Contents - Southern Early Childhood Association

A supplement to
Dimensions of Early Childhood
Volume 40, Number 3, 2012
Dimensions Extra is produced by the SECA
Staff as a supplement to Dimensions of Early
Childhood. Dimensions Extra is not a refereed
publication, nor does it undergo the editorial
review process applied to Dimensions of Early
Childhood. Dimensions Extra is not written
in APA style. Please feel free to make any
modifications necessary to conform to the style
appropriate for your work when referencing
Dimensions Extra for academic purposes.
Contents
3-6 Resources for "What is a wheel?" The Image of the Child: traditional,
Project Approach, and Reggio Emilio Perspectives
7-10 Resources for Encourage Family Engagement at Home
11-14 Resources for Observe, Reflect, and Apply:
Ways ot Successfully Mentor Early Childhood Educators
15-18 Resources for Small-Group Reading Instruction: Lessons From the Field

Dimensions Extra - Volume 40, Number3, 2012
BOARD OF DIRECTORS
Nancy Cheshire
President
West Virginia
Dr. Janie Humphries
Immediate Past President
Louisiana
AFFILIATE REPRESENTATIVES
Alabama
Richard Hardison
Arkansas
Dr. Joanna Grymes
Florida
Sister Roberta Bailey
Georgia
Anita Dailey
Kentucky
Katie Shaughnessy-Williams
Louisiana
Cindy Ramagos
Mississippi
Beverly Peden
Oklahoma
Marti Nicholson
South Carolina
Crystal Campbell
Tennessee
Lisa Maddox-Vinson
Texas
Mary Jamsek
Virginia
Joyce P. Jones
West Virginia
Melissa Smith
MEMBERS-AT-LARGE
Carol Montealegre
Florida
Dr. Floyd Creech
South Carolina
STAFF
Glenda Bean
Executive Director
Maurena Farr
Administrative Assistant
Southern Early
Childhood Association
P.O. Box 55930
Little Rock, AR 72215-5930
(800) 305-7322
info@southernearlychildhood.org
www.southernearlychildhood.org
From SECA's
President
Nancy Cheshire
I am pleased to present our latest issue of Dimensions Extra. The
purpose of this publication is to give providers in the field accessible, user-friendly
materials to supplement each issue of Dimensions of Early Childhood, our peer-reviewed
journal. Our hope is that these materials will allow directors and staff to easily use the
information and implement the strategies contained in each Dimensions article.
With each issue of Dimensions of Early Childhood and Dimensions Extra that you read,
you demonstrate your commitment to improving yourself as an early childhood professional
dedicated to bettering the lives of Southern children and families. I encourage
you to share the articles and resources with your colleagues and staff and to put the
information to use in your program.
The Southern Early Childhood Association appreciates the work you do for young
children, and we hope that our efforts to support you make that work just a little bit
easier—and a lot more enjoyable—for you each and every day.
What You’ll Find in Each Dimensions Extra Section
1. Put These Ideas Into Practice! pages formerly featured in the journal. They are
meant to be copied and distributed to staff, students and anyone else who might
benefit from them.
2. Online Resources that are approved by the authors and contain information and
resources relevant to the article.
3. Professional Books and Other Resources, approved by the authors, that will
help you delve deeper into the article topic.
4. Children’s Literature Recommendations, when applicable, that suggest children’s
books related to the article topic.
5. Staff and Parent Handouts and Forms that are approved by the authors and
meant be printed and distributed (when available). Some forms are even customizable
so you can put your own organization’s information on them!
Copyright ©2012, Southern Early Childhood
Association (SECA). Permission is
not required to excerpt or make copies of
materials in Dimensions Extra if they are
distributed at no cost. Dimensions Extra
contains materials that supplement articles in
Dimensions of Early Childhood (ISSN1068-
6177), SECA’s refereed journal. SECA does
not accept responsibility for statements of
facts or opinion that appear in Dimensions of
Early Childhood and/or Dimensions Extra.
SECA serves the interests of early childhood
educators concerned with child development,
including university researchers and
teacher educators; early childhood, kindergarten
and primary-grade teachers; and
early childhood program administrators and
proprietors. The association has affiliates in
13 Southern states. Non-affiliate memberships
are available to anyone living outside
the 13 affiliate states. For information about
joining SECA, contact the executive offices
at P.O. Box 55930, Little Rock, AR 72215-
5930, (800) 305-7322. Members receive a
one-year subscription to Dimensions of Early
Childhood and discounts on SECA publications
and conference registration fees.
2

