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EarlyChildhoodEducation of Related Interest Understanding the Language Development and Early Education of Hispanic Children, 14 What Learning Looks Like, 37 Playing Their Way Into Literacies, 18 Program Administration Scale Measuring Early Childhood Leadership and Management, Second Edition Teri N. Talan, Director of Research and Public Policy, McCormick Center for Early Childhood Leadership, and Associate Professor of Early Childhood Education, and Paula Jorde Bloom, Michael W. Louis Chair, McCormick Center, and Professor of Early Childhood Education, both at National Louis University. Research has consistently found that effective administrative practices are crucial for ensuring beneficial program outcomes for children and families. The Program Administration Scale (PAS) is designed to reliably measure and improve the leadership and management practices of New Edition center-based programs— the only instrument of its kind to focus exclusively on organization-wide administrative issues. Using a 7-point rating scale (inadequate to excellent), this easy-to-use instrument assesses 25 items grouped into 10 categories: human resources development, personnel cost NEW and allocation, center operations, child assessment, fiscal management, program planning and evaluation, family partnerships, marketing and public relations, technology, and staff qualifications. This new second edition of the PAS includes minor refinements to support the reliable use of the instrument and to reflect current best practices in early childhood administration. • The Notes and Guiding Questions for the PAS items are expanded to increase understanding and facilitate greater consistency in scoring. • Emphasis is placed on administrative practices that support family partnership, inclusion, cultural sensitivity, and linguistic diversity. • Routines that demonstrate distributed leadership are measured. • The focus in technology is on practices that promote effective communication, collaboration, and continuous learning. Best Seller Audience: Pre- and inservice training for administrators of center-based early care and education programs; center directors, agency administrators, state policymakers, teacher trainers, and researchers; courses in early childhood education and administration. 2011/96 pp./PB, $21.95/5245-6 large format Also by these authors: See Author Index The Play’s the Thing Teachers’ Roles in Children’s Play, Second Edition Elizabeth Jones, faculty emerita in human development, Pacific Oaks College, Pasadena, CA, and Gretchen Reynolds, faculty in the early childhood education program, Algonquin College, Ottawa, Canada Foreword to the Second Edition by Kathy Hirsh- Pasek and Roberta Michnick Golinkoff New Edition “An excellent summary of theories related to the importance of children’s play and illustrates the six roles teachers can use to put these theories into practice.” —Harvard Educational Review (on the first edition) “Playful learning offers educators a plan for creating fun and engaging pedagogies that support rich curricula....And this NEW book offers magnificent descriptions and evidencebased examples of how teachers can pave this new road and create a climate for learning via play.” —From the Foreword to the Second Edition Best Seller by Kathy Hirsh-Pasek, Temple University, and Roberta Michnick Golinkoff, University of Delaware Responding to current debates on the place of play in schools, the authors have extensively revised their groundbreaking book to include significant developments in the broadening landscape of early learning and care, such as assessment, diversity and culture, intentional teaching, inquiry, and the construction of knowledge. They explain how and why play is a critical part of children’s development, as well as the central role adults have to promote it. The new edition includes: • Current issues from media content, consumer culture, and environmental concerns. • Standards and testing in preschool and kindergarten. • Bridging the cultural gap between home and school. • Using digital technology to make children’s play visible. • Recent brain development research. Audience: Early childhood teachers, teacher educators, and parents; courses in early childhood education, pedagogy, play, child development, child psychology, observation and assessment. 