Resources for Innovative Practice in Early Childhood Education
Young Children articles and NAEYC books
Bewick, C., & M. Kostelnik. 2004. Educating early childhood teachers about computers. Young Children 59 (3): 26–29.
Bodrova, E., & D.J. Leong. 2003. Chopsticks and counting chips: Do play and foundational skills need to compete for the teacher’s attention in an early childhood classroom? Young Children 58 (3): 10–17.
Briody. J., & K. McGarry. 2005. Using social stories to ease children’s transitions. Young Children 60 (5): 38–42.
Cartwright, S. 2000. Education is experience: The rest is only information. Young Children 55 (4): 12–13.
Christian, L.G. 2006. Understanding families: Applying family systems theory to early childhood practice. Young Children 61 (1): 12–20.
Copple, C., & S. Bredekamp. 2005. Basics of developmentally appropriate practice: An introduction for teachers of children. Washington, DC: NAEYC.
Curtis, D., & M. Carter. 2003. Designs for living and learning: Transforming early childhood environments. St. Paul, MN: Redleaf. Available from NAEYC.
Cutler, K.M., D. Gilkerson, S. Parrott, & M.T. Bowne. 2003. Developing math games based on children’s literature. Young Children 58 (1): 22–27.
Daniel, J., & S. Friedman. 2005. Taking the next step: Preparing teachers to work with culturally and linguistically diverse children. Beyond the Journal. Online: www.journal.naeyc.org/btj/200511/DanielFriedmanBTJ1105.pdf
Derman-Sparks, L., & P.G. Ramsey. 2005. What if all the children in my class are white: Anti-bias/multicultural education with white children. Young Children 60 (6): 20–27.
Dichtelmiller, M.L., & L. Ensler. 2004. New insights in infant/toddler assessment: Experiences from the field. Young Children 59 (1): 30–33.
Donohue, C., & R. Neugebauer. 2004. Innovations in e-learning: New promise for professional development. Young Children 59 (3): 22–25.
Drew, W.F., & B. Rankin. 2004. Promoting creativity for life using open-ended materials. Young Children 59 (4): 38–45.
Geist, E., & A.C. Baum. 2005. Yeah, but’s that keep teachers from embracing an active curriculum: Overcoming the resistance. Young Children 60 (4): 28–36.
Greenman, J. 2005. Places for childhood in the 21st century: A conceptual framework. Beyond the Journal. Online: www.journal.naeyc.org/btj/200505/01Greenman.pdf
Heidemann, S., C.J. Chang, & B. Menninga. 2005. When teachers are learning, children are too: Teaching teachers about assessment. Young Children 60 (3): 86–92.
Jensen, B.J., & J.A. Bullard. 2002. The mud center: Recapturing childhood. Young Children 57 (3): 16–19.
Kamii, C. 2003. Modifying a board game to foster kindergartners’ logico-mathematical thinking. Young Children 58 (5): 20–26.
Korte, K.M., with L.J. Fielden & J.C. Agnew. 2005. To run, study, or stomp: Hissing cockroaches in the classroom. Young Children 60 (2): 12–18.
Mitchell, L.C. 2004. Making the MOST of creativity in activities for young children with disabilities. Young Children 59 (4): 46–49.
Murphy, D.L., R. DePasquale, & E. McNamara. 2003. Meaningful connections: Using technology in primary classrooms. Young Children 58 (6): 12–18.
Noe, L.R. 2005. The literacy caravan: Professional development in a unique environment. Beyond the Journal. Online: www.journal.naeyc.org/btj/200505/02Noe.pdf
Nunnelley, J.C. 1990. Beyond turkeys, Santas, snowmen, and hearts: How to plan innovative curriculum themes. Young Children 46 (1): 24–29.
Robinson, L. 2003. Technology as a scaffold for emergent literacy: Interactive storybooks for toddlers. Young Children 58 (6): 42–48.
Sutterby, J.A., & C.D. Thornton. 2005. It doesn’t just happen! Essential contributions from playgrounds. Young Children 60 (3): 26–33.
Volk, D., & S. Long. 2005. Challenging myths of the deficit perspective: Honoring children’s literacy resources. Young Children 60 (6): 12–18.
Wien, C.A., A. Coates, B.L. Keating, & B. Bigelow. 2005. Designing the environment to build connection to place. Young Children 60 (2): 16–24.
Worth, K., & S. Grollman. 2003. Worms, shadows, and whirlpools: Science in the early childhood classroom. Portsmouth, NH: Heinemann; Washington, DC: NAEYC.
Wurm, J. P. 2005. Working in the Reggio way: A beginner’s guide for America’s teachers. St. Paul, MN: Redleaf. Available from NAEYC.
Other articles and books
Gentry, J.R. 2006. Breaking the code: The new science of beginning reading and writing. Portsmouth, NH: Heinemann.
Learning in the digital age. 2005–06. Theme issue December/January. Educational Leadership 63 (4).
Owocki, G. 1999. Literacy through play. Portsmouth, NH: Heinemann.
Pawl, J.H. 2005. Perspective: Preventing expulsion from child care: How a mental health consultant helps. Zero to Three 25 (6): 62–67.
Project Zero & Reggio Children. 2001. Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Project Zero.
Schlechty, P. 2001. Shaking up the school house: How to support and sustain educational innovation. San Francisco: Jossey-Bass.
Simmons, J. 2006. Breaking through: Transforming urban school districts. New York: Teachers College Press.