“What is a wheel?” The Image of
the Child: Traditional, Project
Approach, and Reggio
Emilia Perspectives
How does a teacher’s image of children influence how children
learn, the role of the teacher, and the curriculum? Three common
perspectives are explored in this enlightening article.
1
2
3
Three Experiences to Broaden Your Perspective
Peggy L. Martalock
Explore your image of the child. This is best done with other teachers in your program, but you
can do it on your own. With a pad of sticky notes, take a few minutes to think about young
children. Jot down the words that come to your mind, one idea per note. Then look over the
notes and sort them into general themes or ideas.
• What words or adjectives are commonly expressed? Why?
• What types of words or ideas do not appear? Why?
• Are there any surprises?
Discuss together, or reflect on your own, how you would like to strengthen, deepen, or broaden
your image of the child.
Learner or knower? When working and playing with children, put yourself in the position of
learner versus knower.
Practice using What, Why, When, Where, Who, and How questions to learn how children think
about and understand things. Refrain from always telling children the answer. Instead, ask more
open-ended questions. For instance, when a child asks a why question, try tossing it back by asking
“Tell me why you think that happens?
Other types of questions or comments to use include:
• What do you think happens next?
• How do you think that works?
• Tell me about your idea.
• Tell me what you are thinking.
Listen, listen, listen! When children answer your questions, write down what they say. Reflect
on their ideas and interests. Then bring those ideas back to the children.
An example: Children are washing their hands for snack and playing in the water. The teacher
asks, “How do you think the water gets into the faucet?”
Children have various ideas. Ask more questions, such as, “Where does the water come from?”
and “Where does it go when it goes down the drain?”
The teacher writes down some of the ideas. The next day the teacher reads the children’s theories
back to them and asks them to draw pictures of their ideas.
Put These Ideas Into Practice!

Attributes of Three Early Childhood Perspectives
Image of the Child Role of the Teacher Curriculum
Reggio
Emilia
Philosophy
• Competent
• Powerful
• Knowledgeable
• Motivated to
communicate and
engage in society
• Actively co-constructs
knowledge with peers
and adults
• Interested in and
capable of exploring
complex and abstract
ideas
• Listen to and recognize
children’s interests and ideas
• Uncover children’s theories
• Interpret and reflect on
possible meanings and big
ideas related to interests
• Challenge and support
children to extend and
deepen their understandings
• Facilitate shared understandings
among children and
teachers
• Be a learner and a researcher
• Unlimited possibilities
• Planned yet flexible, based
on children’s responses and
interactions
• Include on-going explorations
and projects based on
children’s interests
• Materials and activities are
designed to challenge and
communicate children’s
thinking processes and
understandings
• Emphasis on processes of
thinking and communicating
Project
Approach
• Curious
• Active hands-on learners
• Concrete thinkers
• Motivated to find
answers to their
questions
• Gain knowledge
through interactions
with adults
• Recognize children’s interests
and questions
• Develop concrete, hands-on
learning activities based on
children’s interests
• Guide children in finding
answers
• Incorporate project work
into existing curriculum
frameworks
• Based on children’s interests
about concrete and tangible
subjects
• Follows a 3-phase model of
project development
• Activities designed to answer
children’s questions and
show what they have learned
• Emphasis on process to
accomplish a final product
Traditional
Model
• Passively receive
knowledge
• Interested in simple
ideas and activities
• Needy (“meet the needs
of the child”)
• Plan themes and units for the
school year
• Develop activities and provide
materials relating to themes
• Based on pre-determined
themes
• Activities are designed to be
fun and focus on making a
product
Reproduced from Dimensions of Early Childhood, Vol. 40, No. 3, 2012, page 5.

