Save when you order the third edition of Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 together with the popular Basics of Developmentally Appropriate Practice. Essential for every student or new practitioner's collection! See full descriptions and tables of contents for items #375 (Developmentally Appropriate Practice) and #259 (Basics of DAP: An Introduction for Teachers of Children 3 to 6).

To help educators set goals and design effective policies, early childhood experts Clifford and Crawford provide a concise history of early education and care in the United States and invite readers to consider early schooling in a global perspective. Discusses themes among six economically advantaged countries and the social forces that are leading the United States toward universal access to school beginning at age 3. From Teachers College Press.

The ability to use language (speak, read, write) is not something that children suddenly or automatically develop. It is rather a culmination of experiences with language that begin at birth. Sharing stories (oral storytelling, books) and “story experiences” (conversations, songs, poems, rhymes) with infants and toddlers is critical to building their emergent literacy skills. At the same time, it expands their experience and understanding of the world and also prompts positive interactions with adults and other children, fostering social development.

Sprinkled with charming vignettes and ideas for stories to share, From Lullabies to Literature explains how the many types of stories and story experiences are best used with very young children, with a particular focus on using books, and how teachers can plan and provide story experiences most effectively, including by partnering with families. 

How is a compelling, exemplary curriculum created in schools in spite of the pressures to implement a standardized one? In this book, teachers and principals share their experiences with emergent curriculum, and with the creative practices they've developed in urban classrooms kindergarten to third grade. We learn what they were trying to do, how they began the process, the challenges they face, the decisions they made, and what happened to the children.

All chapters are written by teachers who have found ways of interpreting the Reggio approach to enrich their teaching within the confines of traditional schools. This book is essential reading for anyone wishing to understand emergent curriculum and for all who hope to nurture an enlivening way to learn in classrooms. Copublished with Teachers College Press.