United Way of Tucson & Southern Arizona

Great Expectations for Teachers, Children, and Families

Recommended Resources

Great Expectations for Teachers, Children and Families

Recommended Resources by and for Coordinators

Adult Learning

Drago-Severson, E. (2009). Leading Adult Learning: Supporting Adult Development in our Schools. Thousand Oaks, CA: Corwin/Sage Press.

Assessment & Observation

Andrews, M. P. (n.d.). Methods of Observing Young Children. University of Michigan Press. Retrieved from: https://www.msu.edu/~mandrews/mary/obs__methods.htm .

Carr, M. (2001). Assessment in Early Childhood Settings: Learning stories. Thousand Oaks, CA: Sage Publications.

Curtis, D., & Carter, M. (2000). The Art of Awareness: How Observation Can Transform Your Teaching. St. Paul, MN: Redleaf Press.

Jablon, J. & Dombro, A. (2012). Assessing to Foster each Child’s Competence and Success. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/assessment/ongoing%20assessment/edudev_art_00070_080505.html.

New America Foundation. (2011). Watching Teachers Work: Using Observation Tools to Promote Effective Teaching in the Early Years and Early Grades. Washington, DC: Guernsey, L., & Ochshorn, S.

Smith, M. W., Brady, J. P., & Anastasopoulos, L. (2008). Early Language and Literacy Classroom Observation Tool, Pre-K (ELLCO Pre-K). Baltimore, MD: Paul H. Brooks Publishing Co.

Child Development

Hyson, Marilou, Heather Biggar Tomlinson, and Jacqueline Jones. The Early Years Matter: Education, Care, and the Well-Being of Children, Birth to Eight. New York: Teachers College, 2014. Print.

NICHD Early Child Care Research Network. (2000). The Relation of Child Care to Cognitive and Language Development. Child Development, 71, 960–980.

Wittmer, D. S., Petersen, S. H., & Puckett, M. B. (2013). The Young Child: Development from Prebirth through Age Eight (6th ed.). Boston, MA: Pearson.

The Institute for Human Services for the Ohio Child Welfare Training Program. (2007). Developmental Milestones Chart. Retrieved from: http://uppua.org/pdfs/CW%20II%20Handouts/Effects%20of%20Abuse%20and%20Neglect%20on%20Child%20Development/Development_Chart_for_Booklet.pdf .

Content Areas

Robbins, L. (2012). Music as a Preventative Initiative for Language Delay in Toddlers of Low Socio-Economic Status. Imagine: Early Childhood Music Therapy Online Magazine – American Music Therapy Association, 3(1), 30.  Retrieved from: http://imagine.musictherapy.biz/Imagine/imagine.magazine.html .

Gottschall, J. (2012). The Storytelling Animal: How Stories Make Us Human. New York, NY: Houghton Mifflin Harcourt.

Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. Early Childhood Research Quarterly, 23(1), 51-68.

Smith, M. W., Brady, J. P., & Anastasopoulos, L. (2008). Early language and Literacy Classroom Observation Tool, Pre-K (ELLCO Pre-K). Baltimore, MD: Paul H. Brooks Publishing Co.

Talking Matters – A collaboration of the University of Arizona Department of Speech, Language and Hearing Sciences, The University of Arizona Child Language Center, and the North Pima Regional Partnership Council of First Things First to promote the development of speech and language in young children through parent and teacher education. Retrieved from: http://slhs.arizona.edu/services/talking-matters .

Diversity in Mathematics Education (2007). Culture, Race, Power, and Mathematics Education.  In F. Lester (Ed.), The Second Handbook of Research on Mathematics Teaching and Learning (pp. 405-433). Charlotte, NC: Information Age Publishing.

Martin, D. (2013). Teaching other People’s Children to Teach other People’s Children: Reflections on Integrating Equity Issues into a Mathematics Content Course for Elementary Teachers. In L. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics Teacher Education in the Public Interest (pp. 3-23). Charlotte, NC: Information Age Publishing.

Curriculum

Trister Dodge, D., Aghayan, C., Berke, K., Bickart, T., Burts, D., Colker, L. J., Copley, J., Dighe, J., Heroman, C., Jones, C., & Tabors, P. O. (2012, November 1). Linking Curriculum and Assessments: Using Observation Based Assessments to Individualize Children’s Learning. Teaching Strategies. Webinar retrieved from: http://www.youtube.com/watch?v=ssQ1-EQ3HII .