Resources for “What is a wheel?” The Image of the Child: Traditional, Project Approach, and Reggio Emilia Perspectives
Online
Resources
North American Reggio Emilia Alliance
http://www.reggioalliance.org/
The North American Reggio Emilia Alliance (NAREA) is a network of educators, parents and advocates seeking to
elevate both the quality of life and the quality of schools and centers for young children.
Their mission is to build a diverse community of advocates and educators to promote and defend the rights of
children, families and educators of all cultures through a collaboration of colleagues inspired by the philosophies and
experiences of the 0-6 education project of Reggio Emilia, Italy.
The NAREA website contains a wealth of information about the Reggio Emilia approach including opportunities
for training and information about the Exhibit Project.
Special Announcement for the SECA Region!
We’re thrilled to let you know that the Ohio Valley Collaborative (including Henderson Community College
and the Audubon Area Community Services, Inc. of Henderson, Kentucky) has been selected to host The Wonder
of Learning: The Hundred Languages of Children exhibit in Henderson, Kentucky in 2013.
The original traveling exhibition, The Hundred Languages of Children, has been telling the story of the Reggio
Emilia educational experience worldwide for over 25 years. The new exhibition, The Wonder of Learning, was
inaugurated in 2008 in the United States and you’ll have the opportunity to see both the original and new exhibits
in 2013.
For more information about the exhibit, go to http://www.wonderoflearninginky.org or contact Terry Green,
Past President of SECA, at tgreen@audubon-area.com. We hope you’ll be able to see the exhibit while it’s so close
to home! If you can’t get to Kentucky, the exhibit is scheduled for Greenville, SC in 2014 according to the Wonder
of Learning website.
Illinois Early Learning Project
http://illinoisearlylearning.org
The Illinois Early Learning Project website provides a
wealth of information about the Project Approach and
includes a section where you can post questions to Dr.
Lilian Katz, one of the acknowledged experts in this approach
to early childhood education.
On the website you’ll find a section that is dedicated
to Illinois Projects in Practice, (IllinoisPIP), designed
to provide support, resources and information in the
implementation of the Project Approach in Illinois
classrooms for preschool children. The site is coordinated
by Lilian G. Katz and Jean Mendoza at the
University of Illinois at Urbana-Champaign, and Sallee
Beneke at St. Ambrose University.
What is Your Image of the Child? A UNESCO
Policy Brief on Early Childhood
http://unesdoc.unesco.org/
images/0018/001871/187140E.pdf
The United Nations Educational Scientific and Cultural
Organization (UNESCO) has adopted a policy brief
that defines the body’s “image of the child”. It includes
a statement on the early childhood educator and his/
her development into a “reflective, democratic and ‘rich’
professional”. Certain concepts from the Reggio Emilia
approach are included in the brief.
5

Resources for “What is a wheel?” The Image of the Child: Traditional, Project Approach, and Reggio Emilia Perspectives
Professional
Books & Resources
Starting with Their Strengths
By Deborah C. Lickey and Denise J. Powers (2011), Teachers College Press, http://tcpress.com
Starting with Their Strengths provides a comprehensive and practical guide to using the
project approach when teaching young children with special needs. While focusing on
children’s individual strengths, which include their interests, intelligences, and unique styles
of learning, this resource demonstrates teaching strategies that address multiple areas of
development. (176 pages)
The Hundred Languages of Children:
The Reggio Emilia Experiences in Transformation
by Carolyn Edwards (Editor), Lelia Gandini (Editor), George Forman (Editor) 3rd Edition
(2012), Praeger, available at http://learningmaterialswork.com
This new edition traces the evolution of the world-renowned preschool system in Reggio
Emilia as it adapts to changing demographic and political trends within Italy. The book
addresses three central themes: teaching and learning in the context of building relationships,
the use and evolution of the hundred languages of children, and the integration of
documentation into the process of observing, reflecting and communicating among
educators, children and parents. (397 pages)
Twelve Best Practices for Early Childhood Education
by Ann Lewin-Benham (2011) , Teachers College Press, http://tcpress.com
Author Lewin-Benham draws on her experiences with the Reggio Approach to present
12 “best practices”, inspired not only by Reggio, but also by play-based and Montessori approaches
to early childhood education. These practices are demonstrated one per chapter, with
scenarios from classrooms, dialogues of children and teachers, and work samples showing the
outcome of using each practice. The book also includes a self-assessment tool (EXCEL) to assist
you in examining your practices and those of your school. (224 pages)
“In this highly personal volume, Lewin-Benham offers joyful, grounded, and practical counsel to
early childhood teachers. Building on an inspirational code of beliefs, the volume graphically portrays 12 ‘best practices’ that
are sure to provoke as much thought as they are to evoke wise and insightful practice. A totally delightful and thoroughly
helpful contribution!” Sharon Lynn Kagan
Young Investigators: The Project Approach in the Early Years , 2nd Edition (2010)
By Judy Harris Helm and Lilian G. Katz, Teachers College Press, http://tcpress.com
(co-published by NAEYC)
For those new to using projects, the book introduces the approach and provides step-by-step
guidance for conducting meaningful projects. Experienced teachers will find the teacher interviews,
children’s work, photographs and teacher journal entries used to document the project
process in actual classrooms very useful. (160 pages)
“Everything you could possibly need to start a project is covered in this book, so start investigating!” ACEI
6

