UNC's Frank Porter Graham Child Development Institute



Building Policies and Practices that Support Each Young Child HANDOUTReferences and ResourcesAdamson, P. (2013). Child well-being in rich countries: A comparative overview. Innocenti Report Card 11. Florence, Italy: UNICEF Office of Research. , K.L., Entwisle, D.R., & Dauber, S.L. (1993). First-grade classroom behavior: Its short and long-term consequences for school performance. Child Development, 64, 801–814.Assets-Based ApproachesBridgman, A. (2013). Highlighting the positive development of minority children. Social Policy Report Brief, 27(2).National Black Child Development Institute (NBCDI). Being black is not a risk factor: A strengths-based look at the state of the black child. Washington, DC: Author. , C. (2013, November 1). Treating student bidialectism as an opportunity. , C. (2013, November 6). Identifying and supporting young Latino students’ academic assets. , S., Wilkinson-Flicker, S., Kristapovich, P., Rathbun, A., Wang, X., and Zhang, J. (2013). The condition of education 2013. (NCES 2013-037). U.S. Department of Education, National Center for Education Statistics. Washington, DC. Retrieved [date] from . See also , W. (2013). A framework for providing culturally responsive early intervention services. Young Exceptional Children, 16(1), 3-15.CARA’s kitsCampbell, P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers: Creating adaptations for routines and activities. Baltimore, MD: Brookes. Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Philadelphia, PA: Child and Family Studies Research Programs, Thomas Jefferson University.Castro, D. C., García, E. E., & Markos, A. M. (2013). Dual language learners: Research informing policy. Chapel Hill, NC: University of North Carolina, FPG Child Development Institute, Center for Early Care and Education Research Dual Language Learners. the gapAu, K. H., & Jordan, C. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In H. Trueba, G. P. Guthrie, & K. H. Au (Eds.), Culture in the bilingual classroom: Studies in classroom ethnography (pp. 139-152). Rowley, MA: Newbury House.Boykin, A. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children: New perspectives (pp. 57-92). Hillsdale, NJ: Erlbaum.González, N., Moll, L. C., Floyd-Tenery, M., Rivera, A., Rendon, P., Gonzales, R., & