Resources You Asked For
Great all around resources
Brown, C.R., & Marchant, C. (2002). Play in practice: Case studies in young children’s play. St. Paul, MN: Redleaf Press. (teaching cases focused on issues of play and culture)
Darragh, J.C. (2009). Introduction to early childhood education: Equity and inclusion.
www.pearsonhighered.com (Text incorporates illustrations related to cultural, linguistic, and ability diversity throughout)
Derman-Sparks, L., & Edwards, J.O. (2009). Anti-bias education for young children and ourselves. NAEYC Item #: 254. Washington, DC: NAEYC. (Great culturally responsive resources and ideas for supporting young children. Excellent questions for supporting reflective practices and dialogue.)
Sandall, S., Giacomini, J., Smith, B.J., & Hemmeter, M.L. (2006). DEC recommended practices toolkits. Missoula, MT: Division for Early Childhood. (video clips of recommended practices for supporting young children of diverse abilities, including embedded instruction, systematic teaching strategies, etc.)
Winton, P.J., McCollum, J.A., & Catlett, C. (2009). Practical approaches to early childhood professional development: Evidence, strategies, and resources. Washington, DC: Zero to Three Press. (each chapter addresses challenges and offers effective strategies and resources for a commonly taught content area)
Development, Cognition & Learning
Activities
/ 1. Developmental milestones activity. Create a matrix that contains different ages and different developmental milestones. Participants need to match the particular milestone/skill with the age group where they think it belongs. This activity assists in discussion about different developmental growth of children and the impact disabilities may have on this growth.2. Design an environment. 1) Ask participants to design their ideal environment for young children. You can specify the ages of the children and you wish. They should plan as if they have an unlimited budget. 2) When the plans are completed, mention that there will be one child who uses a wheelchair and one child with a significant visual impairment. Ask participants to make any necessary modifications to support the learning of these children in the environment. 3) Ask participants to compare the first design and the second design. Which environment will better support the learning of all the children?
3. How do you learn? Place participants in several groups and give each group a task. The tasks will be varied and could include things such as an instruction booklet for how to put together a model, mixed-up puzzles to put together, an appliance that has been taken apart, handbooks describing medical health benefits, blocks or LEGOs with written description of what to create, etc. Have each group describe how they approached the task, what worked, barriers and facilitators. Ask: How does this relate to children’s different learning styles?
4. Put yourself on the continuum. Have participants line up against the wall and explain that they should place themselves on the wall (under signs such as (5) Extremely well, (4) Well, etc.) based on their perception of how well they can complete a task (e.g., bake a cake, write a lesson plan, change a tire, change a diaper). This activity provides a good discussion of how children change in their abilities when they have instruction and how we are all different in our abilities.
5. Apple activity. Divide participants into small groups of participants (4-6). Give each group a juicy red apple and ask them to make a list of all the possible descriptors of the apple. Take away the apple, replace it with a wax or wooden apple, and ask groups to cross off any descriptors that no longer apply. Repeat the sequence with a picture of a red apple, and finally the word apple printed in red. Debrief by talking about the power of experiential learning and how important it is for young children. Ask participants to consider how much more important experiential learning is for diverse learners.
6. Adaptations. With any lesson/activity plan you may assign participants to complete, ask participants to add a section as to how they might adapt this lesson for children who may have a variety of special needs (i.e. cognitive delays, motor difficulties, visual impairments, etc.).
7. Fill in the blanks. Ask students to do a cultural assessment of an early childhood program or setting with which they are familiar by completing Promoting Cultural Diversity and Cultural Competency: Self-Assessment (http://www11.georgetown.edu/research/gucchd/NCCC/documents/Checklist.EIEC.doc.pdf). Discuss what they saw and how they would go about advocating for changes to reflect more emphasis on diversity.
Development, Cognition & Learning
/Print Materials
/ Blose, D. & Smith, L. (1995). Thrifty nifty stuff for little kids: Developmental play using home resources. Austin, TX: PRO-ED, Inc.Bredekamp, S. (2010). Effective practices in early childhood education: Building a foundation. Upper Saddle River, NJ: Pearson.