Zigler, E.F., D.G. Singer, & S.J. Bishop-Josef, eds. 2004. Children’s play: The roots of reading. Washington, DC: Zero to Three.
A history of innovations—Some theories and practices that transformed early childhood education
Bowman, B.T., M.S. Donovan, & M.S. Burns, eds. 2000. Eager to learn: Educating our preschoolers. Washington, DC: National Academies Press.
Bredekamp, S., & C. Copple, eds. 1997. Developmentally appropriate practice in early childhood programs. Rev. ed. Washington, DC: NAEYC.
Bredekamp, S., & T. Rosegrant, eds. 1992. Reaching potentials: Appropriate curriculum and assessment for young children. Vol. 1; and 1995. Reaching potentials: Transforming early childhood curriculum and assessment. Vol. 2. Washington, DC: NAEYC.
Bronfenbrenner, U. [1979] 2006. The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Copple, C., S. Neuman, & S. Bredekamp. 2000. Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: NAEYC.
Delpit, L. [1995] 2006. Other people’s children: Cultural conflict in the classroom. Updated ed. New York: New Press.
Derman-Sparks, L., & the A.B.C. Task Force. 1989. Anti-bias curriculum: Tools for empowering young children. Washington, DC: NAEYC.
DeVries, R., B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales. 2002. Developing constructivist early childhood curriculum: Practical principles and activities. New York: Teachers College Press. Available from NAEYC.
Dewey, J. 1938. Experience and education. New York: Collier.
Edwards, C., L. Gandini, & G. Forman, eds. 1993. The hundred languages of children: The Reggio Emilia approach to early childhood education. Greenwich, CT: Ablex.
Gardner, H. 1993. Frames of mind: The theory of multiple intelligences. New York: Basic.
Greenspan, S., I.S. Wieder, & R. Simmons. 1998. The child with special needs: Encouraging intellectual and emotional growth. New York: Perseus.
Helm, J.H., & L. Katz, 2001. Young investigators: The project approach in the early years. Washington, DC: NAEYC.
Isenberg, J.P., & M.R. Jalongo, eds. 1997. Major trends and issues in early childhood education: Challenges, controversies, and insights. New York: Teachers College Press.
Lally, J.R., A. Griffin, E. Fenichel, M. Segal, E. Szanton, & B. Weissbourd. 2003. Caring for infants and toddlers in groups: Developmentally appropriate practice. Washington, DC: Zero to Three.
Montessori, M. [1912] 1988. Montessori method. New York: Schocken/Random House.
Piaget, J. [1926] 1975. The child’s conception of the world. Lanham, MD: Littlefield Adams.
Sadovnik, A.R., & S.F. Semel, eds. 2002. Founding mothers and others: Women educational leaders during the progressive era. New York: Palgrave/Macmillan.
Shonkoff, J.P., & D.A. Phillips, eds. 2000. From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academies Press.
Vygotsky, L.S. [1934] 1986. Thought and language. Rev. ed. of 1962 translation, edited by A. Kozulin. Cambridge, MA: The MIT Press.
Winsler, A., & L. Berk. 1995. Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: NAEYC.
Zigler, E., & S. Muenchow. 1994. Head Start: The inside story of America’s most successful educational experiment. New York: Basic.
Web sites
American Montessori Society advocates for quality Montessori education and provides articles, resources, historical and conference information.
The Innovative Teacher Project is designed for early childhood educators who are interested in developing a deeper understanding of the Reggio Emilia approach and issues related to this approach in the United States.
Jumpstart is an innovative program that pairs college students with preschoolers in mentor relationships. Jumpstart sessions include one-on-one reading, small-group activities, and circle times.
North American Reggio Emilia Alliance is a network of educators, parents, and advocates, many of whom have visited the schools of Reggio Emilia.The alliance hosts the traveling exhibit from Reggio, organizes conferences and courses, opens up members’ schools for study and dialogue, and publishes articles and books.
Project Zero focuses on the mission to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at individual and institutional levels.
Videatives are text documents about education and children’s learning (presented in electronic format) that link directly to video clips. Videatives literally bring the text to life.
Reusable Resources
Tools for Invention and Self-Discovery
DISCARDS from our local business and industry communities—REUSABLE RESOURCES—are an innovative tool for creative teaching and learning. Their unique shapes, textures, color, variety, and abundance challenge and engage both children and adults to play, imagine, and construct.
During workshops at NAEYC’s 2005 Annual Conference in Washington, D.C., presenters used a hands-on, constructivist format to encourage participants to use reusable resources to play individually and in groups.
As people explored, invented, played, and worked together, they developed new relationships, teaching strategies, and insights into the role of documentation in assessment and planning.
By connecting their play experience to their professional practice and to the developmental needs of children, workshop participants considered how reusable resources can be used to help children build self-esteem and self-confidence, gain literacy and language skills, and explore science and mathematics concepts.
For more information, contact Reusable Resources Association, P.O. Box 511001, Melbourne Beach, Florida 32951; phone: 321-984-1018; e-mail Walter F. Drew at Dr-Drew@earthlink.net; online: www.reusableresources.org; and read “Learning to Play Again: A Constructivist Workshop for Adults,” by Ingrid Chalufour, Walter F. Drew, and Sandi Waite-Stupiansky, in Beyond the Journal, May 2003 (online at www.journal.naeyc.org/btj/200305/ConstructWorkshops_Chalufour.pdf).
Copyright © 2006 by the National Association for the Education of Young Children. See Permissions and Reprints online at http://www.journal.naeyc.org/about/permissions.asp.
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