Towson University Department of Early Childhood Education Master of Arts in Teaching: Early Childhood Education

Transcription

1 Towson University Department of Early Childhood Education Master of Arts in Teaching: Early Childhood Education Bibliography for Becoming an Early Childhood Professional Department Theme: Facilitator of Active Learning for All Children and Families in a Developmentally, Culturally and Linguistically Appropriate and Inclusive Environment College of Education Mission Statement: The mission of Teacher Education at Towson University is to inspire, educate, and prepare educators as facilitators of active learning for diverse and inclusive communities of learners in environments that are technologically advanced. In his book, To Become a Teacher, Bill Ayers tells us how he explains his work to some lawyers he met at a cocktail party: I teach kindergarten. It s the most intellectually demanding thing I have ever done. And it s also ethical work. I make decisions constantly, all day long, that impact the wellbeing of children and the direction their lives will take. It s really quite awesome. Say, maybe when you decide you ve got enough money and want to do something really useful with your life, you might consider teaching (1995, p. 2) Required and Recommended Reading for MAT Candidates for Each of the NAEYC Core Standards for Preparation of Early Childhood Professionals In their journey to becoming teachers of young children, Early Childhood MAT candidates will read the required books and position statements listed for each standard as well as at least one selection from the recommended books. The schedule for the reading and your written response to your learning in each NAEYC Standard will be agreed upon by the candidate and the Early Childhood faculty advisor and will be included in your portfolio. Additional recommended titles may be added as new publications become available. NAEYC position statements can be found on the web site ( ACEI position statements are found at acei.org. You do not need to read straight through from Standard 1 to 6 and you will find it useful and inspiring to begin with To Become a Teacher and the NAEYC Position Statement: Code of Ethical Conduct and Statement of Commitment in Standard 6. Enjoy these readings! To start with, download the NAEYC Position Statement: 2010 NAEYC Standards for Initial & Advanced Early Childhood Professional Preparation Programs. The organization of the readings and our approach to your development as a teacher of young children will begin to make sense. Please make note of the key elements of each standard. ( 1. PROMOTING CHILD DEVELOPMENT AND LEARNING Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children s characteristics and needs, and

2 of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. (Reading in this standard will supplement your learning in EDUC 730). Required Reading for Standard 1 NAEYC Position Statement: Violence in the Lives of Children Puckett, M. B., Black, J. K., Whittmer, D. S., & Petersen, S. H. (2008). The young child: Development from pre-birth through age eight. (5 th ed.). Upper Saddle River, NJ: Prentice Hall. Recommended Reading for Standard 1 Bedrova, E., & Leong, D. J. (2006). Tools of the mind: The Vygotskian approach to early childhood education. (2 nd ed.). Upper Saddle River, NJ: Prentice Hall. (This is a good one!) Berk, L. E., & Winsler, A. (1995). Scaffolding children s learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children. Brazelton, T. B. (1992). Touchpoints: The essential reference -- Your child s emotional and behavioral development. Reading, MA: Da Capo Lifelong Books. Coles, R. (2000). The moral life of children. New York: Atlantic Press Monthly Press Hughes, F. P. (2009). Children, play, and development. (4 th ed.). Boston: Sage Publications Inc. Rogers, C. S., & Sawyers, J. K. (1998). Play in the lives of children. Washington, DC: National Association for the Education of Young Children. (You should read something about play!) Shore, R. (2003). Rethinking the brain: New insights into early development. (Revised ed.). New York: Families and Work Institute. Van Ausdale, D., & Feagin, J. R. (2001). The first R: How children learn race and racism. Lanham, MD: Rowan and Littlefield Publishers. (Eye-opening) 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children s families and communities. They know about, understand, and value the importance and complex characteristics of children s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children s development and learning. (Reading in this standard will supplement your learning in EDUC 730 and all other MAT courses).