Clifford, R.M., & Crawford, G.M. (2009). Beginning school: U.S. policies in international perspective. New York: Teachers College Press.
deLoache, J. & Gottlieb, A. ((2001). A world of babies: Imagined childcare guides for seven societies. Cambridge, UK: Cambridge University Press.Gould, P., & Sullivan, J. (1999). The inclusive early childhood classroom: Easy ways to adapt learning centers for all children. Beltsville, MD: Gryphon House.
Gregory, E. (1997). One child, many worlds: Early learning in multicultural communities. New York: Teachers College Press.Hall, N. (1999). Creative resources for the anti-bias classroom. Albany, NY: Delmar Publishers.
Kostelnik, M.J., Onaga, E., Rohde, B., & Whiren, A. (2002). Children with special needs: Lessons for early childhood professionals. New York: Teachers College Press.Morris, L.R. & Schulz, L. (1989). Creative play activities for children with disabilities. Champaign, IL: Human Kinetics Books.
Odom, S.L., Hanson, M.J., Blackman, J.A., & Kaul, S. (2003). Early intervention practices around the world. Baltimore, MD: Brookes.
Stayton, V.D., & Miller, P.S. (2008). Typical and atypical development. In P. J. Winton, J.A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 143-160). Washington, DC: Zero to Three.
Tobin, J.J., Wu, D.Y.H., & Davidson, D.H. (1989). Preschool in three cultures: Japan, China and the US. New Haven, CT: Yale University Press.
Videos/
DVDs
/ AGH Associates. (1994). It’s really no different: Conversations with caregivers. Hampton, NH: Author.Davis, K. (2006). A girl like me. http://video.google.com/videoplay?docid=1091431409617440489
Gonzalez-Mena, J. (1996). Diversity: Contrasting perspectives. Crystal Lake, IL: Magna Systems.
Gonzalez-Mena, J. (2000). Diversity: Reconciling contradictions. Crystal Lake, IL: Magna Systems.
Gonzalez-Mena, J. (1996). Diversity and communication. Crystal Lake, IL: Magna Systems.
NAEYC. (2000). Child care and children with special needs. Washington, DC: NAEYC.
NAEYC. (1998). Developing the young bilingual learner. Washington, DC: Author.
Peters, W. (1987). A class divided. Alexandria, VA: PBS Video.Portage Project. (1995). To have a friend. Portage, WI: Author.
Strong, B.E., & Tweedy, J. (2005). Song of our children. Boulder, CO: Landlocked Films.Development, Cognition & Learning
/Websites
/ Challenging common myths about young English Language Learnershttp://www.fcd-us.org/resources/resources_show.htm?doc_id=669789
Colorin Colorado http://www.colorincolorado.org/
Critical issue: Meeting the diverse needs of young children http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea400.htm
Cultural diversity and early education http://www.nap.edu/readingroom/books/earlyed/contents.html
Culturally and Linguistically Appropriate Services (CLAS) Institute http://www.clas.uiuc.edu/index.html
Dual language learners in early care and education settings
http://www.zerotothree.org/site/R?i=V2R04ARLwVgNuhXZ3hwI-A
Dual Language Learners in the Early Years: Getting Ready to Succeed in School
http://www.ncela.gwu.edu/resabout/ecell/earlyyears.pdf
Lagging Behind: Linguistic Minorities’ Educational Progress During Elementary School http://www.lmri.ucsb.edu/publications/newsletters/download.php?file=v16n2.pdf
Making a Difference: A Framework for Supporting First and Second Language Development in Preschool Children of Migrant Farm Workers
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/48/ed.pdf
Maschinot, B. (2008). The changing face of the United States: The influence of culture on early child development. Washington, DC: Zero to Three. http://www.zerotothree.org/site/DocServer/Culture_book.pdf?docID=6921
Meeting great expectations: Integrating early education program standards in child care http://www.clasp.org/publications/meeting_rpt.pdf
National Task Force on Early Childhood Education for Hispanics: Policy Recommendations on How to Close the Early Childhood Academic Achievement Gap as the Hispanic Population Grows http://www.nasbe.org/index.php/file-repository?func=fileinfo&id=755
3
Developed by Camille Catlett September 2010 (919) 966-6635
Subject Matter Content and Pedagogy : General
Activities
/ 1. Contrasting teaching style. Put students into two groups and provide each group with the same material. Ask each group to choose someone to be the teacher and give them written instructions that ask for either a structured, teacher-directed approach or an open-ended approach to using the material. Students are not told about the teacher’s directions. After completing the activity, ask students to think about how their teaching style might have changed if the “student” did not speak English. Or how might it change based on knowledge of a family’s preferred style of interaction? It is a good topic for discussion on different ways we teach.2. Fill in the blanks. Ask students to do a cultural assessment of an early childhood program or setting with which they are familiar by completing Promoting Cultural Diversity and Cultural Competency: Self-Assessment (http://www11.georgetown.edu/research/gucchd/NCCC/documents/Checklist.EIEC.doc.pdf). Discuss what they saw and how they would go about advocating for changes to reflect more emphasis on culture, language, and inclusion.
