Tom Brokaw of NBC Nightly News once said of the American icon Fred Rogers, "Mister Rogers was an ordained minister, but he never talked about God on his program. He didn't need to."
Eight years before his death, Fred Rogers met author, educator, and speaker Amy Hollingsworth. What started as a television interview turned into a wonderful friendship spanning dozens of letters detailing the driving force behind this gentle man of extraordinary influence. Educator? Philosopher? Psychologist? Minister? Here is an intimate portrait of the real Mister Rogers.
The Simple Faith of Mr. Rogers focuses on Mr. Rogers' spiritual legacy, but it is much more than that. It shows us a man who, to paraphrase the words of St. Francis of Assisi, "preached the gospel at all times; when necessary he used words."
Carol Garhart Mooney has been an early childhood educator for more than forty years. She is also the author of Theories of Attachment, Use Your Words, and Swinging Pendulums.
“From its clear explanation of the developing brain of a baby to its enlightened presentation on the art of reflective childcare, I see how many times I will use this work as a resource. . . . Building on key research from infant development, psychology, and neuroscience, Maguire-Fong invites reflection on what it means to teach and to learn when working with infants and toddlers.”
—From the Foreword by J. Ronald Lally, codirector of the Center for Child and Family Studies at WestEd, and author of For Our Babies
“Mary Jane Maguire-Fong explores deeply the connections between state-of-the-art science on young children's development, public policies affecting families, and best practice in the care and education of very young children. [This] is filled with so many great ideas, evocative illustrations, and practical considerations—all knit together in an almost lyrical narrative style. A wonderful, necessary read for anyone interested in supporting our youngest children.”
—Ross A. Thompson, Distinguished Professor, Department of Psychology, University of California, Davis
“Here is everything you ever wanted to know about very young children as ‘born researchers’—how they engage with the world so new to them and invite us to play with them in shared meaning-making. This book explores every aspect of early development and invites us to learn with the children, as we order time, space, and stuff to respond to their curiosity.”
—Elizabeth Jones, faculty emerita, Pacific Oaks College
Featuring nearly one hundred stills from the videotapes, Preschool in Three Cultures Revisited artfully and insightfully illustrates the surprising, illuminating, and at times entertaining experiences of four-year-olds—and their teachers—on both sides of the Pacific.
Chapters focus on children’s ways of communicating through varied modes, including the use of nonverbal expression; languages such as Spanish, English, and the variant of English known as African American Language; and multiple media. Throughout the text there is a resistance to labels such as “at risk” and a much-needed advocacy for child-sensible practices in a world where diversity is indeed the “new norm.”
Celia Genishiis professor of education and chair of the Department of Curriculum and Teaching at Teachers College, Columbia University.Anne Haas Dysonis a professor of education at the University of Illinois at Urbana-Champaign.
“Contemporary early childhood educators find themselves in contexts that are fundamentally inimical to the time-honored wisdom in our field.Children, Language and Literacyspeaks to all of us with a commitment to the very young and strengthens our collective resolve to work in increasingly more effective ways with children, families, and the next generation of teachers.” —Mary Renck Jalongo, Editor,Early Childhood Education Journal
“Genishi and Dyson animate sociocultural theories of language learning by inviting us into the intimacy of children’s worlds. This book will become a treasure on the required reading lists for early childhood, ESOL, and language arts courses.”
—JoBeth Allen, University of Georgia, Athens
“If our standards-based economy requires us to make all children the same, to drain the joy out of learning, and to move lockstep through a set curriculum, we have forgotten what early childhood classrooms are all about. Genishi and Dyson remind us.”
—Beth Graue, Interim Director, Wisconsin Center for Education Research
“Celia Genishi and Anne Haas Dyson call on us to rethink children’s language and literacy instruction in the changing and diverse landscape of U.S. education. That call must be answered and they help us immensely understand how to do so.”
—Eugene García, Vice President, Education Partnerships, Arizona State University
With more than 130,000 copies in print, this valuable resource for pre- and inservice educators features:Fresh information about how children think and learn, how their language develops, and how their families, their culture, and their environment influence and help to shape them. Observations that reflect the increasingly diverse population in contemporary early childhood classrooms. The imperative for teachers to widen their lens in order to meet the needs of young children with a range of developmental capacities, abilities, and behaviors.
“Responds to new knowledge about how children think, learn and develop language, and about the influences of families, culture, and other environmental influences.”
—Zero to Three (previous edition)
Carol Garhart Mooney, also the author of the best-selling Theories of Childhood, has worked as a preschool teacher and college instructor of early childhood education for over thirty years.