3 Required Reading for Standard 2 NAEYC Position Statement: Responding to Linguistic and Cultural Diversity Choose and add to your library one of the many excellent texts on working with families and communities. Be sure to select the most recent edition. Suggested titles are marked (*) but there may be others that have been even more recently published. Recommended Reading for Standard 2 *Allen, J. (2007). Creating welcoming schools: A practical guide to home-school partnerships with diverse families. New York: Teachers College Press. (This one is highly recommended.) *Barbour, C., Barbour, N. H., & Scully, P. (2007). Families, schools, & communities. (4 th ed.). Upper Saddle River, NJ: Prentice Hall. *Berger, E. H., & Riojas-Cortez, M. R. (2011). Parents as partners in education: families and schools working together. (8 th ed.). Upper Saddle River, NJ: Prentice Hall. *Bern, R. M. (2012). Child, family, school, community: socialization and support. (9 th ed.). Belmont, CA: Wadsworth Publishing. *Couchenour, D., & Chrisman, K. (2010). Families, schools, and communities, together for young children. (4 th ed.). Clifton Park, NY: Wadsworth Publishing Delmar Cengage Learning. *Gestwicki. C. (2009). Home, school, & community relations. (7 th ed.). Clifton Park, NY: Wadsworth Publishing Delmar Cengage Learning. *Gonzalez-Mena, J. (2005). The young child in the family and the community. (4 th ed.). Upper Saddle River, NJ: Prentice Hall. Kozol, J. (1995). Amazing grace: The lives of children and the conscience of a nation. New York: Crown. (You will also be interested in Ordinary Resurrections, Kozol s follow-up to this book.) Lynch, E. W., & Hanson, M. J. (2004). Developing cross-cultural competence: A guide for working with young children and their families. (3 rd ed.). Baltimore, MD: Brookes Publishing Company. *Olsen, G. W., & Fuller, M. L. (2007). Home-school relations: Working successfully with parents and families. (3 rd ed.). Boston: Allyn & Bacon. Tabors, P. (1997). One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore, MD: Brookes Publishing Company.

4 *Wright, K., Stegelin, D. H., & Hartle, L. (2006). Building family, school, and community partnerships. (3 rd ed.). Upper Saddle River, NJ: Prentice Hall. 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES Students prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. (Reading in this standard will supplement your learning in EDUC 731). Required Reading for Standard 3 NAEYC Position Statement: Early Childhood Curriculum, Assessment, and Program Evaluation Choose and add to your library one of the many excellent texts on assessment in early childhood. Be sure to select the most recent edition. Suggested titles are marked (*) but there may be others that have been even more recently published. Recommended Reading for Standard 3 *Beatty, J. J. (2009). Observing development of the young child. (7 th ed.). Upper Saddle River, NJ: Prentice Hall. *Gullo, D. F. (2004). Understanding assessment and evaluation in early childhood education. (2 nd ed.). New York: Teachers College Press. *Losardo, A., & Notari-Syverson, A. (2011). Alternative approaches to assessing young children. (2 Pap/Cd ed.). Baltimore, MD: Brookes Publishing Company *Puckett, M. B., & Black, J. K. (2007). Meaningful assessments of the young child: Celebrating development and learning. (3 rd ed.). Upper Saddle River, NJ: Prentice Hall. Wien, C. A. (2004). Negotiating standards in the primary classroom: The teacher s dilemma. New York: Teachers College Press. *Wortham, S. C. (2007). Assessment in early childhood education. (5 th ed.). Upper Saddle River, NJ: Prentice Hall. 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH CHILDREN AND FAMILIES Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending in children s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as a foundation of their work with young children and families. Students know, understand, and use a wide array of developmentally

