, DC: National Association for the Education of Young Children. This publication shows parents and teachers who spent long hours rediscovering the fascination and value of working with sand, water, and mud. It also suggests some logistics, which may make it more enjoyable and manageable for those who wish to create such living-learning environments for young children.

Hodges, R. (Editor). (1999). What is Literacy? Selected Definitions and Essays From The Literacy Dictionary: The Vocabulary of Reading and Writing. Newark, DE: International Reading Association. This booklet provides selected terms and their definitions that bear upon reading and writing instruction.

REFERENCES 12

Hohmann, Mary, Weikart, David, P., and Epstein, Ann S. (2008). Educating Young Children: 3

rd Edition. Ypsilanti, MI: High/Scope Press.

Comprehensive, up-to-date description of the High/Scope Preschool Curriculum.

Holliday, Terry, and Brenda Clark. (2009). Running All the Red Lights: A Journey of

Systemwide Educational Reform. Milwaukee, WI: ASQ Quality. There are many red lights in education reform, ranging from citizens to national and state legislative requirements to the schools staffs themselves. What can you do as a superintendent, school leader, or classroom leader when you encounter these and other red lights? You can run a red light. Iredell-Statesville Schools Superintendent Dr. Terry Holliday and co-author Brenda Clark give examples of when they ran the red light.

Honig, Alice Sterling. (2002). Secure Relationships: Nurturing Infant/Toddler Attachment in Early Care Settings. Washington, DC: NAEYC. Author provides a wealth of experience in key points needed in understanding and building attachment. Sounds advice for caregivers and parents.

How to Manage Behavior Series. Austin, TX: Pro-Ed. These books are designed to teach practitioners, including parents, specific behavioral procedures to use in managing the behaviors of children, students, and other persons whose behavior may be creating disruption or interference at home, at school, or on the job. The books are nontechnical, step-by-step instructional manuals that define the procedure, provide numerous examples, and allow the reader to make oral or written responses.

1. How to Maintain Behavior 2. How to Motivate Others Through Feedback 3. How to Negotiate a Behavioral Contract 4. How to Plan for Generalization 5. How to Select Reinforcers 6. How to Teach Social Skills 7. How to Teach Through Modeling and Imitation 8. How to Use Group Contingencies 9. How to Use Planned Ignoring 10. How to Use Positive Practice, Self-Correction, and Overcorrection 11. How to Use Prompts to Initiate Behavior 12. How to Use Response Cost 13. How to Use Systematic Attention and Approval 14. How to Use Time-Out 15. How to Use Token Economy and Point Systems

Hyson, M. (2004). The Emotional Development of Young Children: Building and Emotion-Centered Curriculum (Second Edition). New York, NY: Teachers College Press. The author offers a solid foundation for building an emotion-centered early childhood curriculum, linking emotional competence to school readiness and a broad range of important child outcomes, as well as examples and evidence-based teaching strategies to advance children’s understanding and appropriate expression of their emotions.

International Reading Association. (2000). Making a Difference Means Making It Different: Honoring Children’s Rights to Excellent Reading Instruction. Newark, DE.

REFERENCES 13

This position statement outlines ten principles for evaluating current policy and classroom practice, and a direction for change where it is necessary.

Jablon, J., Dombro, A., & Dichtelmiller, M. (1999). The Power Of Observation. Washington, DC Teaching Strategies. This book explores the vital connection between observation and effective teaching.

Jensen, Eric. (1998). Sizzle and Substance: Presenting with the Brain in Mind. San Diego, CA: The Brain Store. Idea packed guide book for presenters; brain compatible solutions. (two copies)

Jensen, Eric. (1998). Trainer’s Bonanza: over 1000 Fabulous tips and Tools. San Diego, CA: The Brain Store. Innovative, ready-to-use ideas to make your training sessions “sizzle,” powerful tools that will motivate your participants and insure unforgettable learning experiences.

Jervis, K. (1987). Separation: Strategies for Helping Two to Four Year Olds. Washington, DC: National Association for the Education of Young Children. This volume, drawing on keynote speeches and workshops from a conference titled “Attachment, Separation, and Loss: Impact on Pre-School Child Caring,” provides a resource for parents and teachers to help children make the transition from home to school.

Kagan, S. L. & Bowman, B.T. (1997). Leadership in Early Care and Education. Washington, DC: National Association for the Education of Young Children. Early childhood leaders offer thoughtful discussion to stimulate administrators to stand back and look at leadership’s various facets, including effective management, mentoring other early childhood professionals, working to advance the field, and community leadership roles.

Kaiser, B. & Rasminsky, J. S. (1999). Meeting the Challenge : Effective Strategies for Challenging Behaviours in Early Childhood Environments. Ontario: Canadian Child Care Federation. This book offers ideas and strategies that have been proven to work. Part I explains the background, some of the theory and research that underlie effective practice; Part II describes strategies for managing challenging behaviours.

Kaltman, Gwen Snyder. (2006). HELP! For Teachers of Young Children. Thousand Oaks, London, New Delhi: Corwin Press. Provides readers with entertaining stories and practical strategies covering a range of topics, from using discipline as a teaching tool, to helping children learn to communicate, cooperate, and develop self-

esteem.

