Design in Mind outlines a framework for a design thinking process that helps educators tackle complex challenges in their educational ecosystems step by step to quickly find fresh ideas and solutions.
Kindergarten teacher Deanna Pecaski McLennan, PhD, takes readers on a journey through her own kindergarten classroom and how she's actively cultivating computational thinking in her students through a Reggio Emilia lens and emergent curriculum.
Positive Behavior Interventions & Supports (PBIS) is an evidence-based framework for preventing and addressing challenging behaviors in the classroom; it has shown to be effective from preschool through high school.
Trauma-Responsive Strategies for Early Childhood offers an overview of trauma and its impact on young children, as well as specific strategies and techniques educators and administrators can use to create classroom and school communities that improve the quality of care for this vulnerable population.
The benefits of an optimistic thinking style have slowly been seeping into early childhood teaching practice through research on resiliency, leadership, health, and what has been termed "e;grit.
Why Temperament Matters: Guidance Strategies for Young Children addresses early childhood behavior guidance strategies related to children's specific temperament traits.
For as long as there have been heroes and villains in our books, on our TVs, and in our everyday lives, children have been imitating them in their play.
Family Child Care Contracts and Policies, Fourth Edition offers the most up-to-date tools for family child care providers to establish and enforce contracts and policies.
Transformational Coaching for Early Childhood Educators is a reflective workbook designed to help early childhood professionals strengthen their coaching skills and their ability to facilitate transformational learning in others.
After studying the current research on literacy learning for young children, delving into the beliefs and schools of Reggio Emilia, and discovering the Maker Movement, the authors created StoryMaking.
Nature-Based Learning for Every Preschool Setting is designed to provide ideas for all early childhood educators ranging from novice nature educators to highly experienced nature educators in a wide range of ecosystems, including forests, cities, prairies, coastal, and deserts.
Loose parts are natural or synthetic found, bought, or upcycled materials-acorns, hardware, stones, aluminum foil, fabric scraps, for example-that children can move, manipulate, control, and change within their play.
Attention seeking is seen as misbehavior in young children, and giving them the attention they need is often times interpreted as reinforcement of bad behavior.
With more than 50 inquiry-based and child-centered activities and exercises, A Little Drama will help teachers (including those with no theater experience of their own) develop the body, voice, mind, and heart of young children.
This is a user-friendly book that speaks to the realities, challenges, and needs of daily life with rambunctious, enthusiastic, unpredictable toddlers in group settings, thus increasing the quality of toddler care.
Graceful Leadership in Early Childhood Education is a book to turn to when there is a challenge that needs tackling, when you need a boost of inspiration, or when you just want to reflect on your own journey.
RIGOROUS DAP in the Early Years: From Theory to Practice provides teachers with a roadmap for teaching that helps children meet academic expectations and maintains focus on the appropriate development of the whole child.
Working Well with Babies describes the comprehensive competencies (including the knowledge, dispositions, and skills) that educators of infants and toddlers must have to provide optimal support for infants and toddlers.
Tying together the theory and practice of child guidance and behavior in clear and accessible ways, this book provides educators and caregivers actionable best practices to teach children healthy emotional and social development.
When teachers are not precise in their communication, use idioms, or use sarcasm, children don't learn, or, worse, they experience confusion or embarrassment because they don't know what to do.
For decades early childhood educators in high-quality programs have understood that the transition into reading and writing occurs naturally when young children are surrounded by opportunities to interact with print in ways that are meaningful to them.
