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Authors Armstrong, L.J., K.C. Kinney, & L.H. Clayton. (2009, Fall). Getting Started: Leadership Opportunities for Beginning Early Childhood Teachers, (3), 11-17. Brown, J., & Izumi-Taylor, S. (2009, Spring/Summer). Sciencing With Young Children: Moon Journals!, (2), 24-29. Carr, V., L.J. Johnson, & C. Corkwell. (2009, Fall). Principle-Centered Leadership in Early Childhood Education, (3), 25-32. Castle, K. (2009, Fall). What Do Early Childhood Professionals Do?, (3), 4-10. Coleman, M., C. Wallinga, & D. Bales. (2009, Winter). Addressing the “Epidemic” of Overweight Children By Using the Internet, (1), 32-38. Hughes, E., & K. Wineman. (2009, Spring/Summer). Learning Language: Listening and Writing With Diverse Young Children, (2), 3-9. Kemple, K.M., & M. Lopez. (2009, Winter). Blue Eyes, Brown Eyes, Cornrows, and Curls: Building on Books to Explore Physical Diversity With Preschool Children, (1), 23-31. Kirmani, M.H., M.H. Davis, & M. Kalyanpur. (2009/Spring/Summer). Young Children Surfing: Gender Differences in Computer Use, (2), 16-23. Pillow-Price, K.L. (2009, Fall). Influencing Legislation—Advocacy Basics, (3), 18-23. Prior, J. (2009, Winter). Environmental Print: Real-World Early Reading, (1), 9-14. Ramgopal, P.S., K.P. Dieterle, J. Aviles, B. McCreedy, & C.F. Davis. (2009, Fall). Leadership Development in the South: Where Do We Go From Here?, (3), 33-38. Dimensions of Early Childhood Volume 37 Index Simpson, C.G., J.P. Gray, S. Waldrep, & M.D. Gaus. (2009, Winter). Healthier Lifestyles for Young Children: Partnering With Families, (1), 15-22. Swanson, M. & D. Da Ros-Voseles. (2009, Spring/Summer). Dispositions: Encourage Young Children to Become Life-Long Readers, (2), 30-38. Tanyel, N.E. (2009, Spring/Summer). Emotional Regulation: Developing Toddlers’ Social Competence, (2), 10-15. Tunks, K.W. (2009, Winter). Block Play: Practical Suggestions for Common Dilemmas, (1), 3-8. Advocacy & Public Policy Getting Started: Leadership Opportunities for Beginning Early Childhood Teachers, (3), 11-17. Influencing Legislation—Advocacy Basics, (3), 18-23. Leadership Development in the South: Where Do We Go From Here?, (3), 33-38. Book Reviews Children’s Language: Connecting Reading, Writing, and Talk (2009, Spring/Summer). Increasing the Power of Instruction—Integration of Language, Literacy, and Math Across the Preschool Day (2009, Winter). Mentor Coaching and Leadership in Early Care and Education (2009, Fall). Ready or Not: Leadership Choices in Early Care and Education (2009, Fall). Sharing Books Together: Promoting Emergent Literacy Through Reading Aloud and Home-School Partnerships (2009, Winter). The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning (2009, Spring/Summer). Child Development Addressing the “Epidemic” of Overweight Children By Using the Internet, (1), 32-38. Emotional Regulation: Developing Toddlers’ Social Competence, (2), 10-15. Curriculum & Learning Environments Block Play: Practical Suggestions for Common Dilemmas, (1), 3-8. Dispositions: Encourage Young Children to Become Life-Long Readers, (2), 30-38. Environmental Print: Real-World Early Reading, (1), 9-14. Sciencing With Young Children: Moon Journals!, (2), 24-29. Family Partnerships Healthier Lifestyles for Young Children: Partnering With Families, (1), 15-22. Inclusion Blue Eyes, Brown Eyes, Cornrows, and Curls: Building on Books to Explore Physical Diversity With Preschool Children, (1), 23-31. Learning Language: Listening and Writing With Diverse Young Children, (2), 3-9. Young Children Surfing: Gender Differences in Computer Use, (2), 16-23. Professional Development Principle-Centered Leadership in Early Childhood Education, (3), 25-32. What Do Early Childhood Professionals Do?, (3), 4-10. 38 Volume 38, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2010
Book Reviews Books for Early Childhood Educators by E. Anne Eddowes, Editor Jump Into Science: Active Learning for Preschool Children by Rae Pica. Beltsville, MD: Gryphon House, 2009, 131 pp., $14.95. Children learn with their entire bodies, and therefore they are active learners. Some teachers find the idea of children moving around and the potential resulting chaos overwhelming. However, movement is an essential element in maximizing a child's learning. Teachers can choose to either fight young children's need for activity or they can put it to use. Because research shows that the functions of the body contribute to the healthy functions of the brain, it is imperative that children use their bodies for maximum content retention. Pica, the author of this book and a movement specialist for 25 years, has authored more than a dozen books that promote the benefits of movement in teaching. With the increasing importance of standardized tests, many teachers are feeling the pressure to include more seatwork and worksheets. According to Pica, preschool children first should experience the basic process skills of science including observing, comparing, classifying, measuring, and communicating. These skills are natural for young children, and can be supported through the captivating learning experiences highlighted in Jump Into Science. Although this book is directed to the learning of preschoolers, the activities and concepts can easily be used and adapted to teach children through kindergarten and further. The five chapters are devoted to: the human body (including hygiene and nutrition); the five senses; animals and other creatures; the seasons, weather and other natural wonders; and simple science (concepts such as gravity, flotation, sound, and electricity). The book is arranged in developmental order, from least to most challenging. Each activity begins with a brief synopsis of the science concepts being supported, as well as information to be shared with the children. Pica then lists the materials needed followed by an explanation of how to teach the activity. For some lessons, Pica provides suggestions for more challenging activities. Whenever available, she also offers suggestions for related books and music to supplement the experience. The organization of the book makes it easy to use, and one that could be pulled off the shelf without hesitation to find a topic to explore at a moment's notice. Many of the lessons don't require any materials, and a number of the explorations require materials used in other lessons as well. The author provides 100 learning experiences, 38 of which do not require any materials. An additional 20 suggest only optional materials, pictures, or music. Many of the required materials are both inexpensive and easy to obtain. Jump Into Science is a book that all preschool and kindergarten teachers should have on their bookshelves. It provides lessons that can be used to supplement many concepts that are taught in preschool and kindergarten classrooms. The children will welcome the movement involved. When children learn through physical experiences, they retain the information much longer than when they only learn through rote methods. Pica has written a book that provides opportunities for children to learn with their whole bodies (using their physical and cognitive skills) in meaningful and memorable ways. —Holly Pence, Assistant Professor Shelly Carter, Graduate Assistant James Madison University Harrisburg, VA Me, You, Us: Social-Emotional Learning in Preschool by Ann S. Epstein. Ypsilanti, MI: High/Scope Press and Washington, DC: National Association for the Education of Young Children, 2009. 190 pp., $25.95. Epstein is the Senior Director of Curriculum Development at the HighScope Educational Research Foundation. She has published many books and articles related to curriculum and professional development, including The Intentional Teacher and Essentials of Active Learning in Preschool. Part One of Me, You, Us: Social- Emotional Learning in Preschool focuses on the importance of socialemotional learning and provides an overview of child development and Winter 2010 DIMENSIONS OF EARLY CHILDHOOD Volume 38, Number 1 39
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