CLASS

La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The Classroom Assessment Scoring System: Findings from the pre-kindergarten year. The Elementary School Journal, 104(5), 409.

Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) Manual. Baltimore, MD: Paul H. Brooks Publishing Co.

Thomason, A. C., & La Paro, K. M. (2009). Measuring the Quality of Teacher–Child Interactions in Toddler Child Care. Early Education & Development, 20(2), 285–304.

Miller, D. F. (2013). Positive Child Guidance. (7th Ed.) Belmont, CA: Wadsworth.

Classroom environments

Greenman, J. T. (2005). Caring Spaces, Learning Places: Children’s Environments that Work. Redmond, WA: Exchange Press.

Coaching

Rush, D. D., & Shelden, M. L. (2011). The Early Childhood Coaching Handbook. Baltimore, MD: Paul H. Brookes Publishing Company.

Communities of Practice

Buysse, V., & Wesley, P. (2006). Evidence-Based Practice in the Early Childhood Field. Washington, DC: Zero to Three.

Lee, M. S. (2013, March 15). Childcare Professional Support each other in a “Community of Practice.” The Runner: Tohono O’odham Nation Newspaper, pp. 20(6).

DAP

Buchanan, T., Burts, D. C., & Pellar, L. (1998). Developmentally Appropriate Practices in Teacher Education: Lessons from One Semester. Journal of Early Childhood Education, 19, 275-284.

Burts, D. C., & Buchanan, T. (1998). Preparing Teachers in Developmentally Appropriate Ways to Teach in Developmentally Appropriate Classrooms. In C. Seefeldt & A. Galper (Eds.), Continuing issues in early childhood education. (2nd ed.) Columbus, OH: Merrill. 129-158.

Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: National Association for the Education of Young Children

Diversity / cultural competence

Cázares, J., & Cázares, K. A. (2011). T-O’odham ABC ‘O’ohana (Our O’odham ABC Book). Tucson, AZ: Self-published book.

Diversity in Mathematics Education (2007). Culture, Race, Power, and Mathematics Education.  In F. Lester (Ed.), The Second Handbook of Research on Mathematics Teaching and Learning (pp. 405-433). Charlotte, NC: Information Age Publishing.

Lee, M. S. (2013, March 15). Childcare Professional Support each other in a “Community of Practice.” The Runner: Tohono O’odham Nation Newspaper, pp. 20(6).

Martin, D. (2013). Teaching other People’s Children to Teach other People’s Children: Reflections on Integrating Equity Issues into a Mathematics Content Course for Elementary Teachers. In L. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics Teacher Education in the Public Interest (pp. 3-23). Charlotte, NC: Information Age Publishing.

Milner, H. Richard, IV. . “A Black Father’s Search for a Diverse Preschool.” Education Week 33.33 (2014): 22-23. Education Week. 3 June 2014. Retrieved from: http://www.edweek.org/ew/articles/2014/06/04/33milner.h33.html.

Office of Head Start. (2010). Revisiting and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five. Washington, DC., Author. Retrieved from: http://eclkc.ohs.acf.hhs.gov/hslc/resources/ECLKC_Bookstore/PDFs/Revisiting%20Multicultural%20Principles%20for%20Head%20Start_English.pdf .

Pennsylvania Early Learning Keys to Quality. (2009). Pathways to Cultural Competence, Teachers, 4 Underlying Principles. Retrieved from: http://www.pakeys.org/uploadedContent/Docs/EarlyLearning Programs/Other Programs/Teachers Checklist.pdf .

Evaluation

New America Foundation. (2011). Watching Teachers Work: Using Observation Tools to Promote Effective Teaching in the Early Years and Early Grades. Washington, DC: Guernsey, L., & Ochshorn, S.

Families

Christian, L. G. (2006). Understanding Families. Applying Family Systems Theory to Early Childhood Practice.  Beyond the Journal: Young Children on the Web. Retrieved from: http://www.naeyc.org/files/yc/file/200601/ChristianBTJ.pdf .

Talking Matters – A collaboration of the University of Arizona Department of Speech, Language and Hearing Sciences, The University of Arizona Child Language Center, and the North Pima Regional Partnership Council of First Things First to pPomote the Development of Speech and Language in Young Children through Parent and Teacher Education. Retrieved from: http://slhs.arizona.edu/services/talking-matters .

Health & Nutrition

Nourish, LLC – a 501(c)3 Non-profit Organization Providing Family and Community Support for Children with Feeding Challenges. Retrieved from: www.Nourishaz.org .