Encourage Family
Engagement at Home
How can family members join in activities at home that
are both enjoyable and that promote children’s long-term
development? Find out how to encourage families to make
the most of their everyday moments together!
Share Early Childhood Know-How with Families
• Model interactions for families during arrival,
dismissal, meal times and field trips.
• Send home simple suggested interactions on
index cards. “What signs can you read with
your child on the way home today?”
• Provide home extensions of school activities
that are easy and accessible for families to do as
part of their daily routines. If the class does a
cooking activity, send the recipe home. Copy
resources such as recipes with picture cues.
Children’s Books About Daily Routines
Feast for 10 by Cathryn Falwell
Growing Vegetable Soup by Lois Ehlert
Mrs. McNash Hangs Up Her Wash by Sarah Weeks
The Carrot Seed by Ruth Krauss
The Doorbell Rang by Pat Hutchins
The Flower Garden by Eve Bunting
The Jacket I Wear in the Snow by Shirley Neitzel
Time to Get Dressed by Elivia Savadier
To Market, To Market by Anne Miranda
What’s in Grandma’s Grocery Bag? by Hui-Mei Pan
Helene Arbouet Harte
and Jaesook L. Gilbert
• Communicate possible activities during arrival
and dismissal through daily message and
notes.
• Find out what families are already doing and
build on that information.
Put These Ideas Into Practice!

Resources for Encourage Family Engagement at Home
Online
Resources
Born Learning
http://www.bornlearning.org
Born Learning is a public engagement campaign of
the United Way that provides information about the
importance of early learning and tips for families to
engage children in everyday play activities. The Web site
includes public service announcements as well as information
about stages of development and suggestions for
supporting learning in young children.
Connecting With Parents in the Early Years
(2003)
http://ceep.crc.uiuc.edu/pubs/connecting.html
By Jean Mendoza, Lilian G. Katz, Anne S. Robertson,
and Dianne Rothingburg
Connecting with Parents in the Early Years is the culmination
of a project funded by the W.K. Kellogg Foundation
to examine what we know about disseminating
child-rearing and education-related information to
parents and to identify what else we need to know about
the information-sharing process in order to help parents
get their young children ready for school. The book
contains eight chapters:
• Connecting with Parents
• Overview of School Readiness and Vulnerability in
Families
• Overview of Programs Serving Young Children
and Their Families
• Communication and the Exchange of Information
• Relationships between Parents and Programs
• Emerging Issues in Connecting with Parents about
School Readiness
• Connecting the Threads
• References
Brazelton Touchpoints Center
http://www.brazeltontouchpoints.org/
The Brazelton Touchpoints Center® offers innovative,
strength-based interventions and practices to equip and
engage families, caregivers, and practitioners to successfully
support all domains of children’s development
essential to successful early learning and lifelong success.
The Brazelton Center was founded by internationally renowned
pediatrician, Dr. T. Berry Brazelton, our SECA
2005 Friend of Children. The website offers both family
and provider resources.
ZERO TO THREE
http://www.zerotothree.org/early-care-education/
ZERO TO THREE is a national, nonprofit organization
that informs, trains, and supports professionals,
policymakers, and parents in their efforts to improve the
lives of infants and toddlers. Their mission is to promote
the health and development of infants and toddlers.
The Zero to Three website features Little Kids, Big
Questions, a series of 12 podcasts that translates the
research of early childhood development into parenting
practices that mothers, fathers and other caregivers can
tailor to the needs of their own child and family. Go to
http://www.zerotothree.org/about-us/funded-projects/
parenting-resources/podcast/ to listen to or download
the podcasts.
You can download the book from
the website without charge.
8

