Drawing from 30 years of teaching and professional development experience, this book 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. From Teachers College Press.

This comprehensive research volume will enhance the school readiness of young dual language learners. Providing invaluable insights needed to identify and strengthen factors that contribute to the development of English language proficiency and ensure a culturally responsive classroom environment, policy makers and administrators will have the foundational knowledge they need to promote and measure the progress of children learning two languages. From Brookes Publishing.

This book highlights the critical importance of integrating content and mechanics for successful and engaged writing at the kindergarten and primary level. Featuring the teaching philosophies and strategies of seven exemplary teachers and a discussion of relevant research and theory, Meier provides a fresh, practical, and much-needed perspective on making writing meaningful and effective in the current standards-based era. From Teachers College Press.

Our Family of Films shows how the rewards and pleasures triumph over the often challenging realities when introducing reading and books into the lives of babies. This DVD contains three videos:

• “Reading with Babies” (18 min.) demonstrates the importance of reading with very young children and provides excellent examples of ways to make reading an adventure that brings parents and children closer.
• “Leyendo con bebés” (18 min.) is the Spanish version of “Reading with Babies.”
• "The Read to Me Program" video (30 min.) follows one Read to Me Program with teen mothers and their babies in Brooklyn, New York as they participate in a series of six workshops that brings together parents, babies, and books in important ways. 

From the Read to Me Program.

Grounded in real-life experiences and guided by rigorous research findings, this resource provides the tools and guidance practitioners need to meet the challenges of educating all young children. The author summarizes the latest scientific evidence on the development and school achievement of English language learners and children living in poverty to offer classroom and program recommendations. An invaluable tool for practicing teachers and policy makers alike. Copublished with Pearson.

"Story in the Early Years" involves collecting, connecting, and nurturing stories. Each DVD contains an introduction, stories from the classroom, illustrations of adults using different approaches to story-based teaching and learning, and a section on the next steps.

This set contains three DVDs

Part 1: Befalling—collecting stories. How can we use questions to help children think about their stories? What are they trying to do with their stories?

Part 2: Behappening—connecting stories. How do we help children connect their ideas, thoughts and emotions to the ideas, thoughts and emotions of others? When their stories contain misconceptions or misunderstandings, how do we incorporate corrections into our curriculum while encouraging problem-solving and creative thinking?

Part 3: Becoming & Was—nurturing stories. When children tell stories that make us uncomfortable, what should we do? How can adults help children learn to balance their impulses with the needs of the larger community? How do we ask and answer questions about our own teaching and learning stories? 

From the Child Care Collection at Ball State University.

Part 1 of the "Story in the Early Years" series

"Story in the Early Years" involves collecting, connecting, and nurturing stories. Each DVD contains an introduction, stories from the classroom, illustrations of adults using different approaches to story-based teaching and learning, and a section on the next steps.

Part 1: Befalling—collecting stories. How can we use questions to help children think about their stories? What are they trying to do with their stories?

Part 2: Behappening—connecting stories.

Part 3: Becoming & Was—nurturing stories.

From the Child Care Collection at Ball State University.

Part 2 of the "Story in the Early Years" series

"Story in the Early Years" involves collecting, connecting, and nurturing stories. Each DVD contains an introduction, stories from the classroom, illustrations of adults using different approaches to story-based teaching and learning, and a section on the next steps.

Part 1: Befalling—collecting stories.

Part 2: Behappening—connecting stories. How do we help children connect their ideas, thoughts and emotions to the ideas, thoughts and emotions of others? When their stories contain misconceptions or misunderstandings, how do we incorporate corrections into our curriculum while encouraging problem-solving and creative thinking?

Part 3: Becoming & Was—nurturing stories.

From the Child Care Collection at Ball State University.
 

Part 3 of the "Story in the Early Years" series

"Story in the Early Years" involves collecting, connecting, and nurturing stories. Each DVD contains an introduction, stories from the classroom, illustrations of adults using different approaches to story-based teaching and learning, and a section on the next steps.

Part 1: Befalling—collecting stories. How can we use questions to help children think about their stories? What are they trying to do with their stories?

Part 2: Behappening—connecting stories.

Part 3: Becoming and Was—nurturing stories. When children tell stories that make us uncomfortable, what should we do? How can adults help children learn to balance their impulses with the needs of the larger community? How do we ask and answer questions about our own teaching and learning stories? 

From the Child Care Collection at Ball State University.

As seen on public television, this four-program set has been created to assist educators and parents in guiding children to become motivated, thoughtful and active learners.  Including a companion guide with each program, the series examines such habits of mind as personal curiosity, problem solving, “as-if” thinking, and acceptance of different points of view.  While each program explores a different topic—literacy, play, ethics, and the environment—all encourage a lifelong interest in learning itself.

The Learning Child Series is produced by Jonathan Diamond Associates, Inc. in association with the Child Development Institute at Sarah Lawrence College.