5 appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child s development and learning. (Reading in this standard will supplement your learning in EDUC 730, 731, ECED 604, 608, 618, 621, SPED 637). Required Reading for Standard 4 NAEYC Position Statement: Developmentally Appropriate Practices (2009) Bredekamp, S., & Copple, C. (2010). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. (3 rd ed.). Washington, DC: National Association for the Education of Young Children. Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. (2 nd ed.). Washington, DC: National Association for the Education of Young Children Note: The NAEYC Position Statement: Early Childhood Curriculum, Assessment, and Program Evaluation is important in this standard as well as standard 3. 4a. Understanding positive relationships and supportive interactions as the foundation of their work with children Recommended Reading for Standard 4a Charney, R. S. (2002). Teaching children to care: Management in the responsive classroom. (Revised ed.). Greenfield, MA: Northeast Foundation for Children. Delpit, L. (2006). Other people s children: Cultural conflict in the classroom. (Updated ed.). New York: The New Press. Frieman, B. B. (2000). What teachers need to know about children at risk. New York: McGraw- Hill. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, UK: Cambridge University Press, Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African-American children. (2 nd ed.). San Francisco: Jossey-Bass. (This and the Lisa Delpit book are important.) Paley, V. (1993). You can t say you can t play. Cambridge, MA: Harvard University Press. 4b. Knowing and understanding effective strategies and tools for early education Recommended Reading for Standard 4b NAEYC Position Statement: Still Unacceptable Trends in Kindergarten Entry and Placement.

6 Armstrong, T. (2009). Multiple intelligences in the classroom. (3 rd ed.). Alexandria,VA: Association for Supervision and Curriculum Development. Banks, J. A. (2007). An introduction to multicultural education. (4 th ed.). Boston: Allyn and Bacon. Hendrick, J. (2004). Next steps toward teaching the Reggio way: Accepting the challenge to change. (2 nd ed.) Upper Saddle River, NJ: Prentice Hall. Hoorn, J. V., Nourot, P. M., Scales, B., & Alward, K. R. (2010). Play at the center of the curriculum. (5 th ed.). Upper Saddle River, NJ: Prentice Hall. Isenberg, J. P., & Jalongo, M. R. (Eds.). (2009). Creative thinking and arts-based learning. (5 th ed.). Upper Saddle River, NJ: Prentice Hall. Katz, L. G., & Chard, S. C. (2000). Engaging children's minds: The project approach. (2 nd ed.). Norwood, NJ: Praeger. Ramsey, P. (2004). Teaching and learning in a diverse world: Multicultural education for young children. (3 rd ed). New York: Teachers College Press. 4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches Recommended Reading for Standard 4c Copple, C. (Ed.). (2003). A world of difference: Readings on teaching young children in a diverse society. Washington, DC: National Association for the Education of Young Children. Hendrick, J. (2010). Total learning; Developmental curriculum for the young child. (8 th ed.). Upper Saddle River, NJ: Merrill. Kostelnik, M., Gregory, K., Soderman, A., & Whiren, A. (2011). Guiding children's social development and learning (what's new in early childhood). (7 th ed.). New York: Wadsworth. Mallory, B. L., & New, R. S. (1994). Diversity and developmentally appropriate practices: Challenges for early childhood education. New York: Teachers College Press. Paley, V. G. (2000). The kindness of children. Cambridge, MA: Harvard University Press. Wheeler, E. J. (2004). Conflict resolution in early childhood: Helping children understand and resolve conflicts. Upper Saddle River, NJ: Prentice Hall. Wortham, S. C. (2010). Early childhood curriculum: Developmental bases for learning and teaching. (5 th ed.). Upper Saddle River, NJ: Prentice Hall.

7 4d. Reflecting on their own practice to promote positive outcomes for each child. Recommended Reading for Standard 4d: Some of these are also listed for other standards but work well here, too. Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African-American children. (2 nd ed.). San Francisco: Jossey-Bass. (This one and the Delpit book are powerful.) Delpit, L. (2006). Other people s children: Cultural conflict in the classroom. (Updated ed.). New York: The New Press. Goldstein, L. S. (2002). Reclaiming caring in teaching and teacher education. New York: Peter Lang. Hatton, S. D. (2004). Teaching by heart: The Foxfire interviews. New York: Teachers College Press. Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. (2 nd ed.). New York: Teachers College Press. Paley, V. (1991). The boy who would be a helicopter. Cambridge, MA: Harvard University Press. (Any of Vivian Paley s books will work well here because of her engaging writing about children is based on reflective teaching practices. Enjoy as many of them as you like.) Paley, V. (2000). White teacher. Cambridge, MA: Harvard University Press. 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development for each and every young child. Students understand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structures of content areas, including academic subjects, and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful and challenging curricula that promote comprehensive developmental and learning outcomes for every young child. Required Reading for Standard 5 NAEYC Position Statement: Early Learning Standards NAEYC Position Statement: Learning to Read and Write NAEYC Position Statement: Technology and Young Children NAEYC Position Statement: Early Childhood Mathematics: Promoting Good Beginnings