Resources for Encourage Family Engagement at Home
Professional
Books & Resources
Hispanic/Latino American Families in the United States: An Introduction for
Educators and Care Providers
by Nancy Sebastian Maldonado and Lilia Lopez Dibello (2012)
Association for Childhood Education International (ACEI), http://www.acei.org/books
This book shares some information about the Hispanic communities in the United States,
regarding child-rearing beliefs, values, education, health and wellness, and immigration
issues. While it is impossible to generalize within this complex and varied community, this
book provides some insight into practices and beliefs that may be characteristic of specific
Hispanic families and, thus, may help educators and care providers build their understanding
about the community and so better serve them. (175 pages)
Bedtime Stories and Book Reports (2010)
by Catherine Compton-Lilly and Stuart Greene (Editors)
Teachers College Press, http://tcpress.com
This book brings together research on parent involvement and family literacy….two strands
of research that rarely exist in conversation with one another. Although more geared to public
school, the research contained in the book is relevant to any initiative that undertakes to enhance
parental involvement in a child’s education.
“Children can't reach their full potential for literacy development without the participation of
parents. The editors have brought together an excellent group of authors who provide new information
and a hopeful look at family literacy. This is a must-read.”
—Lesley Morrow, Graduate School of Education, Rutgers University
From Parents to Partners: Building a Family-Centered Early Childhood
Program
(2004) by Janis Keyser, NAEYC (co-published with Redleaf), www.naeyc.org/store
Parent partnerships are an essential factor in every successful early childhood program,
and communication is the key to developing them. This comprehensive guide
describes proven communication strategies to encourage the involvement of family
members. (155 pages)
You might also wish to take a look at Family Friendly Communication for Early Childhood
Programs by Deborah Diffily and Kathy Morrison. It’s available through the
NAEYC store and contains 93 brief messages for parents on different topics. Each
message can be adapted by your program to meet your individual needs. (118 pages)
9

??
For Parents
? How Do Children Learn?
The drive to master our environment is a basic human characteristic
from the beginning….from birth. Jack P. Shonkoff, Harvard University
It’s both nature and nurture…..children have an innate capacity to learn and grow.
Science is telling us that children are born with amazing capacities to develop and
learn….it’s up to us to help them along the way!
What YOU Need to Know
1
Let your children know that they can always depend on you.
Healthy relationships are the "building blocks of healthy development." Learning takes place in an
environment that children can trust.
• Keep children safe.
• Make them feel secure.
• Give them structure
(a routine and pattern to their lives).
2
Think about when you were learning.
What kept you motivated and engaged? More than likely you
were learning from others, cared about what you were learning,
and mastered or discovered something new. Give your child that
same opportunity through a variety of experiences.
3
Encourage explorations and help your children learn to plan.
Children who set and work toward goals become self-directed and engaged
learners. Promote his or her curiosity….help him to build on old knowledge by
exploring something new.
5
4
Let your child PLAY!
Play is rich in opportunities to learn and physical play translates to learning.
Children are not just playing and developing physical skills….they
are learning on many different levels through each activity and experience.
Be a learner yourself!
We’re all busy but take the time for new experiences and to learn new things. Children are
the ultimate imitators… if you are actively trying new things your child will be right behind
you! Not only will your child learn, you’ll both have a wonderful time in the process.
Resource: Ellen Galinsky, Mind in the Making: The Seven Essential Life Skills
Every Child Needs (2010), HarperCollins, New York, NY
Produced by the Southern Early Childhood Association
www.SouthernEarlyChildhood.org

Observe, Reflect, and Apply:
Ways to Successfully Mentor
Early Childhood Educators
Effective professional
development should
• be ongoing,
• include self-assessment, and
• be associated with specific criteria
or expert feedback that is aligned
with instructional goals, learning
standards, and curriculum materials
Mentors encourage teachers to ask themselves
• What are my questions?
• What problems frustrate me?
Cycle of Inquiry
From the start, mentors are co-learners who wonder along with the teacher.
Mentor Assessment to Support Continuing Teacher Inquiry
OBSERVE
• Are teachers able to objectively record what they see, hear, and observe?
• What supports and barriers exist for documentation?
• Describe what documentation or assessment skills can be strengthened.
Marilyn Chu
Use a mentoring framework—a cycle of inquiry to investigate
teacher questions—to guide both the mentor and teacher. This
framework includes:
• Observe to gather information,
• Reflect to make meaning of documentation, and
• Apply an action plan.
When the teacher and mentor agree on a timeline, materials, and resources needed, as well as identifying desired
outcomes, the teacher is likely to be more engaged and feel reassured. Mentors are most effective when they ask
open-ended questions, listen, and employ a cycle of inquiry.
• What is most interesting in recent observations?
• What do I hope to happen?
REFLECT
• Are teachers able to make logical, informed meaning from the data they gather?
• Do teachers need more knowledge regarding child development, cultural competency, language
acquisition, or other areas, to interpret their observations?
• What resources would be most helpful?
• How well does the program support the disposition of teacher as researcher?
• What skills, dispositions, or knowledge could be strengthened?
APPLY
• How competently does the teacher build upon children’s interests and ideas?
• How well does the teacher make reasonable choices, share perspectives, and collaborate with other
teachers, families, and supervisors?
• Is the program a comfortable place to share multiple points of view?
• Who in the program will connect teacher and family perspectives to child development and
program plans?
Put These Ideas Into Practice!