Karges-Bone, Linda. (1996). Beyond Hands-on: Techniques for Using Color, Scent,

Taste, Touch, and Sound to Enhance Learning. Carthage, IL: Teaching & Learning. Which colors help children relax? Pay attention? How can certain scents perk up listless learners? Can the taste of peppermint help students retain information? This book goes beyond hands-on to minds-on learning with fascinating tips and techniques for using color, scent, taste, touch and sound to stimulate the process. Katz. L.G. & McClellan. (1997). Fostering Children’s Social Competence: The Teacher’s Role. Washington, DC. The National Association for the Education of Young Children. Socially competent children are better able to learn and thrive in the classroom. Drawing from research, observation and practice this book offers principles and strategies to guide teachers in strengthening children’s social competence.

REFERENCES 14

Katzenmeyer, M. & Gayle Moller. (2009). Awakening the Sleeping Giant: Helping Teachers develop as Leaders. Thousand Oaks, CA. Corwin. With updated research and new teacher inventories and surveys, this third edition of a bestseller draws on the authors’ two decades of experience studying and observing the work of teacher leaders. Katzenmeyer and Moller examine the importance of teacher leadership in improving outcomes in schools, and cover the development of teacher leaders from preservice preparation to careerlong support. The book discusses the challenges that many teacher leaders face. Keogh, B. K. (2003). Temperament in the Classroom: Understanding Individual Differences. Baltimore, MD: Paul H. Brookes Publishing Co. Based on research and filled with classroom examples, this guide helps readers understand the impact of temperament on children’s behavior, interactions and achievement; the effect of temperament on teachers’ perceptions, decisions, and reactions; the importance of “goodness of fit” between a child’s temperament and school environment; temperament in students with learning disabilities, developmental delays, and ADHD; and methods of assessing temperament.

Kirp, David L. (2007). The Sandbox Investment. Cambridge, MA: Harvard University Press. Addresses the validity and need for a universal pre-school as families of all economic levels become aware of the value of early education.

Klass, C. S. (1996). Home Visiting: Promoting Healthy Parent and Child Development. Baltimore, MD: Paul H. Brookes Publishing Co. Topics include cultural differences, child development, relationships, and challenging personalities. Using personal experiences and professional language, it is accessible to professionals and students.

Klass, C. S. (2003). The Home Visitor’s Guidebook Second Edition. Baltimore, MD: Paul H. Brookes Publishing Co. This book is a necessary reference for any professional who works with young children and their families. This collection of personal stories, relevant research, and practical strategies help readers develop communication and interpersonal skills, build trust, gain respect, maintain boundaries with families and so much more.

Kline, F. M. & Silver, L. B. (2004). The Educator’s Guide to Mental Health Issues in the Classroom. Baltimore, MD: Paul H. Brookes Publishing Co. This guide provides general and special education teachers with the information they need to collaborate with mental health providers and create effective learning environments.

Knight, Jim.(2007). Instructional Coaching: A Partnership Approach to Improving

Instruction. Thousand Oaks, CA: NSDC. Instructional coaching is a research-based, job-embedded approach to instructional intervention that provides the assistance and encouragement necessary to implement school improvement programs. Experienced trainer and researcher Jim Knight describes the "nuts and bolts" of instructional coaching and explains the essential skills that instructional coaches need, including getting teachers on board, providing model lessons, and engaging in reflective conversations.

Kohn, A. (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA: Association for Supervision and Curriculum Development. Packed with stories from real classrooms around the country, seasoned with humor and grounded in a vision as practical as it is optimistic, this book shows how students are most likely to flourish in schools that have moved toward collaborative problem solving—and beyond discipline.

REFERENCES 15

Kohn, A. (1993). Punished by Rewards: The Trouble with Gold Start, Incentive Plans, A’s, Praise, and Other Bribes. New York, NY: Houghton Mifflin Co. Drawing from hundreds of studies, Kohn demonstrates that people actually do inferior work when they are enticed with money, grades, or other incentives. Seasoned with humor and familiar examples, the book presents an argument that is unsettling to hear but impossible to dismiss.

Koplow, L. (Ed.) (1996). Unsmiling Faces, How Preschools Can Heal. New York, NY: Teachers College Press. This book provides early childhood professionals with a framework for understanding the emotional lives of the young children they serve. It combines a theoretical foundation with a practical basis for making preschool classrooms function as therapeutic environments.

Koralek, D. G., Dodge, D. T., & Pizzolongo, P. J. (2004). Caring for Preschool Children (Third Edition). Washington, DC: Teaching Strategies. This training program his designed to help teachers develop the skills and knowledge necessary to obtain a CDA credential. The book is organized into modules that can be used for staff development, a college course, or ongoing workshops.

Koralek, D. G., Dodge, D. T., & Pizzolongo, P. J. (2004). Skill-Building Journal: Caring for Preschool Children (Third Edition). Washington, DC: Teaching Strategies. This book provides forms and instructions for activities to apply knowledge from reading Caring for Preschool Children and to reflect on current practices.

Koralek, D., Ed. (2004). Spotlight on Young Children and Assessment. Washington, DC: National Association for the Education of Young Children. This book contains a compilation of articles on assessing young children. Most of the selections originally appeared in Young Children, Volume 59, No. 1 in the cluster “Child and Program Assessment: Tools for Reflective Educators.”

Kotter, J.P. (1996). Leading Change. Boston, MA: Harvard Business School Press. This book provides valuable insights that will benefit any organization contemplating or undertaking major changes to position itself to compete successfully in the global marketplace today and into the twenty-first century.

Kranowitz, C. S. (1995). 101 Activities for Kids in Tight Spaces. New York, NY: Skylight Press. Here are 101 ingenious solutions to implement creative fun activities for 3-7 year olds that can turn tough moments into teachable terrific ones.

Kristal, J. (2005). The Temperament Perspective: Working with Children’s Behavioral Styles. Baltimore, MD: Paul H. Brookes Publishing Co. This book has the practical guidance professionals need to transform knowledge of temperament into positive interactions and better outcomes. This book also shows how temperaments manifest in infants, toddlers, preschoolers, and school-age children; and how environmental factors affect the temperament in children.

Landy, S. (2002). Pathways to Competence: Encouraging Healthy Social and Emotional Development in Young Children. Baltimore, MD: Paul H. Brookes Publishing Co. Along with an outline of general development and the effects of temperament, readers will investigate nine critical aspects of social and emotional development in children from birth to 6 years: body control; attachment; play and imagination; self-esteem; discipline; emotional regulation; concentration, planning and problem-solving; social competence, empathy and caring behavior.

REFERENCES 16

Langan, Paul. (2004) Bullying in Schools: What you need to Know. United States of America: Townsend Press. A comprehensive student guide to help deal with the issue of bullying in school.

Lavelle, L. (1998). Practical Charts For Managing Behavior. Austin, TX: Pro-Ed Publisher. This book contains a collection of 40 charts, each accompanied by a brief explanation and one or more sample copies as examples.

Levin, D.(1998). Remote Control Childhood? Combating the Hazards of Media Culture. Washington, DC: The National Association for the Education of Young Children. New technologies certainly offer exciting learning opportunities for children. But teachers and parents also see a troubling downside of today’s media culture: the heavy doses of violence, stereotypes, commercialism, and no-brain entertainment that bombard our children. This book provides effective strategies we can all use to minimize media culture’s harmful effects and to reshape the media environment that children grow up in.

Levin, D. (2003). Teaching Young Children in Violent Times: Building a Peaceable Classroom (Second Edition). United States: Educators for Social Responsibility. Updated after the 9/11 tragedy, this book helps teachers create a classroom where preschool through grade three children learn peaceful alternatives to the violent behaviors modeled for them in the media and beyond—a classroom where children resolve their conflicts peacefully; where their critical needs for safety are met; where young children come to respect one another’s differences--by living and learning in a Peaceable Classroom.

Losardo, A. & Notari-Syverson, A. (2003). Alternative Approaches to Assessing Young Children. Baltimore, MD: Paul H. Brookes Publishing. Professionals who work with children from birth to age 8 will find in-depth examinations of six alternative assessment models—naturalistic, focused, performance, portfolio, dynamic, and curriculum-based language.

Marston, Stephanie. (1990). The Magic of Encouragement: Nurturing Your Child’s

Self-Esteem. New York: William Morrow and Company, Inc. This book provides numerous tools for enhancing a child’s self-esteem and creating more fulfilling family relationships.

Marzano, R. J. (2003). Classroom Management the Works: Research-Based Strategies for Every Teacher. Alexandria, VA: Association for Supervision and Curriculum Development. The author analyzes research from more than 100 studies on classroom management to discover the answers to questions such as the following: How does classroom management affect student achievement? What techniques do teachers find most effective? How important are school wide policies and practices in setting the tone for individual classroom management?

Matiella, A. (1990). The Multicultural Caterpillar--Children’s Activities in Cultural Awareness. Santa Cruz, CA: ETR Associates. This book introduces young children to the concepts of culture and cultural diversity through eight lively activities. This easy-to-use, simply structured teacher’s resource guide is specifically designed to help children grow into adults who are open to the diversity of our world and its cultures.

REFERENCES 17

McAfee, O., Leong, D. J., & Bodrova, E. (2004). Basics of Assessment: A Primer for Early Childhood Educators. Washington, DC: National Association for the Education of Young Children. This book offers the basic concepts and vocabulary of child- and classroom-oriented assessment explained in simple and straightforward language.

McCardle, P., & Chabra, V. (2004). The Voice of Evidence in Reading and Research. Baltimore, MD: Paul H. Brooks Publishing Co. A comprehensive resource to understand the critical role of research and evidence in determining what

works in improving reading instruction and student achievement in reading. McCracken, J. B. (1986). Reducing Stress in Young Children’s Lives. Washington, DC: National Association for the Education of Young Children. This compilation of popular Young Children articles gives information on helping young children cope with stress.

McCracken, J. B. (1993). Valuing Diversity: The Primary Years. Washington, DC: National Association for the Education of Young Children. The ideas contained in this book are intended to inspire teachers to creatively find ways to value diversity within and beyond the classroom.

McEwan, Elaine K. (2005). How to Deal With Parents Who Are Angry, Troubled, Afraid, or Just Plain Crazy, 2

nd edition. Thousand Oaks, CA: Corwin Press.

Over two dozen strategies enhanced and updated to defuse emotionally charged parents. Miller, K. (2005) Ages and Stages Revised. Chelsea, MD: Telshare Publishing Co. This book sends a clear message to teachers, caregivers and parents on the key importance of developing supportive, nurturing relationships with children as the basis of not only social development but also cognitive and language development.

Miller, K. (1996). The Crisis Manual for Early Childhood Teachers. Beltsville, MD: Gryphon House. Learn effective strategies that address the most challenging problems you encounter in the classroom. Chapters for each crisis include describing the problem, insights from child development, when to seek help, how to respond, and who can help (suggestions of resources and organizations).

Mitchell, G. (1998). A Very Practical Guide to Discipline with Young Children. West Palm Beach, FL: Telshare Publishing Company, Inc. This book offers many practical, time-tested suggestions for effective discipline practices for teachers and parents.

National Association for the Education of Young Children. (2003). A World of

Difference. Washington, DC: National Association for the Education of Young Children. A collection of 45 readings on teaching young children in a diverse society.

National Association for the Education of Young Children. (2005). NAEYC Assessment of Child Progress. Washington, DC: National Association for the Education of Young Children. A guide to the NAEYC early childhood program standard related accreditation criteria.

REFERENCES 18

National Association for the Education of Young Children. (2005). NAEYC Curriculum. Washington, DC: National Association for the Education of Young Children. A guide to the NAEYC early childhood program standard related accreditation criteria.

National Association for the Education of Young Children. (2005). NAEYC Early Childhood Program Standards and Accreditation Criteria. Washington, DC: National Association for the Education of Young Children. This book provides information about the NAEYC Early Childhood Program Standards and Association Criteria to early childhood professionals.

National Research Council. (2001). Eager to Learn: Educating Our Preschoolers. Washington, DC: National Academy Press. This book focuses on early education and care for children aged two to five, starting with a review of the key discoveries in how children learn and ending with recommendations for parents, educators, and policy makers.

National Association for the Education of Young Children. (2005). Families and Community Relationships. Washington, DC: National Association for the Education of Young Children. A guide to the NAEYC early childhood program standard related accreditation criteria.

National Research Council. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press. This book issues a series of challenges to decision makers regarding the balance of work and family life, racial and ethnic diversity, the integration of children’s cognitive and emotional development, and more. This timely book is important to those who care about children. National Association for the Education of Young Children. (2005). Health. Washington, DC: National Association for the Education of Young Children. A guide to the NAEYC early childhood program standard related accreditation criteria.

National Association for the Education of Young Children. (2005). Leadership and Management. Washington, DC: National Association for the Education of Young Children. A guide to the NAEYC early childhood program standard related accreditation criteria.

National Association for the Education of Young Children. (2005). Physical Environment. Washington, DC: National Association for the Education of Young Children. A guide to the NAEYC early childhood program standard related accreditation criteria.

National Association for the Education of Young Children. (2005). Relationships. Washington, DC: National Association for the Education of Young Children. A guide to the NAEYC early childhood program standard related accreditation criteria.

National Association for the Education of Young Children. (2005). Teaching. Washington, DC: National Association for the Education of Young Children. A guide to the NAEYC early childhood program standard related accreditation criteria.

Nelson, J., Duffy, R., Escobar, L, Ortolano, K., & Sohocki, D. S. (1996). Positive Discipline: A Teacher’s A-Z Guide. Rocklin, CA: Prima Publishing.

REFERENCES 19

Applicable to all grade levels, this book includes fundamental tools of positive discipline; methods for approaching, discussing, and solving common classroom problems; real-life stories of positive discipline strategies that work, suggestions for establishing and maintaining a respectful, nurturing learning environment, and exercises for empowering students with problem-solving skills they can use in all aspects of their lives.

Neugebauer, B. (1992). Alike and Different: Exploring Our Humanity with Young Children. Washington, DC: National Association for the Education of Young Children. Topics covered in this book include the following: antibias curriculum, meeting the needs of all children, staffing with diversity, learning from parents, and considering resources.

Neuman, S. B., Celano, D. C., Greco, A., & Shue, P. (2001). Access for All: Closing the Book Gap for Children in Early Education. Newark, DE: International Reading Association. This book details a study of child-care centers across the United States that revealed the serious lack of quality books in the centers. The chapters highlight trends in children’s publishing and the children’s book market, detail the authors’ study and its results, and give possible solutions for closing the book gap for young children.

Neuman, Susan B., and David K. Dickinson. (2002). Handbook of Early Literacy

Research. New York: Guilford. Important discoveries in research increasingly highlight the role of early literacy in young children's development--and facilitate the growth of practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the preschool years. Neuman, Susan B., Lisa A. Lenhart, Tanya S. Wright, and Kathy Roskos. (2007).

Nurturing Knowledge. New York: Scholastic. The research is clear: the ability to read for understanding requires a great deal of knowledge and vocabulary, as well as reading skills. By linking early literacy to content area learning, we can provide children with the purposeful, knowledge-building experiences they need to be successful readers and writers. Niemeyer, L.V. & Auger, S.I. (1996). How to Deal with Unacceptable Behaviors While Promoting Positive Self-Esteem. United States of America: Simon & Schuster Custom Publishing. This book provides practical information in an easily understandable format to give immediate assistance to anyone working with young children. The book provides an enormous array of strategies for dealing with unacceptable behaviors while promoting positive self-esteem.

Nunnelley, J. (2002) Powerful, Positive, and Practical Practices: Behavior Guidance Strategies. Little Rock, AR.: Southern Early Childhood Association. This booklet is divided into three chapters: The Basics of Behavior Guidance; Indirect Guidance Strategies (for preventing inappropriate behavior); and Direct Guidance Techniques (for assisting in changing inappropriate behavior). The collaboration of all three chapters leads to acceptable behaviors in young children while enhancing self-esteem.

Oden, S., Schweinhart, L. J., & Weikart, D. P. (2000). Into Adulthood: A Study of the Effects of Head Start. Ypsilanti, MI: High/Scope Educational Research Foundation. This book describes the background, design, and findings of the Long-Term Benefits of Head Start study. Paley, V. G. (1992). You Can’t Say You Can’t Play. Cambridge, MA: Harvard University Press.

REFERENCES 20

Vivian Paley explores how to keep students from being ignored by their classmates with her new rule “You can’t say you can’t play”.

Pankratz, Roger, and Joseph M. Petrosko. (2000). All Children Can Learn: Lessons

from the Kentucky Reform Experience. San Francisco: Jossey-Bass. Now educators, school board members, and policymakers can refer to a single volume for key lessons from the nation's most comprehensive and longest-running school reform model. Written by a nationally prominent group of educators, researchers, and policy analysts, All Children Can Learn presents important research findings from the Kentucky reforms, examines major program elements, and analyzes initiatives that worked or didn't work. Pauley, J., Bradley, D., & Pauley, J. (2002). Here’s How to Reach Me. Baltimore, MD: Paul H. Brookes Publishing Co. A breakthrough guide that shares with you insight thousands of teachers have gained from the author’s

inspiring seminars.

Payne, Ruby K., Ph.D. (2001). A Framework for Understanding Poverty. Highlands, TX: AHA! Press. Teaches the hidden rules of economic class and spreads the message that, despite the obstacles, poverty can create, there are strategies in overcoming poverty.

Pelzer, D. (1995). A Child Called “It.” Deerfield Beach, FL: Health Communications, Inc. This is an unforgettable account of one of the most severe child abuse cases in California history.

Pelzer, D. (1997). The Lost Boy. Deerfield Beach, FL: Health Communications, Inc. This book is the inspiring sequel to the bestseller A Child Called “It.”

Pianta, R. C. & Cox, M. J. (2007). School Readiness and The Transition to Kindergarten in the Era of Accountability. Baltimore, MD: Paul H. Brookes Publishing Co. The author gives readers updates on trends and changes in early childhood education and describes promising programs in an era of accountability.

Pianta, R. C. & Cox, M. J. (2003). Successful Kindergarten Transition. Baltimore, MD: Paul H. Brookes Publishing Co. Step by step plan for developing a solid transition plan, implementing the plan, and staying motivated and inspired.

Pianta, R. C. & Cox, M. J. (1999). The Transition to Kindergarten. Baltimore, MD: Paul H. Brookes Publishing Co. The authors explore the research on early schooling and discuss readiness assessment, entrance ages, grade retention, classroom structure, family-school-community partnerships, personnel preparation and other facets of transition.

Pluth, Becky Pike., and Robert W. Pike. (2007). 101 Movie Clips That Teach & Train. Excelsior, MN: Pluth Consulting. Using short clips from movies can relay learning points more dramatically and quickly than any lecture. Let this book jumpstart your creativity for lesson planning or training design by providing you with the perfect movie clip for over 100 topics, including discrimination, leadership, team building, and sales.

REFERENCES 21

Pluth, Becky Pike. (2010). Webinars with Wow Factor: Tips, Tricks & Interactivities

for Virtual Training. Excelsior, MN: Pluth Consulting. Make your webinars effective and engaging! A webinar is a different animal, requiring different skills and a different energy, where your weaknesses and lack of preparation leaves you completely exposed. Budget cuts and a business focus on everything GREEN makes human resource training via webinars a really attractive option if you can do it effectively.

Porter, L. (2003). Young Children’s Behaviour: Practical Approaches for Caregivers and Teachers. Baltimore, MD: Paul H. Brookes Publishing Co. This underlying message in this book: “A caring relationship is the most powerful tool for guiding young children’s behavior.” The author advocates a guidance approach and shows how sensitive, child-centered communication can foster behavior that is thoughtful and considerate in young children.`

Powers, Julie. (2005). Parent-Friendly Early Learning. St Paul, MN: Redleaf Press. Real life scenarios help you create a climate of partnership, understanding of each issue, avoid problems, and handle any conflict that occurs. A practical, user-friendly format allows teachers to start at any point in the book.

Raffini, J. P. (1996). 150 Ways to Increase Intrinsic Motivation in the Classroom. Needham Heights, MA: Allyn & Bacon. Through 50 research-based recommendations and 100 teacher-tested instructional strategies, you can expand your students’ intrinsic satisfaction in learning. The focus is on increasing intrinsic motivation rather than relying on extrinsic strategies of rewards and punishment.

Raikes, Helen H. & Edwards, Carolyn Pope. (2009). Extending the Dance in Infant &

Toddler Caregiving. Baltimore, MD: Paul H. Brookes Publishing Company. Shows how to establish relationship-based programs that keep teachers and children together thoroughout the entire program and encourage strong connections between them.

Ramsey, R. D. (1997). 501 Tips for Teachers: Kid-Tested Ideas, Strategies, and Inspirations. Chicago, IL: Contemporary Books. This book is full of fresh and timely ideas and reminders of established strategies that never fail to inspire students and teachers alike.

Ramsey, Patricia D., (2004). Teaching and Learning in a Diverse World (3

rd

edition). New York, NY: Teachers College Press. Defines what multicultural education means in all kinds of settings. A guide for teachers in helping our

children make sense of their complex world by becoming critical, curious, compassionate learners. Rand, M. K. (2000). Giving It Some Thought: Cases for Early Childhood Practice. Washington, DC: National Association for the Education of Young Children. In this casebook, the author offers 49 real examples to help teachers start thinking as decision makers. As they work with these cases, teachers wrestle with tough issues and gain experience and strategies for thinking through difficult situations.