2011/168 pp./PB, $25.95/5241-8 Early Childhood Education Series Also by Elizabeth Jones: See Author Index Defending Childhood Keeping the Promise of Early Education Edited by Beverly Falk, professor and director of the Graduate Programs in Early Childhood Education at the School of Education, The City College of New York Foreword by Linda Darling-Hammond New Edition NEW “These pages make clear that the way to foster effective teaching is not with curriculum mandates and pacing guides but with professional learning opportunities that prepare expert educators to take advantage of and create teachable moments.” —From the Foreword by Linda Darling- Hammond, Stanford University This book offers important insights about what we can do to defend childhood from societal challenges. The authors explain new findings from neuroscience and psychology, as well as emerging knowledge about the impact on child development of cultural and linguistic diversity, poverty, families and communities, and the media. Each chapter presents experiences and suggestions from different disciplines about what can be done to ensure that all children gain access to the support they need for optimal physical, social, intellectual, and emotional development. Best Seller Contents and Contributors: The Science of Early Childhood Development, Todd A. Grindal, Christina Hinton, and Jack P. Shonkoff • A Tale of Two Schools, Jessa Reed, Kathy Hirsh-Pasek, and Roberta M. Golinkoff • Honoring the Lives of All Children, Sonia Nieto • Low-Income Families and Young Children’s Development and School Success, Barbara Bowman and Aisha Ray • Foreclosed Childhoods, Valerie Polakow • Working with Latino Preschoolers, Delis Cuéllar and Eugene E. García • Media, Technology, and Commercialism, Nancy Carlsson-Paige • Standardized Testing, George Madaus and Terrence Lee-St. John • Tensions Past, Present, and Future, Robert L. Selman and Janet Kwok • Creating Powerful Learning Experiences in Early Childhood, Mara Krechevsky, Ben Mardell, Tiziana Filippini, and Howard Gardner • The School of the 21st Century, Edward Zigler and Matia Finn-Stevenson • The Case For Investing In Young Children, James J. Heckman Audience: Teachers, teacher educators, administrators, politicians, and policymakers; courses in early childhood and elementary school education, teacher education, child development, child studies, politics of education, sociology of education. 2012/288 pp./PB, $29.95/5310-1/HC, $68/5311-8 Early Childhood Education Series Also by Beverly Falk: See Author Index 2 For full book descriptions, visit www.tcpress.com
Moral Classrooms, Moral Children Creating a Constructivist Atmosphere in Early Education, Second Edition Rheta DeVries is professor emerita of curriculum and instruction at the University of Northern Iowa. Betty Zan is associate professor and director of the Regent’s Center for Early Developmental Education at the University of Northern Iowa. New Edition “DeVries and Zan have given educators an indispensable field guide to teaching children the essentials of respect for self and others, devising and interpreting rules, and resolving conflicts. Their timely volume marks an important step forward for early education.” —Edward Zigler, Yale University (on the first edition) NEW This classic bestseller, now updated for today’s diverse teaching force and student populations, explores the benefits of sociomoral practices in the classroom. The authors draw on recent research to show how these approaches work with children ages 2–8. They focus on how to establish and maintain a classroom environment that fosters children’s intellectual, social, moral, emotional, and personality development. Extending the work of Jean Piaget, the authors advocate for a cooperative approach that contrasts with the coercion and unnecessary control that can be seen in many classrooms serving young children. Practical chapters demonstrate how the constructivist approach can be embedded in a school program by focusing on specific classroom situations and activities, such as resolving conflict, group time, rule making, decision making and voting, social and moral discussions, cooperative alternatives to discipline, and activity time. Best Seller New for the Second Edition: • Updated examples reflecting the authors’ work with low-income children. • Coverage expanded to include 1st- and 2nd-grade classrooms. • New alternatives to discipline. • “Principles of Teaching” sections with many examples of classroom interactions. Audience: Teachers, teacher educators, administrators, and curriculum specialists; courses in early education, child development, discipline, classroom management, and social development. 