Chandler, L., & Maude, S. (2008). Teaching about inclusive settings and natural learning environments. In Winton, J.A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 207-225). Washington, DC: Zero to Three.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: New Press.
Epstein, A.S. (2007). The intentional teacher: Choosing the best strategies for young children’s learning. Washington, DC: NAEYC.
Gould, P., & Sullivan, J. (1999). The inclusive early childhood classroom: Easy ways to adapt learning centers for all children. Beltsville, MD: Gryphon House.
Hall, N. (1999). Creative resources for the anti-bias classroom. Albany, NY: Delmar Publishers.
Kostelnik, M.J., Onaga, E., Rohde, B., & Whiren, A. (2002). Children with special needs: Lessons for early childhood professionals. New York: Teachers College Press.
Martin, N.R.M. (2005). A guide to collaboration for IEP teams. Baltimore, MD: Brookes.
Mastropieri, M.A., & Scruggs, T.E. (2007). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Pearson.
Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Missoula, MT: DEC. http://www.dec-sped.org/Store/Additional_Resources
Sandall, S.R., & Schwartz, I.S. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore, MD: Brookes.
York, S. (2003). Roots and wings: Affirming culture in early childhood programs. Beltsville, MD: Redleaf Press.
Subject Matter Content and Pedagogy : General
Video/DVD
/ ABC News. (1991). True colors. Buffalo Grove, IL: corVISION Media.Building Inclusive Child Care: Universal Design for Learning
http://www.northampton.edu/Early-Childhood-Education/Partnerships/Building-Inclusive-Child-Care.htm
Candid Camera, Inc. (2003). The green kid. Monterey, CA: Author.
Freeman, T., Hutter-Pishgahi, L., & Traub, E. (2004). Welcoming all children: Creating inclusive child care. Bloomington, IN: Indiana Institute on Disability and Community.
Green, T. (2006). I’m Tyler. Waterloo, IA: Ability Awareness. http://www.imtyler.org
Habib, D. (2007). Including Samuel. Concord, NH: Author. http://www.includingsamuel.com
National Association for the Education of Young Children (NAEYC). (2000). Child care and children with special needs. Washington, DC: NAEYC.
Orlena Hawks Puckett Institute. (2002). Possibilities: A mother’s story. Morganton, NC: Winterberry Press.
PBS Video. (1997). A class divided. Alexandria, VA: Author.
Project INTEGRATE. (n.d.). Integrating therapies into classroom routines. Order from Robin McWilliam
Reading Rockets’ Toddling Toward Reading"--Program 10 – view/order at http://www.readingrockets.org
Rhode Island Parent Information Network. (2007). Boy in the world: Preschool inclusion at Brown/Fox Point. Providence, RI: Visionwink Productions.
Simón, L.A. (1997). Fear and learning at Hoover Elementary. Washington, DC: Teaching for Change.
Teaching Tolerance Project. (1997). Starting small: Teaching tolerance in preschool and the early grades. Montgomery, AL: Southern Poverty Law Center.
Wolpert, E. (1999). Start seeing diversity: The basic guide to an anti-bias classroom. St. Paul, MN: Redleaf Press.