Online
Resources
Arkansas Early Childhood Mentor Endorsement
http://www.astate.edu/a/chs/programoverview/
mentoring/mentorendorsement.dot
The State of Arkansas has created a mentor endorsement
program available through Childhood Services at
Arkansas State University. The training through this
program prepares early childhood professionals to serve
as mentors to teachers and program directors.
California Early Childhood Mentor Program
http://www.ecementor.org/
The California Early Childhood Mentor Program provides
resources and support to aspiring and experienced
teachers and administrators in programs serving children
birth to five and before- and after-school programs.
Through Federal and local funding the Mentor Program
provides stipends and professional development support to
• Mentor Teachers who guide college students in
Early Care & Education
http://www.ecementor.org/mentorQuickFactSheet.html
• Director Mentors who provide resources and expertise
to new directors and administrators facing
new challenges
http://www.ecementor.org/DMfactSheet.html
The site provides materials in both English and Spanish.
Mentoring for Early Childhood Teachers and Providers:
Building Upon and Extending Tradition
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.
jsp?_&ERICExtSearch_SearchValue_0=EJ533098&ERI
CExtSearch_SearchType_0=no&accno=EJ533098
This article appeared in Young Children in 1996 (Vol
52, No 1, p 59-64). It discusses mentoring as a professional
development strategy to meet the needs of experienced
and novice practitioners.
FROM OUR COLLEAGUES AROUND
THE WORLD
New Zealand
http://www.teacherscouncil.govt.nz/pubres/forteachers/
issue11nzkindergartens.stm
The Teachers Council of New Zealand instituted a
pilot program of mentoring for provisionally registered
teachers (PRT’s) with the New Zealand Kindergarten
Incorporated to work with early childhood teachers.
Australia
http://www.earlychildhoodmentoring.edu.au/About-Us
The School of Education’s Early Childhood Unit (Victoria
University, Melbourne) in partnership with Deakin’s
University Early Childhood Team created a pilot
program on Professional Mentoring for Early Childhood
Teachers. The project includes research and evaluation
components that will inform the proposed future registration
of early childhood teachers through Victorian
Institute of Teachers (VIT).
12

Professional
Books & Resources
Developing Mentoring and Coaching Relationships in Early Care and Education:
A Reflective Approach
by Marilyn Chu, Pearson, www.allynbaconmerrill.com (Available January 2013)
Packed with helpful reflective questions, illustrative mentoring and coaching scenarios,
and ready-to-implement planning tools, this book is the ideal resource for anyone responsible
for guiding pre-service, emerging, or experienced teachers.
Dimensions of Early Childhood, Fall 2009, Vol 37, No 3
http://www.southernearlychildhood.org
This issue of Dimensions of Early Childhood focuses on early childhood leadership.
Some articles from this issue:
• What Do Early Childhood Professionals Do?
• Getting Started: Leadership Opportunities for Beginning Early Childhood Teachers
• Principle-Centered Leadership in Early Childhood Education
Log in to the “members-only” section of the website to retrieve this issue.
Policies and Practices: Mentoring and Coaching Teachers
by Kimberly B. Moore, Ph.D. http://www.scholastic.com/teachers/article/policies-practices-mentoring-and-coaching-teachers
This article examines the use of mentoring as an effective way to make the most of the skills, talents, and abilities of
your staff. (Accessed on the website on 11/27/12)
Early Childhood Education Professional Development Training and Technical
Assistance Glossary (2011)
A Joint Publication of NAEYC and ChildCare Aware/formerly NACCRRA
http://www.naeyc.org/GlossaryTraining_TA.pdf
Professional preparation and ongoing professional development (PD) for the early
childhood education workforce is essential to providing high-quality services to children
and families. Consistent terminology and definitions related to PD methods, roles,
knowledge, and capabilities have emerged as a critical issue for the early education field.
This glossary is composed of global definitions that embrace what NAEYC and NAC-
CRRA believe define the current best practice ideals for training and TA.
Preparing Teachers for the Early Childhood Classroom (2010)
Edited by Susan B. Neuman and Michael L. Kamil, Ph.D., Brookes Publishing
http://products.brookespublishing.com/Preparing-Teachers-for-the-Early-Childhood-Classroom-P233.aspx
Bringing together lessons learned from the eight top-performing programs to receive professional
development grants from the Early Childhood Educator Professional Development Program in the
U.S. Office of Elementary and Secondary Education, this book gives readers a valuable inside look at
what’s really working today. (272 pages)
13