2012/288 pp./PB, $28.95/5340-8 Early Childhood Education Series Also by Rheta DeVries: See Author Index Become a Member: Register at www.tcpress.com to receive announcements about new titles and pricing discounts. Don’t Leave the Story in the Book Using Literature to Guide Inquiry in Early Childhood Classrooms Mary Hynes-Berry brings a lifetime of using oral storytelling to promote learning in her work with preservice and in-service teachers at Erikson Institute, Chicago, Illinois Foreword by Jie-Qi Chen New Edition NEW “To help teachers build on what they know about stories, Mary describes practices for using books that are grounded in well-defined principles of teaching and learning.” —From the Foreword by Jie-Qi Chen, Erikson Institute “If you want to bring powerful stories into your classroom that inspire curiosity and questions, spark deep thinking and cultivate thoughtful conversations, embrace this book!” —Anne Goudvis, consultant and author Drawing from 30 years of teaching and professional development experience, the author offers a roadmap for using children’s literature to provide authentic learning. Featuring a “storyteller’s voice,” each chapter includes a case study about how a particular fiction or nonfiction work can be used in an early childhood classroom; a series of open-ended questions to help readers construct their own inquiry units; and a bibliography of children’s literature. This book provides a unique synthesis of ideas based on constructivist approaches to learning. Best Seller Contents: 1. How Are Learning Communities Like Stone Soup Exploring a Praxis 2. What Can We Learn From the Three Little Pigs The Three Es of Quality Intellectual Work 3. Can Cinderella’s Slipper Be Gold Instead of Glass The Role of Questions in Quality Intellectual Work 4. How Can We Play With Abiyoyo The SIP of Play and Quality Intellectual Work 5. What Makes a Good Goldilocks Assessing the Quality of Picture Books 6. How Long Is Tikki Tikki Tembo What’s the Problem with Naked Numbers 7. How Did the Sun and Moon Come to be in the Sky Playing with the Amazing Facts of Science 8. How do You Get from Patches to a Patchwork Quilt Reading an Object to Spark Inquiry Across the Curriculum 9. Who’s the Strongest What Makes Stories Such Effective Tools for Quality Intellectual Work Audience: Pre- and inservice teachers, curriculum supervisors, and professional developers; courses in early childhood and elementary curriculum, instructional methods, and children’s literature. 2011/216 pp./PB, $29.95/5287-6/HC, $64/5288-3 illustrations Early Childhood Education Series Early Childhood Systems Transforming Early Learning Edited by Sharon Lynn Kagan is the Virginia and Leonard Marx Professor of Early Childhood and Family Policy and Co-Director of the National Center for Children and Families at Teachers College, Columbia University. Kristie Kauerz is the program director for PreK–3rd Education at Harvard Graduate School of Education (HGSE). “A veritable encyclopedia of ideas on early childhood system building.” —Barbara T. Bowman, Erikson Institute “The authors don’t just talk about the work, they participate in the creation of change.” —Sherri Killins, Ed.D, Commissioner, Department of Early Education and Care, Massachusetts In this seminal volume, leading authorities strategize about how to create early childhood systems that transcend politics and economics to serve the needs of all young children. The authors offer different interpretations of the nature of early childhood systems, discuss the elements necessary to support their development, and examine how effectiveness can be assessed. With a combination of cuttingedge scholarship and practical examples of systems-building efforts taking place in the field, this book provides the foundation educators and policymakers need to take important steps toward developing more conceptually integrated approaches to early childhood care, education, and comprehensive services. New Edition NEW Best Seller Contributors: Kimberly Boller • Andrew Brodsky • Charles Bruner • Dean Clifford • Julia Coffman • Jeanine Coleman • Harriet Dichter • Sangree Froelicher • Eugene García • Stacie G. Goffin • Janice Gruendel • Jodi Hardin • Marilou Hyson • Sharon Lynn Kagan • Kristie Kauerz • Amy Kershaw • Lisa G. Klein • Denise Mauzy • Geoffrey Nagle • Karen Ponder • Ann Reale • Sue Russell • Diana Schaack • Karen Hill Scott • Helene M. Stebbins • Jennifer M. Stedron • Kate Tarrant • Kathy R. Thornburg • Kathryn Tout • Fasaha Traylor • Jessica Vick Whittaker Audience: Teacher educators, administrators, federal and state policymakers, foundation officers, professional trainers/developers, and researchers; courses in early childhood education, child development, policy and leadership, standards and assessments, finance, and governance. 2012/336 pp./PB, $31.95/5296-8/HC, $68/5297-5 Also by These Authors: See Author Index Professors: To request exam copies of any book in this catalog, visit us at: www.tcpress.com/form1.html Early Childhood Education to order: 800.575.6566 or www.tcpress.com 3
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