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    Principals As Early Learning Leaders
    Effectively Supporting Our Youngest Learners

    Julie Nicholson (Author), Helen Maniates (Author), Serene Yee (Author), Thomas Williams Jr. (Author), Veronica Ufoegbune (Author), Raul Erazo-Chavez (Author)

    9780807766170

    Paperback / softback, published 27 January 2022

    256 pages
    22.6 x 15.4 x 1.5 cm, 0.356 kg

    The majority of public school principals are now required to supervise and evaluate early childhood teachers and classrooms, yet many do not have a sufficient understanding of child development and early childhood pedagogy to lead for equity. This practical and comprehensive resource addresses this critical gap by presenting current research on child development, an understanding of the elements of high-quality early childhood classrooms, essential information on trauma-responsive practices, and strategies for reducing bias and preventing the use of exclusionary discipline with young children. School leaders learn about the pivotal role they can play in improving equity for young children, their families, and the early childhood workforce. Each chapter includes key take-aways and central questions that can be used for individual reflection or to guide group discussions. Authentic examples, illustrations, and actionable strategies help readers to successfully implement the content in their school. Principals as Early Learning Leaders is essential reading for principals, vice principals, administrators, and others responsible for leading preschool and pre–K programs for equity.

    Book Features:

    • Supports elementary school principals to better understand the role early education plays in their school.
    • Addresses essential issues of equity in all aspects of early learning programs that require focus and leadership.
    • Provides current research and practical strategies that principals can put into practice immediately to be effective instructional leaders.
    • Uses authentic examples and vignettes throughout to help readers see the ideas in the context of real preschool classrooms.
    • Includes reflection questions and key takeaways to help principals think about how the information presented can inform the work they do.

    • Contents
    • Introduction 
      1
    • Organization of the Book 
      3
    • 1. 
       
      The Urgent Need for Principals to Become Early Learning Leaders 
      5
    • Foundations of High-Quality Early Childhood Classrooms 
      6
    • The Need for Principals to Be Effective Early Learning Leaders 
      8
    • Six Competencies for Effective Instructional Leadership in Early Childhood 
      8
    • Increased Focus on Equity in Early Childhood 
      9
    • The Early Childhood Workforce 
      14
    • Principals as Bridge Builders 
      16
    • 2. 
       
      What Principals Need to Know About How Young Children Develop and Learn 
      19
    • Brain Development in the Early Childhood Years 
      19
    • Principles of Child Development and Learning 
      23
    • Young Children Learn in an Integrated Manner 
      25
    • Theories and Perspectives on Children'
      s Development and Learning 
      26
    • 3. 
       
      Understanding Identity and Inclusion in Early Childhood 
      38
    • Young Children'
      s Racial Identity Development 
      38
    • Young Children'
      s Gender Identity Development 
      41
    • Bilingual and Multilingual Development in the Early Years 
      50
    • Young Children With Disabilities and Developmental Delays 
      53
    • Inclusive Environments in Early Childhood Education 
      55
    • 4. 
       
      Understanding Toxic Stress and Trauma in Early Childhood 
      62
    • Healthy Versus Unhealthy Stress 
      63
    • Adverse Childhood Experiences (ACEs) 
      63
    • Early Experiences With Adversity Do Not Determine a Child'
      s Future 
      69
    • Defining Trauma 
      69
    • Neuroplasticity in the Early Years 
      77
    • Creating Trauma-Responsive Learning Environments and Schools 
      78
    • 5. 
       
      Understanding Curriculum in Early Childhood 
      81
    • Early Childhood Curriculum Looks Different From Elementary Curriculum 
      81
    • Curriculum Planning in Early Childhood 
      86
    • Different Approaches That Inform Curriculum in Early Childhood Education 
      90
    • Resisting a Standardized and Scripted Curriculum 
      112
    • 6. 
       
      Instruction in the Early Childhood Classroom 
      115
    • The Importance of Individualizing 
      115
    • Play as a Primary Context for Teaching and Learning 
      117
    • Play-Based Learning Across a Continuum 
      118
    • The Benefits of Play for Children'
      s Learning and Development 
      123
    • Different Types of Play That Support Learning and Development 
      124
    • Open-Ended Materials and Loose Parts 
      127
    • Outdoor Play 
      128
    • Play Is Disappearing 
      130
    • 7. 
       
      Creating a Caring Community of Learners 
      132
    • The Teaching Pyramid Model 
      132
    • Exclusionary Discipline in Preschool Classrooms 
      141
    • 8. 
       
      A Closer Look at Powerful Learning in Early Childhood Classrooms 
      148
    • Promoting Cognitive Development 
      148
    • Promoting Language Development and the Emergence of Literacy 
      156
    • Promoting Creativity and Artistic Expression 
      170
    • Promoting Antiracist, Antibias Education 
      170
    • Promoting Trauma-Responsive Practice 
      179
    • 9. 
       
      Assessment in Early Childhood 
      183
    • Characteristics of Effective Assessment Environments and Practices 
      184
    • Monitoring Young Children'
      s Growth and Development 
      189
    • One-Time "Snapshot" Assessments 
      197
    • Concerns With Standardized Testing in Early Childhood 
      198
    • Effective and Equitable Use of Assessment in Early Childhood Classrooms 
      200
    • Involving Parents and Families in Assessment 
      200
    • Conclusion 
      205
    • Appendix A: Conducting Effective Early Learning Walk-Through Observations 
      207
    • Appendix B: Professional Development for Principals to Learn About High-Quality Early Childhood Education 
      209
    • Appendix C: Resources 
      214
    • References 
      219
    • Index 
      235
    • About the Authors 
      247

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