Cycle of Inquiry With an Inexperienced Teacher.
Cycle One: Mentor demonstrates inquiry process for teacher. What am I wondering about? What
questions do I have? Mentor observes a child and frames a simple inquiry question such as “How
does Sam learn through play?”
OBSERVE
What is this child
doing and saying?
Sam (20 months) wears a
firefighter hat to go outside
to play. He picks up
a stick on the playground.
He points the stick at a
plant and says “Brrrrrrr.
Out, fire!”
Mentor uses descriptive
narrative or anecdotal
notes as evidence.
Highlight with the teacher
areas to better understand.
REFLECT
What does it mean?
Sam substitutes one object for
another in pretend play.
Sam is beginning to express
himself in two-word phrases.
(See Teaching Strategies,
2010)
Mentor uses program
resources to interpret
observation with teacher.
Help the teacher choose one
area of an observation to
interpret.
Cycle of Inquiry With a More Experienced Teacher.
OBSERVE
What is interesting in
this observation?
After taking notes, highlight
areas of interest with the
teacher.
Based on questions in Forman & Hall (2005).
REFLECT
What does the
observation tell about the
child’s strengths, interests,
development, temperament,
or learning strategies?
Help the teacher choose one
area to question and research.
Reproduced from Dimensions of Early Childhood,
Vol. 40, No. 3, 2012, page 24.
APPLY
What do I do to keep the
learning going?
Mason, the teacher, expands on what
Sam says and asks questions to encourage
him to express his ideas. “I
see you have a hose to squirt the fire.
How much water do you need?” Sam
replies, “Fire all wet. Gone!”
Mentor describes observed, effective
teacher-child interactions.
Ask and listen for the teacher’s new
or different insights. Model openness
to multiple perspectives and build on
teacher’s ideas.
APPLY
What questions does this
observation generate? Turn
interests, dilemmas, or problems
into researchable questions.
Help the teacher identify concerns
and frame questions. “Why is the
block area a location where conflict
between children occurs frequently?”
How to Facilitate a Cycle of Inquiry

Small-Group
Reading Instruction:
Lessons From the Field
Why are small groups more effective when children learn
to read? Find out why, and how to implement best strategies
for teaching beginning readers in this practical article
that is based on current research.
Why should teachers use small-group reading instruction?
• Beginning readers benefit most from being taught explicit skills
• Teachers meet the instructional needs of each student
• With five or fewer children in a group, teachers focus attention on individuals
• Each child has opportunities to participate in the group
Tara Wilson, Diana
Nabors, Helen Berg,
Cindy Simpson,
and Kay timme
What should teachers keep in mind when organizing small groups?
• Group size. Limiting a group to a maximum of five children enables each child to
talk and be engaged in the learning process.
• Children’s abilities. Group children together who have similar abilities.
• Group names. Choose neutral names (shapes or colors, for example) to identify
each group, to assure that each child is respected and accepted.
• Literacy content. Select the appropriate content to be taught.
What is taught during small-group reading instruction?
• Guided reading lessons are all beneficial to extend children’s literacy knowledge.
Depending on the group’s needs, select
letter work
alphabet knowledge
word work
story comprehension
sequencing
story details
story extension activities
Put These Ideas Into Practice!