Using trusted American Sign Language (ASL), Baby Signing Essentials is the perfect resource for parents, caregivers, and educators looking to create effective two-way communication. Designed to grow with your baby by covering physical, emotional, mental, and linguistic development at each age, this is the essential guide to sign language.
Featuring:200 illustratedf ASL signs (including the basics like MILK, MORE, and EAT) Easy-to-follow instructions to hel pyou make each sign correctly Age-specific advice on wowrking with infants, toddlers, and beyond Fun tips to incorporate signing into daily routines
With the gift of sign language, you can communicate with your child as early as four to six months, reduce tantrums, build verbal language skills, and create a stronger bond than ever!
“After reading this book, it is not possible to think about these ideas simplistically again.”
—Virginia Casper, Bank Street College of Education
“This examination gives voice to an important but often unexamined issue in early childhood education.”
—Christopher P. Brown, The University of Texas at Austin
Children’s experiences when they transition from home to school, from classroom to classroom, and from school to school raise issues of continuity that permeate every aspect of early childhood education. This book uses practitioner stories to investigate beliefs about continuity and discontinuity and how these beliefs are enacted in contexts for young children from birth to age 8. The authors examine a range of continuities and discontinuities, including the experiences children, teachers, and families have with programs; the interactions between families and schools; and the ways in which programs and schools relate to one another. They also raise questions about primary caregiving, cultural responsiveness, assessment practices, and congruity between institutions. Discussions of each story include the authors’ interpretations, references to relevant theory, questions for reflection, and implications for intentional and thoughtful practice.
Book Features:Represents the first comprehensive volume to unpack the complex topic of continuity. Provides a critical analysis of continuity based on real stories from practitioners and parents.\ Illuminates the work of early childhood educators on the individual, group, organizational, and systems levels. Encourages readers to carefully consider their roles as educators of young children.
Book Features:The principles, guidelines, and strategies needed for school- and program-wide transformation. Activities for working with teachers and families to integrate an anti-bias approach. Strategies for supporting and strengthening the leader’s ability to initiate and sustain anti-bias education change, including resources to increase staff skills for implementing anti-bias education with children. Tools for assessing anti-bias education progress and managing mandated standards and assessments.
“A concise and powerful message for anti-bias leaders in early childhood education everywhere. A truly inspired gift of lessons from the movement, for the movement.”
—Carol Brunson Day, President of the Board, National Association for the Education of Young Children
“If you are an educator wanting to see more equity and inclusiveness in the world, at times discouraged confused, or overwhelmed with how to manage the conflict that always emerges in the change process, you’ll find reassurance, resources, and strategic thinking to engage in this anti-bias work.”
—Margie Carter, author, The Visionary Director, and international early childhood consultant
"It is never too early to prepare children to deal effectively with issues of race, class, gender, family, and ability and equity. This book is a tool box for building early childhood programs that foster sentiments of justice and fairness in leaders, teachers, and young children, and help them to act on these values.”
—Herbert Kohl, educator and bestselling author of The Herb Kohl Reader: Awakening the Heart of Teaching
Organization of time and space
Documentation of children’s work
Observation and questioning
Attention to children’s environments
This workbook also contains interactive activities for individual or group reflection.
Julianne Wurm works as an instructional reform facilitator in the San Francisco Unified School District. She lives in San Francisco, California.
What can the richly imagined, impressively adaptable fantasy world of these children tell us about childhood, development, education, and even life itself? For fifty years, teacher and writer Vivian Gussin Paley has been exploring the imagery, language, and lore of young children, asking the questions they ask of themselves.
In The Boy on the Beach she continues to do so, going deeper into the mystery of play as she follows Eli and Marianne through the kindergarten year, finding more answers and more questions. How does their teacher, Mrs. Olson, manage to honor and utilize the genius of play to create an all-inclusive community in which boys and girls like each other and listen to each other’s stories? Why is Paley’s fellow teacher Yu-ching in Taiwan certain that her children pretend to be kittens in order to become necessary to the group? And why do teachers in London see their childrens’ role-playing as the natural end to loneliness in the school community?
Rich with the words of children and teachers themselves, The Boy on the Beach is vintage Paley, a wise and provocative appreciation of the importance of play and enduring curiosity about the nature of childhood and the imagination.
About the Early Childhood Studies Series
This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and 'Theory Focus' boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways.
Other titles in the series include Early Childhood Studies, Childhood in Society for Early Childhood Studies, Child Development for Early Childhood Studies and Exploring Play for Early Childhood Studies.
