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Dimensions of Early Childhood Volume 34 Index Authors Anderson, G.T., & Robinson, C.C. (Winter 2006). Rethinking the Dynamics of Young Children’s Social Play, (1), 11-16. Brazelton, T.B., & Sparrow, J. (Fall 2006). The Touchpoints of Biting, (3), 5-8. Burton, S.J., & Edwards, L.C. (Spring/Summer 2006). Creative Play: Building Connections With Children Who Are Learning English, (2), 3-9. Carlson, F.M., & Nelson, B.G. (Fall 2006). Reducing Aggression With Touch, (3), 9-15. Clemens, S.G. (Spring/Summer 2006). Sylvia Ashton-Warner Goes to Reggio Emilia, (2), 26-31. Cowles, M. (Fall 2006). Creating Emotionally Safe and Supportive Environments for Children, (3), 36-38. Ellis, S.M., Gallingane, C., & Kemple, K.M. (Fall 2006). Fiction, Fables, and Fairytales: Children’s Books Can Support Friendships, (3), 28-35. Engley, E.A., King, N.M., & Hilber, C.B. (Fall 2006). Bullying Behavior in Early Childhood: How Does It Begin?, (3), 21-27. Grace, C., Stokes, B.R., & Matthews, M.J. (Winter 2006). Making a Path: Using Information to Engage Communities in Developing Comprehensive Early Childhood Systems, (1), 28-35. Hansen, C. (Fall 2006). Bullying Is a Big Deal, (3), 16-20. Hill-Clarke, K.Y. (Spring/Summer 2006). Encouraging Young Readers: A Family Affair, (2), 32-38. Lillestolen, S.R. (Winter 2006). “Teach Me a Story”: A Literacy Legacy, (1), 23-27. Phillips, L., & Evanshen, P. (Spring/Summer 2006). Family Fun Day: Make a Difference in Your Community, (2), 20-25. Readdick, C.A. (Winter 2006). Managing Noise in Early Childhood Settings, (1), 17-22. Sanders, S.W. (Winter 2006). Physically Active for Life: Eight Essential Motor Skills for All Children, (1), 3-10. Vacca, J.J. (Spring/Summer 2006). EVALUATE Children With Disabilities: Recommendations for Early Childhood Educators, (2), 11-19. Advocacy & Public Policy Creating Emotionally Safe and Supportive Environments for Children, (3), 36-38. Family Fun Day: Make a Difference in Your Community, (2), 20-25. Making a Path: Using Information to Engage Communities in Developing Comprehensive Early Childhood Systems, (1), 28-35. Book Reviews Preschool Classroom Management: 150 Teacher-Tested Techniques (Winter 2006). The Anti-Bullying and Teasing Book for Preschool Classrooms (Fall 2006). The Inclusive Learning Center Book for Preschool Children With Special Needs (Spring/Summer 2006). The Power of Projects: Meeting Contemporary Challenges in Early Childhood Classrooms—Strategies and Solutions (Winter 2006). They Don’t Like Me (Fall 2006). Writing in Preschool—Learning to Orchestrate Meaning and Marks (Spring/Summer 2006). Child Development Bullying Behavior in Early Childhood: How Does It Begin?, (3), 21-27. Physically Active for Life: Eight Essential Motor Skills for All Children, (1), 3-10. Reducing Aggression With Touch, (3), 9-15. Rethinking the Dynamics of Young Children’s Social Play, (1), 11-16. The Touchpoints of Biting, (3), 5-8. Curriculum & Learning Environments Bullying Is a Big Deal, (3), 16-20. Creative Play: Building Connections With Children Who Are Learning English, (2), 3-9. Fiction, Fables, and Fairytales: Children’s Books Can Support Friendships, (3), 28-35. Managing Noise in Early Childhood Settings, (1), 17-22. Sylvia Ashton-Warner Goes to Reggio Emilia, (2), 26-31. Family Partnerships Encouraging Young Readers: A Family Affair, (2), 32-38. “Teach Me a Story”: A Literacy Legacy, (1), 23-27. Inclusion EVALUATE Children With Disabilities: Recommendations for Early Childhood Educators, (2), 11-19. 38 Volume 35, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2007
Book Reviews Books for Early Childhood Educators by E. Anne Eddowes, Editor Make Early Learning Standards Come Alive—Connecting Your Practice and Curriculum to State Guidelines by Gaye Gronlund. St. Paul, MN: Redleaf Press, 2006. 148 pp. $25.00. In this book, Gronlund has built upon her earlier works, Focused Early Learning: A Planning Framework for Teaching Young Children; Focused Observations: How to Observe Children for Assessment (with Marlyn James) and Curriculum Planning and Focused Portfolios: A Complete Assessment for the Young Child (with Bev Engel), in helping the reader see how to connect classroom practice and assessment of young children to meet state guidelines and mandated early learning standards. The majority of the book, Chapters 4 through 10, is organized by standards for pre-K from major content areas or areas of development. These areas include: communication and literacy, mathematics, science and social studies, social/emotional development, physical development and health, and creative arts. Chapter 11 discusses how to communicate with others about standards, while the final chapter addresses the need to improve child outcomes and remain advocates for addressing children’s needs. In the introductory chapters, the author shares Web sites of national organizations that have posted information about early learning standards from across the United States. The sites noted include: Early Childhood Education Assessment Consortium Council of Chief State School Officers, www.ccsso.org/ ECEAstandards; National Child Care Information Center, www.nccic. org/pubs/goodstart/elgwebsites.html, and National Institute for Early Education Research (NIEER), www.nieer.org/standards/statelist.php. Early learning standards related to each content or developmental area are presented in chart format. The chart includes a list of states with similar standards and common early childhood classroom practices, and indicates where the standard may be addressed. Children’s progress toward that standard is delineated in three categories: first steps toward the standard; making progress toward the standard; and accomplishing the standard. As an additional resource, curriculum ideas and activities teachers can plan and implement are given for each progress category. Although a variety of state standards are examined, the author comments, “good practices for young children are good practices no matter where you live” (p. 8). This strengthens her message on the importance of understanding that teaching young children looks different from teaching and assessing older children. It is important for educators to not only recognize that fact, but also to put into practice a planning and assessment plan to support developmentally appropriate early learning standards. This book can serve as a valuable resource for early childhood teachers, especially those needing to correlate their teaching practices to mandated standards of progress. The author has provided a tool with which to jumpstart one’s thinking related to age-appropriate classroom experiences, as well as how children’s involvement in those experiences can be appropriately assessed to address state guidelines. —Robbie B. Roberts Auburn University, Auburn, AL Playing to Get Smart by Elizabeth Jones & Renatta M. Cooper. New York: Teachers College Press, 2006. 136 pp. $19.95. In this book, readers find a lively marriage of teacher educator and practitioner when the authors— Elizabeth Jones, well-known play expert and professor from Pacific Oaks College, and Renatta Cooper, child care administrator and county education coordinator—team up. With a sometimes-distracting nonchalance, the authors tease the reader into delving deeper into the value of play. They do it first by voicing what many practitioners bemoan, the loss of free and spontaneous play in early childhood settings, and second, by presenting the reader with a new set of assumptions for measuring the quality of the play they observe. The motivation for this book is in part a reaction to the successful professionalization of the early childhood career field. The authors suggest that the need to quantify our work as early childhood educators Winter 2007 DIMENSIONS OF EARLY CHILDHOOD Volume 35, Number 1 39
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