Literacy Center Planning Form
This is a visual representation of the child’s chosen centers (and not-visited centers) during the week.
Directions: Children receive the form at the beginning of each week. Represent each day of the week by a color (Monday = red,
Tuesday = yellow, Wednesday = green, etc.). Children select the center they will work in and color a square next to the center with
the day’s color. The teacher can add comments to any space. Children color in the space for each center visited that day. Children
may visit a center up to 3 times within a week. Time with the teacher is also recorded. The child has 6 opportunities during the
week to work in small group with a teacher. (For a downloadable PDF of this chart, go to Dimensions Extra, Vol 40 #3 at
www.southernearlychildhood.org “members-only”.)
Small-Group Time With
Teacher
Writing
Read the Walls
(Environmental Print)
ABC Center
Library
Computer
Magnetic
Letters
Private Space
Individual Work
Post Office
Listening/Story
Stamping Words
Book Making

Online
Resources
Examples of Small Group Reading
and Writing Activities
by Josh Thompson, Ph.D.
http://faculty.tamu-commerce.edu/jthompson/resources/
ktrasmallgroupr&w.pdf
Incorporate activities/lessons that you teach in whole
or small groups for extra practice. The three page handout
provides ideas that you can use in your program or
classroom.
The Foundational Role of Vocabulary &
Comprehension in Early Literacy
with Lesley Mandel Morrow and Billie Enz (2010 podcast)
International Reading Association (IRA)
http://vimeo.com/15739132
Early Childhood
Education Journal
http://www.springer.com/
education+%26+language/
learning+%26+instruction/
journal/10643
This journal includes articles on various topics of
interest to early childhood professionals. Volume 35,
No 6, includes an article entitled When Fewer is More:
Small Groups in Early Childhood Classrooms by Barbara
Wasik. Full access to articles is restricted and may
require payment.
For Members Only:
It’s Never Too Early!
http://www.southernearly
childhood.org
If you missed it in the
last issue, we hope you’ll
find it this time! It’s Never
Too Early! is a parent
flyer that was produced
for the last Dimensions
Extra issue (Vol 40, No
2). The flyer focuses on
the importance of promoting early
literacy skills in the infant and toddler years.
Early Literacy and Beginning to Read
A Position Statement of the Southern Early
Childhood Association
http://www.southernearlychildhood.org/upload/pdf/
Early_Literacy_and_Beginning_to_Read.pdf
Position Statements on Early Literacy
Literacy Development in the Preschool Years
A Position Statement of the International Reading
Association (IRA)
http://www.reading.org/Libraries/position-statementsand-resolutions/ps1066_preschool.pdf
Learning to Read and Write
A Position Statement of the National Association for
the Education of Young Children
http://www.naeyc.org/positionstatements/learning_readwrite
17

Professional
Books & Resources
Small-Group Reading Instruction—A Differentiated Teaching Model for
Beginning and Struggling Teachers (2009)
by Beverly Tyner, International Reading Association
http://www.reading.org//general/Publications/Books/BK007.aspx
Classroom tested and research based, this book provides instruction to meet the needs
of your classroom’s broad range of learners. It includes easy-to-use lesson plans and
activities and includes a CD.
Nurturing Knowledge—Building a Foundation for School Success by Linking
Early Literacy to Math, Science, Art and Social Studies (2007)
by Susan Neuman and Kathleen Roskos
http://www.amazon.com
In this comprehensive and practical resource, early literacy experts Susan Neuman and
Kathy Roskos share five essential early literacy practices—creating a supportive learning
environment; shared book reading; songs, rhymes, and word play; developmental writing;
and play—and show how and why to apply these in math, science, social studies, and art so
children acquire the knowledge and the skills they need for academic success. For use with
Grades PreK–K.
Language Arts in Early Childhood Education—Designing Curriculum to Meet
Standards with Evidence-Based Practices
by the University of Cincinnati & Purdy Productions (DVD)
http://www.redleafpress.org
Interacting with meaningful print builds a foundation for future literacy skills. Watch
as teachers use interactive reading, writing centers, interactive reading charts, and environmental
print as they incorporate language arts throughout the classroom. (90 minutes)
Basics of Supporting Dual Language Learners: An Introduction for
Educators of Children from Birth through Age 8
by Karen Nemeth http://www.naeyc.org/store
Designed to help all early childhood educators learn the basics of DAP
practices for young children who are dual language learners, the book covers
key points about first and second language development, discusses the importance
of supporting the home language and describes how programs and
schools can prepare for a diverse group of children.
18