Perez, G. (2008). Knees Lifted High. Washington, DC: U.S. Department of Health and Human Services.

Perez, G. (2008). Plate Full of Color. Washington, DC: U.S. Department of Health and Human Services.

Perez, G. (2008). Through the Eyes of the Eagle. Washington, DC: U.S. Department of Health and Human Services.

Perez, G. (2008). Tricky Treats. Washington, DC: U.S. Department of Health and Human Services.

Pica, R. (2008). Learning by Leaps and Bounds: Why motor skills matter. Young Children, 63(4): 48-49. Retrieved from: http://www.journal.naeyc.org/btj/200807 .

Sanders, S. W. (2008). Active for Life: Developmentally Appropriate Movement Programs for Young Children. Washington, D.C.: National Association for the Education of Young Children.

Craft, Diane, PhD., & Smith, Craig. L. (2008). Active Play! Fun Physical Activities for Young Children. Cortland, NY: Active Play Books.

Higher education

Redden, E. (2010, June 10). For Community-College Students who Struggle with Arithmetic, Some Solutions. The Hechinger Report. Retrieved from:  http://hechingerreport.org/content/for-community-college-students-who-struggle-with-arithmetic-some-solutions_3047/ .

Inclusion

Brault, L., & González-Mena, J. (2007). Talking with Parents when Concerns Arise. California: California Map to Inclusive Childcare. Retrieved from: http://cainclusion.org/camap/pdfs/TalkingWithParents/TalkingWithParentsArticle.pdf .

Milbourne, S. & Campbell, P. (2007). Creating Adaptations for Routines and Activities (CARA’S) Kit. Arlington VA: Council for Exceptional Children.

Sandall, S. R., & Schwartz, I. S. (2008). Building Blocks for Teaching Preschoolers with Special Needs. Baltimore, MD: Paul H. Brookes Publishing, Co.

Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. (Eds). (2005). DEC Recommended Practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education. (p. 77). Longmont, CO: Sopris West.

Schwartz, S., Miller, J. E. H., & Schwartz, S. (2004). The New Language of Toys: Teaching Communication Skills to Children with Special Needs: A Guide for Parents and Teachers. Bethesda, MD: Woodbine House.

Soukakou, E.P. (in press). Measuring Quality in Inclusive Preschool Classrooms: Development and Validation of the Inclusive Classroom Profile (ICP). Early Childhood Research Quarterly.

Universal Design for Learning Video- Building Inclusive Child Care. Retrieved from: http://www.northampton.edu/Early-Childhood-Education/Partnerships/Building-Inclusive-Child-Care.htm.

Allen, E. K., & Cowdery, G. E. (2010). The Exceptional Child: Inclusion in Early Childhood Education (7th Ed.). Belmont, CA: Wadsworth Cengage Learning.

Infants & Toddlers

Robbins, L. (2012). Music as a Preventative Initiative for Language delay in Toddlers of Low Socio-Economic Status. Imagine: Early Childhood Music Therapy Online Magazine – American Music Therapy Association, 3(1), 30.  Retrieved from: http://imagine.musictherapy.biz/Imagine/imagine.magazine.html .

Interactions

Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). Stability and Change in Early Childhood Classroom Interactions during the First Two Hours of a Day. Early Childhood Research Quarterly, 25(3), 373–384.

Dombro, A. L., Jablon, J. R., & Stetson, C. (2011). Powerful Interactions: How to Connect with Children to Extend their Learning. Washington, DC: National Association for the Education of Young Children.

LoCasale-Crouch, J. (2011). Promoting Effective Teacher-Child. Interactions: A Framework for Change National Center for Research on Early Childhood Education. Retrieved from: http://educationnorthwest.org/webfm_send/911 .

Thomason, A. C., & La Paro, K. M. (2009). Measuring the Quality of Teacher–Child Interactions in Toddler Child Care. Early Education & Development, 20(2), 285–304.

K-12

Ferrer-Chancy, M., Fugate, A. M., & Rivera, I. (2012). Working with School-Age Children Series.  University of Florida IFAS Extension. Retrieved from: https://edis.ifas.ufl.edu/topic_series_working_with_school-age_children .

Martin, D. (2013). Teaching Other People’s Children to Teach other People’s Children: Reflections on Integrating Equity Issues into a Mathematics Content Course for Elementary Teachers. In L. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics teacher education in the public interest (pp. 3-23). Charlotte, NC: Information Age Publishing.

Ravich, D. (2011). The Death and Life of the Great American School System: How Testing and Choices are Undermining Education. Philadelphia, PA: Basic Books.

