{"product_id":"principals-as-early-learning-leaders-effectively-supporting-our-youngest-learners-paperback-softback-9780807766170","title":"Principals As Early Learning Leaders; Effectively Supporting Our Youngest Learners (Paperback \/ softback) 9780807766170","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003ePrincipals As Early Learning Leaders\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eEffectively Supporting Our Youngest Learners\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eJulie Nicholson (Author), Helen Maniates (Author), Serene Yee (Author), Thomas Williams Jr. (Author), Veronica Ufoegbune (Author), Raul Erazo-Chavez (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780807766170\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 27 January 2022\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e256 pages\u003cbr\u003e22.6 x 15.4 x 1.5 cm, 0.356 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eThe 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. \u003cem\u003ePrincipals as Early Learning Leaders\u003c\/em\u003e is essential reading for principals, vice principals, administrators, and others responsible for leading preschool and pre–K programs for equity.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eBook Features:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSupports elementary school principals to better understand the role early education plays in their school. \u003c\/li\u003e\n\u003cli\u003eAddresses essential issues of equity in all aspects of early learning programs that require focus and leadership.\u003c\/li\u003e\n\u003cli\u003eProvides current research and practical strategies that principals can put into practice immediately to be effective instructional leaders. \u003c\/li\u003e\n\u003cli\u003eUses authentic examples and vignettes throughout to help readers see the ideas in the context of real preschool classrooms. \u003c\/li\u003e\n\u003cli\u003eIncludes reflection questions and key takeaways to help principals think about how the information presented can inform the work they do.\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eContents\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eIntroduction \u003cbr\u003e1\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003eOrganization of the Book \u003cbr\u003e3 \u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003e1. \u003cbr\u003e \u003cbr\u003eThe Urgent Need for Principals to Become Early Learning Leaders \u003cbr\u003e5\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003eFoundations of High-Quality Early Childhood Classrooms \u003cbr\u003e6\u003c\/li\u003e\n\u003cli\u003eThe Need for Principals to Be Effective Early Learning Leaders \u003cbr\u003e8\u003c\/li\u003e\n\u003cli\u003eSix Competencies for Effective Instructional Leadership in Early Childhood \u003cbr\u003e8\u003c\/li\u003e\n\u003cli\u003eIncreased Focus on Equity in Early Childhood \u003cbr\u003e9\u003c\/li\u003e\n\u003cli\u003eThe Early Childhood Workforce \u003cbr\u003e14\u003c\/li\u003e\n\u003cli\u003ePrincipals as Bridge Builders \u003cbr\u003e16 \u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003e2. \u003cbr\u003e \u003cbr\u003eWhat Principals Need to Know About How Young Children Develop and Learn \u003cbr\u003e19\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003eBrain Development in the Early Childhood Years \u003cbr\u003e19\u003c\/li\u003e\n\u003cli\u003ePrinciples of Child Development and Learning \u003cbr\u003e23\u003c\/li\u003e\n\u003cli\u003eYoung Children Learn in an Integrated Manner \u003cbr\u003e25\u003c\/li\u003e\n\u003cli\u003eTheories and Perspectives on Children'\u003cbr\u003es Development and Learning \u003cbr\u003e26 \u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003e3. \u003cbr\u003e \u003cbr\u003eUnderstanding Identity and Inclusion in Early Childhood \u003cbr\u003e38\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003eYoung Children'\u003cbr\u003es Racial Identity Development \u003cbr\u003e38\u003c\/li\u003e\n\u003cli\u003eYoung Children'\u003cbr\u003es Gender Identity Development \u003cbr\u003e41\u003c\/li\u003e\n\u003cli\u003eBilingual and Multilingual Development in the Early Years \u003cbr\u003e50\u003c\/li\u003e\n\u003cli\u003eYoung Children With Disabilities and Developmental Delays \u003cbr\u003e53\u003c\/li\u003e\n\u003cli\u003eInclusive Environments in Early Childhood Education \u003cbr\u003e55 \u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003e4. \u003cbr\u003e \u003cbr\u003eUnderstanding Toxic Stress and Trauma in Early Childhood \u003cbr\u003e62\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003eHealthy Versus Unhealthy Stress \u003cbr\u003e63\u003c\/li\u003e\n\u003cli\u003eAdverse Childhood Experiences (ACEs) \u003cbr\u003e63\u003c\/li\u003e\n\u003cli\u003eEarly Experiences With Adversity Do Not Determine a Child'\u003cbr\u003es Future \u003cbr\u003e69\u003c\/li\u003e\n\u003cli\u003eDefining Trauma \u003cbr\u003e69\u003c\/li\u003e\n\u003cli\u003eNeuroplasticity in the Early Years \u003cbr\u003e77\u003c\/li\u003e\n\u003cli\u003eCreating Trauma-Responsive Learning Environments and Schools \u003cbr\u003e78 \u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003e5. \u003cbr\u003e \u003cbr\u003eUnderstanding Curriculum in Early Childhood \u003cbr\u003e81\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003eEarly Childhood Curriculum Looks Different From Elementary Curriculum \u003cbr\u003e81\u003c\/li\u003e\n\u003cli\u003eCurriculum Planning in Early Childhood \u003cbr\u003e86\u003c\/li\u003e\n\u003cli\u003eDifferent Approaches That Inform Curriculum in Early Childhood Education \u003cbr\u003e90\u003c\/li\u003e\n\u003cli\u003eResisting a Standardized and Scripted Curriculum \u003cbr\u003e112 \u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003e6. \u003cbr\u003e \u003cbr\u003eInstruction in the Early Childhood Classroom \u003cbr\u003e115\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003eThe Importance of Individualizing \u003cbr\u003e115\u003c\/li\u003e\n\u003cli\u003ePlay as a Primary Context for Teaching and Learning \u003cbr\u003e117\u003c\/li\u003e\n\u003cli\u003ePlay-Based Learning Across a Continuum \u003cbr\u003e118\u003c\/li\u003e\n\u003cli\u003eThe Benefits of Play for Children'\u003cbr\u003es Learning and Development \u003cbr\u003e123\u003c\/li\u003e\n\u003cli\u003eDifferent Types of Play That Support Learning and Development \u003cbr\u003e124\u003c\/li\u003e\n\u003cli\u003eOpen-Ended Materials and Loose Parts \u003cbr\u003e127\u003c\/li\u003e\n\u003cli\u003eOutdoor Play \u003cbr\u003e128\u003c\/li\u003e\n\u003cli\u003ePlay Is Disappearing \u003cbr\u003e130 \u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003e7. \u003cbr\u003e \u003cbr\u003eCreating a Caring Community of Learners \u003cbr\u003e132\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003eThe Teaching Pyramid Model \u003cbr\u003e132\u003c\/li\u003e\n\u003cli\u003eExclusionary Discipline in Preschool Classrooms \u003cbr\u003e141 \u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003e8. \u003cbr\u003e \u003cbr\u003eA Closer Look at Powerful Learning in Early Childhood Classrooms \u003cbr\u003e148\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003ePromoting Cognitive Development \u003cbr\u003e148\u003c\/li\u003e\n\u003cli\u003ePromoting Language Development and the Emergence of Literacy \u003cbr\u003e156\u003c\/li\u003e\n\u003cli\u003ePromoting Creativity and Artistic Expression \u003cbr\u003e170\u003c\/li\u003e\n\u003cli\u003ePromoting Antiracist, Antibias Education \u003cbr\u003e170\u003c\/li\u003e\n\u003cli\u003ePromoting Trauma-Responsive Practice \u003cbr\u003e179 \u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003e9. \u003cbr\u003e \u003cbr\u003eAssessment in Early Childhood \u003cbr\u003e183\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003eCharacteristics of Effective Assessment Environments and Practices \u003cbr\u003e184\u003c\/li\u003e\n\u003cli\u003eMonitoring Young Children'\u003cbr\u003es Growth and Development \u003cbr\u003e189\u003c\/li\u003e\n\u003cli\u003eOne-Time \"Snapshot\" Assessments \u003cbr\u003e197\u003c\/li\u003e\n\u003cli\u003eConcerns With Standardized Testing in Early Childhood \u003cbr\u003e198\u003c\/li\u003e\n\u003cli\u003eEffective and Equitable Use of Assessment in Early Childhood Classrooms \u003cbr\u003e200\u003c\/li\u003e\n\u003cli\u003eInvolving Parents and Families in Assessment \u003cbr\u003e200 \u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eConclusion \u003cbr\u003e205\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eAppendix A: Conducting Effective Early Learning Walk-Through Observations \u003cbr\u003e207\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eAppendix B: Professional Development for Principals to Learn About High-Quality Early Childhood Education \u003cbr\u003e209\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eAppendix C: Resources \u003cbr\u003e214\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eReferences \u003cbr\u003e219\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eIndex \u003cbr\u003e235\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eAbout the Authors \u003cbr\u003e247\u003c\/strong\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n","brand":"Teachers College Press","offers":[{"title":"Brand 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