Recognition & Response implementation guide. (2008). Chapel Hill: The University of North Carolina. FPC Child Development Institute.

Reeves, D.B. (2004). Accountability for Learning: How Teachers and School Leaders Can Take Charge. Alexandria, VA: Association for Supervision and Curriculum Development.

REFERENCES 22

This book explains how to build a student-centered accountability system by examining key indicators in teaching, leadership, curriculum, and parent and community involvement.

Riley, A. (1987). After School Communication Activity Book. Tucson, AZ: Communication Skill Builders. This book contains 60 reproducible activity sheets to send home to parents and caregivers of students who have autistic impairment, developmental disabilities, and other communication disabilities. The activities are coordinated with the Evaluating Acquired Skills in Communication (EASIC).

Riley, David Allen. (2008). Social and Emotional Development: Connecting Science

and Practice in Early Childhood Settings. St. Paul, MN: Redleaf. Find out what the research says about common early childhood program practices, such as playing "Simon Says" or holding children while feeding them—time-tested activities you intuitively know help young children. Social and Emotional Development explores the effectiveness of these early learning tools and helps answer the question, "Why do we do what we do?"

Riley, S. (1984). How to Generate Values in Young Children. Washington, DC. The National Association for the Education of Young Children. This book is about the pursuit of happiness in a free society. It assumes that the essential means in this pursuit are the ability to make intelligent choices among alternatives, to make decisions that are logical and compatible, and to be confidently creative. It tackles critical issues such as early reading, bedtime, allowances, art, security blankets, toilet learning, toy selection, discipline, and television.

Robinson. Adele, and Stark, Deborah R. (2002). Advocates in Action. Washington,

DC: NAEYC. Offers practical advice on influencing policy and practice to the benefit of young children and the early childhood community.

Rockwell, S. (2007). You Can’t Make Me! From Chaos to Cooperation in the Elementary Classroom. Thousand Oaks: CA. Corwin Press. A vivid tool for special education teachers as well as administrators at the elementary level. Rogers, C. & Sawyers, J. (1988). Play in the Lives of Children. Washington, DC: National Association for the Education of Young Children. This book reviews the intricacies of children’s play. It offers suggestions for parents, teachers, and program directors to use to encourage children’s playful living, learning, and developing at home and in school.

Rous, B. S. & Hallam, R. A., (2006). TOOLS FOR Transition IN Early Childhood: A

Step-by-Step Guide for Agencies, Teachers, & Families. Baltimore, MD: Paul H. Brookes Publishing Company. This book offers suggestions for agencies, families, and teachers towards accomplishing a smooth transition by defining, decision making suggestions, and a team approach to early childhood transition.

Rush, Dathan D., and M'Lisa L. Shelden. (2011). The Early Childhood Coaching

Handbook. Baltimore, MD: Paul H. Brookes Pub. Evidence-based and highly effective, coaching helps early childhood practitioners support other professionals and families as they enhance existing knowledge, develop new skills, and promote healthy development of young children. This hands-on guide shows professionals how to conduct skillful coaching in any setting—home, school, or community.

Sandall, S. & Ostrosky, M. (1999). Practical Ideas for Addressing Challenging Behaviors. Longmont, CO: Sopris West.

REFERENCES 23

This monograph shows how you can more effectively prevent, identify, and address challenging behaviors by taking a positive behavioral approach that utilizes developmentally appropriate management techniques, includes preventative measures and interventions strategies, and enlists families in designing and carrying out interventions.

Sawyers, J. & Rogers, C. (1988). Helping Young Children Develop Through Play. Washington, DC: National Association for the Education of Young Children. This book explains how play is related to development and what adults can do to support play.

Schlechty, P.C. (1997). Inventing Better Schools: An Action Plan for Educational Reform. San Francisco, CA: Jossey-Bass Incorporated. This book leads parents, teachers, board members, school administrators, and community leaders through the difficult process of improving schools. Schlechty, P. C. (2001). Shaking Up The Schoolhouse: How to Support and

Sustain Educational Innovation. San Francisco, CA: John Wiley & Sons, Inc. Drawing from experience and actual cases, the author describes the essential characteristics of change-adept organizations and presents a practical framework for helping teachers overcome obstacles in the learning experience.

Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., & Nores, M. (2005). Lifetime Effects: The High/Scope Perry Preschool Study Through Age 40. Ypsilanti, MI: High/Scope Educational Research Foundation. This monograph is the fourteenth in a series reporting the Foundation’s longitudinal research on the effects of early childhood education. These findings report the lasting benefits of the High/Scope Perry Preschool study through age 40.

Schweinhart, L. J. (1993). Significant Benefits: The High/Scope Perry Preschool Study Through Age 27. Ypsilanti, MI: High/Scope Educational Research Foundation. This monograph is the tenth in a series reporting the Foundation’s longitudinal research on the effects of early childhood education. These findings report the lasting benefits of the High/Scope Perry Preschool study through age 27.

Scott, L. B. (1986). Quiet Times: Relaxation Activities for Young Children. Grand Rapids, MI: Instructional Fair, TS Denison. This book offers suggestions, short stories, poems, and rhymes to help children learn how to control disruptive behavior, increase their attention spans, and develop secure self-images.