Subject Matter Content and Pedagogy : General
Web/
Electronic
/ Accommodating all children in the early childhood classroomhttp://eclkc.ohs.acf.hhs.gov/hslc/ecdh/Disabilities/Program%20Planning/Accessibility/AccommodatingALL.htm?utm_source=MagnetMail&utm_medium=Email
An administrator’s guide to preschool inclusion
http://www.fpg.unc.edu/~publicationsoffice/pdfs/AdmGuide.pdf
Asking the right questions in the right ways: Strategies for ethnographic interviewing
http://www.asha.org/Publications/leader/2003/030429/f030429b.htm
Building culturally & linguistically competent services to support young children, their families and school readiness http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/000001 9b/80/29/db/0a.pdf
California Department of Education. (2009). Inclusion works! Creating child care programs that promote belonging for children with special needs. Sacramento, CA: Author. Order from http://www.cde.ca.gov/re/pn/rc/ap/pubdisplay.aspx?ID=001689
Circle of Inclusion http://www.circleofinclusion.org/
Early Childhood Research Institute on Inclusion http://www.fpg.unc.edu/~ecrii/
Family Guided Approaches to Early-Intervention Training and Services (FACETS)
http://www.facets.lsi.ku.edu/
Culturally Responsive Pedagogy and Practice
http://nccrest.org/professional/culturally_responsive_pedagogy-and.html
Dual Language Learners in the Early Years: Getting Ready to Succeed in School http://www.ncela.gwu.edu/resabout/ecell/earlyyears.pdf
Ensuring the Academic Success of English Learners http://lmri.ucsb.edu/publications/newsletters/v15n4.pdf
International Children’s Digital Library (ICDL) http://www.icdlbooks.org
Making a Difference: A Framework for Supporting First and Second Language Development in Preschool Children of Migrant Farm Workers
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/48/ed.pdf
National Task Force on Early Childhood Education for Hispanics: Policy Recommendations on How to Close the Early Childhood Academic Achievement Gap as the Hispanic Population Grows http://www.nasbe.org/index.php/file-repository?func=fileinfo&id=755
Resources on linguistically diverse young children and English language learners (ELL)
http://www.ecehispanic.org/work.html#briefs
Inclusion in Least Restrictive Environments http://www.nectac.org/inclusion/Default.asp
Inclusion Matters podcast series http://www.inclusivechildcare.org/podcast.cfm#10
A Thinking Guide to Inclusive Childcare http://www.disabilityrightswi.org/wp-content/uploads/2008/02/thinking-guide-to-inclusive-child-care.pdf
7
Developed by Camille Catlett September 2010 (919) 966-6635
Subject Matter Content and Pedagogy : Language and Literacy
/Genishi, C., & Dyson, A.H. (2009). Children, language, and literacy: Diverse learners in diverse times. New York: Teachers College Press.
Nemeth, K.N. (2009). Many languages, one classroom: Teaching dual and English language learners. Beltsville, MD: Gryphon House.
Neuman, S.B. (Ed.) (2009). Educating the other America: Top experts tackle poverty, literacy, and achievement in our schools. Baltimore, MD: Brookes.
Tabors, P.O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language. (2nd ed.) Baltimore, MD: Brookes.
Weitzman, E., & Greenberg, J. (2002). Learning language and loving it: A guide to promoting children's social and language development in early childhood settings (2nd ed.) Toronto, Canada: The Hanen Centre.
Video/DVD / California Department of Education. (2007). A world full of language: Supporting preschool English learners. Sacramento, CA: Author.
Cole, K. (1999). Language is the key. Seattle, WA: Washington Learning Systems.
Greenberg, J. (2002). Learning language and loving it: The teaching tape and user’s guide. Toronto, Canada: The Hanen Centre.
NAEYC. (1998). Developing the young bilingual learner. Washington, DC: Author.
Reading Rockets’ Toddling Toward Reading"--Program 10 – view/order at http://www.readingrockets.org
Kaplan-Sanoff, M. (n.d.). Sharing books with babies: Promoting early literacy in early care and education. Van Nuys, CA: CHADEM. http://www.childdevelopmentmedia.com/children-in-groups/91700ps.html
Tabors, P.O., Páez, M.M., & Heise-Baigorria, C. (2008). One child, two languages in action. Baltimore, MD: Brookes.
Web/
Electronic