Sally Moomaw, EdD, has spent much of her career researching and teaching STEM education. She is an assistant professor at the University of Cincinnati and the author of several early education books.
Each chapter in this curriculum framework includes a conceptual overview followed by classroom stories and photographs to illustrate the concepts.
The book helps teachers create materials and a classroom culture reflective of their values: Teach through observation, reflection, inquiry, and action, and encourage children to represent their learning in multiple ways, including songs, stories, and drama.
Book Features:Makes explicit connections to play and the Common Core State Standards in Mathematics. Offers many examples of free play activities in which mathematics can be highlighted, as well as formal lessons that are inspired by play. Provides strategies for making assessments more playful, helping teachers meet increasing demands for assessment data while also reducing child stress. Includes highlight boxes with recommended resources, questions for reflection, key research findings, vocabulary, lesson plan templates, and more.
“This is one of those books that I wish I had written. It is smart, readable, relevant, and authentically focused on children.”
—From the Foreword by Elizabeth Graue, Sorenson Professor of Early Childhood Education, University of Wisconsin
“In this deceptively easy-to-read book, Amy Parks explains two things that could make a world of difference in early childhood and elementary classrooms: Mathematics isn’t something in a workbook—it’s a fascinating part of the real world; And playing in school isn’t a luxury—it’s an essential context for learning about all sorts of things, including mathematics. Through vignettes of children learning mathematics as they play, Parks helps teachers recognize their ‘answerability to the moment,’ eschewing someone else’s determination of ‘best practice’ in favor of what works with actual children eager to learn mathematics.”
—Rebecca New, School of Education, University of North Carolina at Chapel Hill
Michael Gramling is an expert in providing family literacy training and positive guidance training and has conducted experiential supervisor and mentor coach institutes for Head Start programs.
Trauma-Informed Practices for Early Childhood Educatorsguides child care providers and early educators working with infants, toddlers, preschoolers, and early elementary aged children to understand trauma as well as its impact on young children’s brains, behavior, learning, and development. The book introduces a range of trauma-informed teaching and family engagement strategies that readers can use in their early childhood programs to create strength-based environments that support children’s health, healing, and resiliency. Supervisors and coaches will learn a range of powerful trauma-informed practices that they can use to support workforce development and enhance their quality improvement initiatives.
Now in its Third Edition, Young Investigators provides an introduction to the project approach with step-by-step guidance for conducting meaningful investigations with young children. The authors have expanded their bestseller to include two new chapters—How Projects Can Connect Children with Nature and Project Investigations as STEM—and to provide more help to teachers of the youngest children (toddlers) and older children (2nd grade). The new edition also shows teachers how to use standards in the topic selection process and identifies activities and experiences that will help children grasp key concepts and skills. Throughout the text, readers listen to teachers’ concerns, witness how they find solutions to challenges, and experience how excited children become during project work. This book is appropriate for those new to using the Project Approach, as well as for teachers who already have experience with implementing the Project Approach.
Praise for Previous Editions:
“Everything you could possibly need to start a project is covered in this book, so start investigating!”
—Association for Childhood Education International
“A readable and extremely valuable book…includes a planning journal with step-by-step guidance for doing a first project with young children.”
—Child Care Plus
“Along with tips on how to get started and successfully carry out this approach, readers will find methodologies for maintaining curricular standards and utilizing technology.”
Bringing this bestselling guide completely up to date, the authors:
Louise Derman-Sparksis a past faculty member at Pacific Oaks College in Pasadena, California and the co-author ofTeaching/Learning Anti-Racism. Louise presents conference keynotes, conducts workshops, and consults throughout the United States and internationally.Patricia G. Ramseyis Professor of Psychology and Education at Mount Holyoke College in South Hadley, Massachusetts and author ofTeaching and Learning in a Diverse World.
Praise for the First Edition—
“Derman-Sparks and Ramsey offer an ‘alternative vision’ for white identity that breaks the mold….The current status of our anti-bias work demands we read [this book] and use it well”
—From the Foreword byCarol Brunson Day
“A dynamic blend of child development theory, social history, and the best pedagogical practice from two distinguished social justice educators—every teacher of young children should read it!”
—Beverly Daniel Tatum, President, Spelman College
“An accessible, practical, and essential tool for every teacher of young white children. I especially appreciated the concrete suggestions and abundance of resources from two of early childhood education’s most experienced teachers.”
—Paul Kivel, educator and author ofUprooting RacismandI Can Make My World a Safer Place
“By starting with a strong sense of identity that is not race-based, children can move forward to cultivate an anti-racist culture. This book offers caregivers excellent frameworks and tools to make this happen.”