Seefeldt, C. (2002). Creating Rooms of Wonder: Valuing and Displaying Children’s Work to Enhance the Learning Process. Beltsville, MD: Gryphon House, Inc. Learn how to create rooms of wonder using the basics: color, line, texture, composition, focal points, and rhythm. Then find new ideas for using framing and mounting, boxes, boards, and other materials to value and display children’s work. Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, R., Smith, B. (1999). The Dance of Change: The Challenges to Sustaining Momentum in Learning Organizations. New York, NY: Doubleday. This book reveals how business leaders can work together to anticipate the challenges that profound change will ultimately force the organization to face. Readers will also learn how to build the personal and organizational capabilities needed to meet those challenges.

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Senge, P. M. (1990). The Fifth Discipline: The Art & Practice of The Learning Organization. New York, NY: Doubleday. The author draws blueprints for an organization where people expand their capacity to create the results they desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.

Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., Kleiner, A. (2000). Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York, NY: Doubleday. This book focuses specifically on schools and education, to help reclaim schools even in economically depressed or turbulent districts.

Silver, Debbie. (2005). Drumming to the Beat of Different Marchers. Nashville, TN: Incentive Publications. Ways to improve instructional skill in a differentiated classroom in the way of practical strategies. Integrates research models, teaching strategies, and management tips. Singer, D. & Revenson, T. (1978). How a Child Thinks. New York, NY: Penguin Books USA, Inc. This book was written to help teachers, parents, and all childcare workers to better understand Piaget’s theory and how it affects children.

Simmons, Rachel. (2004). Odd Girl Speaks Out. Orlando, FL: Harcourt. Girls’ personal descriptions of being bullied. Smith, C. A. (1982). Promoting the Social Development of Young Children: Strategies and Activities. Palo Alto, CA: Mayfield Publishing Company. With over 100 strategies and activities, this practical text will help teachers encourage the development of personal and social skills in children during the early childhood years. A cognitive/social model is used to assess body and sensory awareness, emotional awareness and empathy for others, friendship, conflict resolution and cooperation, and the expression of kindness.

Smutny, J. F., Walker, S. Y., & Meckstroth, E. A. (1997). Teaching Young Gifted Children in the Regular Classroom: Identifying, Nurturing, and Challenging Ages 4-9. Minneapolis, MN: Free Spirit Publishing Inc. This book contains practical strategies and techniques to identify giftedness, infuse your classroom with an atmosphere of wonder and an attitude of acceptance and understanding, recognize and teach to multiple intelligences, present the curriculum in creative and challenging ways, assess and document students’ development, and build partnerships with parents and enlist their support.

Snow, Catherine E., M. Susan Burns, and Peg Griffin. (1998).Preventing Reading

Difficulties in Young Children. Washington, DC: National Academy. While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Sprung, B. & Froschl, M., (2005). The Anti-Bullying and Teasing Book for Preschool Classrooms. Beltsville, MD: Gryphon House. Suggestions for creating a caring environment that reduces the possibility that children will assert

themselves through negative behavior.

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Squires, J. & Bricker, D. (2007). An Activity-Based Approach to Developing Young Children’s Social Emotional Competence. Baltimore, MD. Paul H. Brookes Publishing Company. Practical guidebook gives interventionists, educators, and other professionals exactly what they need: a ready-to-use, start-to-finish linked system for identifying concerns and improving young children’s social emotional health.

Stetson, Charlotte, Jablon, Judy, & Dombro, Amy Laura. (2009). Observation: The Key to Responsive Teaching—workbook with DVD. Washington, DC: Teaching Strategies. Guides teachers through four phases of good observation techniques: asking questions, watching listening, and recording information.

Stone, J. (2001). Building Classroom Community: The Early Childhood Teacher’s Role. Washington, DC: National Association for the Education of Young Children. Based on many years of experience in a variety of early childhood settings, the author writes simply and powerfully of how to instill respect, responsibility, and compassion in today’s young children. Stone, J. (1978). A Guide to Discipline. Washington, DC: National Association for the Education of Young Children. This book is about teaching children to respect themselves and others, as well as showing that respect. It addresses what you can do when children hit, kick, or bite. It is a great resource for parents and educators.

Stone, J. (1990). Teaching Preschoolers: It Looks Like This in Pictures. Washington, DC: National Association for the Education of Young Children. On the pages of this book, you will see developmental programs as they progress through the day--parents and children arriving, meals and snacks, group meetings, children’s activities in and out of doors, and so forth.

Stormont, M., Lewis, T., Beckner, R., & Johnson, N. W. (2008). Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings. Thousand Oaks, CA: Corwin Press. Presents the Programwide/Schoolwide Positive Behavioral Support system, a preventive, research-based approach that helps educators teach classroom behavior skills.

Sugar, S. (1998). Games That Teach. San Francisco: Jossey-Bass/Pfeiffer. This book offers unique and playful games with content-reinforced designs that are sure to help children or adults learn anything.

Tabors, Patton, O. (1997). One Child, Two Languages. Baltimore, MD: Paul H. Brookes Publishing Company. A guide for preschool educators of children learning English as a second language. This book is written expressly for teachers and offers specific techniques needed to facilitate the natural progression of second language acquisition.

Talan, T. N., & Bloom, P. J. (2004). Program Administration Scale. New York, NY: Teacher’s College Press. Designed to reliably measure the leadership and management practices of center-based early childhood organization.

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Theemes, T. (1999). Let’s Go Outside: Designing the Early Childhood Playground. Ypsilanti, MI: High/Scope Educational Research Foundation. This book shows those who work with 2- to 8-year-olds how to design, equip, and maintain safe yet challenging playgrounds.