Leadership

NAEYC. (2011, May). Code of Ethical Conduct and Statement of Commitment. Retrieved from: http://www.naeyc.org/files/naeyc/file/positions/Ethics%20Position%20Statement2011.pdf .

Sykes, Maurice. (2014) Doing the Right Thing for Children: Eight Qualities of Leadership. N.p. Print.

The Center to Mobilize Early Childhood Knowledge. (2012). CONNECT Modules. Retrieved from: http://community.fpg.unc.edu/connect-modules .

Mind in the Making

Galinsky, E. (2010). Mind in the Making: The Seven Essential Life Skills Every Child Needs. New York: HarperCollins Publishers.

NAEYC

Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: National Association for the Education of young Children.

Dombro, A. L., Jablon, J. R., & Stetson, C. (2011). Powerful Interactions: How to Connect with Children to Extend their Learning. Washington, DC: National Association for the Education of Young Children.

NAEYC. (2011, May). Code of Ethical Conduct and Statement of Commitment. Retrieved from: http://www.naeyc.org/files/naeyc/file/positions/Ethics%20Position%20Statement2011.pdf .

Nell, M. L., & Drew, W. F. (2013). From Play to Practice: Connecting Teachers’ Play to Children’s Learning. Washington, DC: National Association for the Education of Young Children.

Renck Jalongo, M. (2008). Learning to Listen, Listening to Learn: Building Essential Skills in Young Children. Washington, D.C.: National Association for the Education of Young Children.

Sanders, S. W. (2008). Active for life: Developmentally Appropriate Movement Programs for Young Children. Washington, D.C.: National Association for the Education of Young Children.

Play

Nell, M. L., & Drew, W. F. (2013). From Play to Practice: Connecting Teachers’ Play to Children’s Learning. Washington, DC: National Association for the Education of Young Children.

Stewart, D. J. (2012, July 14). Ten Ways to Use your Noodle. Retrieved from: http://www.teachpreschool.org/2012/07/ten-ways-to-use-your-noodle/ .

Poverty

Robbins, L. (2012). Music as a Preventative Initiative for Language Delay in Toddlers of Low Socio-Economic Status. Imagine: Early Childhood Music Therapy Online Magazine – American Music Therapy Association, 3(1), 30.  Retrieved from: http://imagine.musictherapy.biz/Imagine/imagine.magazine.html .

Professional Development

Florio-Ruane, S. (2001). Teacher Education and the Cultural Imagination: Autobiography, Conversation, and Narrative. Routledge.

Horm-Wingerd, D., Hyson, M., & Karp, N. (2003). New Teachers for a New Century: The Future of early Childhood Professional Preparation. Jessup, MD: U.S. Department of Education – ED Pubs.

Overbaugh, R. C., Schultz, L. (n.d.). Bloom’s taxonomy.  Old Dominion University. Retrieved from:  http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm.

Biddle, Julie K., PhD. (2012). The Three Rs of Leadership: Building Effective Early Childhood Programs through Relationships, Reciprocal Learning, and Reflection. Ypsilanti, MI: Highscope Press

Follari, Lisanna. (2014). Foundations and Best Practices in Early Childhood Education: History, Theories, and Approaches to Learning (3rd Ed.). New York, NY: Pearson Ed. Inc.

Research

Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). Stability and Change in Early Childhood Classroom Interactions During the First Two Hours of a Day. Early Childhood Research Quarterly, 25(3), 373–384.

LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., et al. (2007). Observed Classroom Quality Profiles in State-Funded Pre-Kindergarten Programs and Associations with Teacher, Program, and Classroom Characteristics. Early Childhood Research Quarterly, 22(1), 3–17.

NICHD Early Child Care Research Network. (2002). Early Child Care and Children’s Development Prior to School Entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 133–164.

Social Emotional Development

Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G., & Strain, P. S. (2003). The Teaching Pyramid: A Model for Supporting Social Competence. Young Children, 58. Retrieved from: http://www.challengingbehavior.org/do/resources/documents/yc_article_7_2003.pdf .

Li Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M., & Jones, S. M. (2010). Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers’ Psychosocial Stressors. Early Education & Development, 21, 65–94.

Miller, D. F. (2013). Positive Child Guidance. (7th Ed.) Belmont, CA: Wadsworth.

Systems Thinking

Grotzer, T. A. (2012). Learning Causality in a Complex World: Understanding of Consequences. Lanham, MD: Rowman and Littlefield Publishers, Inc.