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This book is a response to the increasingly widespread practice of administering standardized tests to preschool and primary-grade children. Such tests are often misused and fail to measure many significant aspects of children's growth and learning. Here, Celia Genishi and her colleagues present teachers' alternative ways to meet the need for the assessment of young children.The stories in the central chapters provide a fascinating look at the ways these teachers document the development of children from diverse cultural backgrounds in varied contexts, including: Play-oriented - Bilingual, and Foxfire classrooms. The alternative ways of assessing, some traditional and some novel, include Observing - Note-taking - Role-playing, and keeping portfolios of children's work over time.

Draws on knowledge and experience with the Reggio Approach to present 12 `best practices' inspired not only by Reggio, but also by play-based and Montessori approaches to early childhood education. These practices are demonstrated with scenarios from classrooms, dialogues of children and teachers, and work samples showing the outcome of using each practice.

Explore how one classroom community played with and engaged in authorship. The authors illustrate how curriculum can be authentically and meaningfully integrated. They also offer a unique perspective on the development of language and literacy practices by framing children's play narratives as the foundation from which rich curricula can grow.

Today's kindergarten teachers face enormous challenges to reach district-mandated academic standards. This book presents a model for 21st-century kindergartens that is rooted in child-centred learning and also shaped by the needs and goals of the present day. Teaching Kindergarten illustrates how a progressive, learning-centred approach can educate the whole child.

The early childhood field has long understood that targeting the intersection of health and learning is integral to serving children, especially those from disadvantaged backgrounds. In this book, the authors explain why healthy learning is good for children, schools, and society and they suggest concrete ways to make it happen.

Examines the major issues that must still be addressed if children are to be given more and better opportunities. This second edition will help everyone whose work impacts the ECE workforce to deepen their commitment to adaptive and systems work and to develop the leadership capacity needed to become change agents.

Drawing from a professional development model that was developed with funding from the National Science Foundation, this book is an essential resource for anyone who wants to support preschool children to be STEM thinkers and doers. The text features research-based resources, examples of field-tested activities, and highlights from the classroom.

For today's early childhood educator, change is a non-negotiable reality. While the size, force, and direction of change can often seem overwhelming, this book shows the way toward overcoming these gigantic odds or "Goliaths". The authors share a specific framework with concrete steps to help educators become positive change makers in the field of early care and education.

This critically acclaimed, lavishly illustrated book will help educators create the highest quality learning opportunities for a new generation of children. This second edition features substantial and important changes, including the addition of new chapters by pioneers of the work that happens in the atelier who draw on several decades of experience.

Introduces current and future teachers, child care providers, and others interested in early childhood education to the importance of the early years in children's well-being and success. It summarizes the research on the value of high-quality services for young children, families, and society, showing why early education matters both today and into the future.

A guide that provides teachers with a method for documenting young children's work at school. It shows principals, curriculum coordinators, and directors of Head Start and other early intervention programs how to develop children's portfolios to share with parents or to use for assessment and other accountability purposes.

Responding to current debates on the place of play in schools, the authors have extensively revised their groundbreaking book. They explain how and why play is a critical part of children's development, as well as the central role adults have to promote it. This classic textbook and popular practitioner resource offers systematic descriptions and analyses of the different roles a teacher adopts to support play, including those of stage manager, mediator, player, scribe, assessor, communicator, and planner. This new edition has been expanded to include significant developments in the broadening landscape of early learning and care, such as assessment, diversity and culture, intentional teaching, inquiry, and the construction of knowledge.