Tomlinson, Carol A. (1999). The Differentiated Classroom: Responding to the

Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher s shelf and every school s professional development collection. Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J., Leppien, & Burns, D. (2002). The Parallel Curriculum: A Design to Develop High Potential and

Challenge High-Ability Learners. Thousand Oaks, CA: Corwin Press, Inc. This model is meant for use in both heterogeneous and homogeneous classroom settings. It illustrates ascending intellectual demand as a means of extending the intensity of challenge as students develop along a continuum toward expertise in learning.

Thompson, M., & O’Neill, C. (2001). Best Friends, Worst Enemies. New York: New York: Ballantine (a Random House publication). Brings to life the drama of childhood relationships. A guide for parents to a deeper understanding of those relationships.

Vance, Emily & Weaver, Patricia Jimenez. (2002). Class Meetings: Young Children Solving Problems Together. Washington, DC: NAEYC. Guiding children’s successful discovery of how to work out differences. They learn to meet, to talk, listen, consider others.

Vogel, N. (1997). Getting Started: Materials and Equipment for Active Learning Preschools. Ypsilanti, MI: High/Scope Press. This book provides detailed information on selecting materials and equipment for preschools and childcare centers. Interest areas covered include art, block, house, toy, book, computer, music and movement, sand and water, woodworking, and outdoor. Includes diagrams of typical High/Scope classrooms and lists of suggested materials, with quantities specified.

Warner, L. & Lynch, S. (2004). Preschool Classroom Management, 150 Teacher-Tested Techniques. Beltsville, MD: Gryphon House, Inc. The solutions in Preschool Classroom Management encourage positive interactions and relationships with children and offer ways to help children develop into independent individuals who can control their emotions, make positive decisions, and learn differently.

Warren, R. M. (1977). Caring: Supporting Children’s Growth. Washington, DC: National Association for the Education of Young Children. Topics covered in this book include accepting children and parents, developing self-esteem, and separation.

Watson, G. (1998). Classroom Discipline Problem Solver. San Francisco, CA: Jossey-Bass. This resource is a practical tool for teachers at all levels. This resource includes hundreds of tested techniques and guidelines for maintaining control and order in the classroom. These techniques have

REFERENCES 27

been refined by teachers in the modern classroom, and are readily available to help solve problems and create a disciplined environment.

West, E. (1999). The Big Book of Icebreakers. New York, NY: McGraw-Hill. This book contains 65 proven and effective icebreakers that participants will enjoy and respond

to, no matter what the situation.

Whelan, Mary Steiner. (2000). But They Spit, Scratch, and Swear!: The Do's and

Don'ts of Behavior Guidance with School-age Children. Minneapolis, MN: A-ha! Communications. Whitham, C. (1994). “The Answer is NO” Saying It and Sticking to It. Pasadena, CA: Perspective Publishing, Inc. This book tackles twenty-six situations that plague parents and caregivers of 2 to 12-year-olds. The author will help you define your values, apply them to the problem situation, and build good habits to avoid future problems. For those situations already out of control, the book will give you the tools to set firm, fair limits.

Wilford, Sara. (2009). Nurturing Young Children’s Disposition to Learn. St. Paul: MN: Red Leaf Press. Includes information on connecting recent brain research, appreciation of family, societal, and cultural influences on children’s lives, meeting early learning standards.

Williamson, G. G. & Dorma, W. J. (2002). Promoting Social Competence. San Antonio, TX: Therapy Skill Builders. This resource provides insight into issues concerning social competence and methods to enable

children ages 3 to 12 years to use acquired social skills in the various arenas of everyday life.

Winebrenner, S. (2001). Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit Publishing. Designed to support gifted education opportunities already available in your district, this book provides strategies and techniques to transform students’ learning.

Wolf, A. E. (2000). The Secret of Parenting. New York, NY: Farrar. Straus and Giroux. This book showcases a method of parenting that works with kids from toddlers to preteens and is guaranteed to dramatically reduce the fussing that can take so much of the pleasure out of parenting, this method uses no punishment.

Wynn, M. (1999). Mychal Wynn on Parenting: Ten Steps to Helping Your Child Succeed in School: Volume 1. Marietta, GA: Rising Sun Publishing. In this book you will learn how to: Identify your child’s multiple intelligences, identify your child’s personality types, identify your child’s learning styles, identify your child’s dreams and aspirations, choose a school that is best for your child, and help your child’s school help your child succeed. Zavitkovsky, D. (1986). Listen to the Children. Washington, DC: National Association for the Education of Young Children. The photographs and stories in this book will illicit a chuckle or touch of pathos for the reader. You can then move beyond the fun of sharing a child’s views to the more intellectual enjoyment that comes from insight into how children feel and learn.

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Zigler, E. F., Singer, D. G., & Bishop-Josef, S. J. (Editors). (2004). Children’s Play: The Roots of Reading. Washington, DC: Zero to Three Press. Extensive empirical research has documented the value of play for both cognitive and social development. In this book, experts examine recent policy decisions and demonstrate the importance of play in helping children learn basic literacy skills, social awareness, and creative problem solving. Examples of ideas for how to play imaginative games with children are included.

Zigler, E., Gilliam, W. S., & Jones, Stephanie M. (2006). A Vision for Universal Preschool Education. NY, NY: Cambridge Press. Brings together nationally reknowned experts in the fields of psychology, education, economics, and political science to present a compelling case for expanded access to preschool services. They describe the social, educational, and economic benefits for the nation as a whole that may result from the implementation of universal pre-school in America.