8 Helm, J. H., and Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms strategies and solutions. (ECED 608 spring section text) Recommended Reading for Standard 5 Bowman, E. (Ed.). (2003). Love to read: Essays on developing and enhancing early literacy skills of African-American children. Washington, DC: National Black Child Development Institute. Chaille, C., & Britain, L. (2002). The young child as scientist: A constructivist approach to early childhood science education. (3 rd ed.). Boston: Allyn & Bacon. Copple, C., Bredekamp, S., & Neuman, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children Helm, J. H., & Katz, L. (2010). Young investigators: The project approach in the early years. (2 nd ed.). New York: Teachers College Press. Kamii, C., & Housman, L. B. (1999). Young children reinvent arithmetic: Implications of Piaget s theory. (2 nd ed.). New York: Teachers College Press Owocki, G. (2001). Make way for literacy: Teaching the way young children learn. Washington, DC: National Association for the Education of Young Children Paley, V. (1998). The girl with the brown crayon: How children use stories to shape their lives. Cambridge, MA: Harvard University Press. Prairie, A. P. (2004). Inquiry into math, science and technology for teaching young children. New York: Wadsworth. Seefeldt, C. (2009). Social studies for the preschool-primary child. (8 th ed.). Upper Saddle River, NJ: Prentice Hall. 6. BECOMING A PROFESSIONAL Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. (Reading in this standard will supplement all MAT learning.) Required Reading for Standard 6 NAEYC Position Statement: Code of Ethical Conduct and Statement of Commitment

9 NAEYC web resource: Voices of practitioners: Teacher research in early childhood education Ayres, W. (1995). To become a teacher: Making a difference in children s lives. New York: Teachers College Press. Recommended Reading for Standard 6 NAEYC Position Statement: Call for Vigilance and Action by All Policymakers on Behalf of Children and Families NAEYC Position Statement Guiding Principles for Development and Analysis of Early Childhood Public Policy Freeman, N., & Feeney, S. (1999). Ethics and the early childhood educator: Using the NAEYC Code. Washington, DC: National Association for the Education of Young Children Jalongo, M. R. (2007). Exploring your role: A practitioner s introduction to early childhood education. (3 rd ed.). Upper Saddle River, N.J.: Prentice Hall. Morrison, G. S. (2011). Early childhood education today. (12 th ed.). Upper Saddle River, N.J.: Prentice Hall. Paciorek, K. M., & Munro, J. H. (Eds.). (1998). Sources: Notable selections in early childhood education. (2 nd ed.). Guilford, CT: McGraw-Hill. Robinson, A., & Stark. D. (2005). Advocates in action: Making a difference for young children. (Revised ed.). Washington, DC: National Association for the Education of Young Children Seefeldt, C., & Galper, A. (2008). Continuing issues in early childhood education. (3 rd ed.). Upper Saddle River, NJ: Merrill. All children means all: children with developmental delays or disabilities, children whose families are culturally and linguistically diverse, children from diverse socioeconomic groups, and other children with individual learning styles, strengths, and needs. (Note that NAEYC uses the term children, rather than students, to reflect the focus on all aspects of development and learning, and to remind us that children have identities outside of their classroom roles. In the 2009 revision of the standards, the language all children is revised to read either each child or every child to strengthen the integration of inclusion and diversity as threads across all standards. In some cases, the phrase each child has been added to a key element of a standard (p. 2) ***All books contained in this list are available via Amazon.com*** For your convenience with completing this assignment, an electronic version of this form is available at: Dated 8/08/2013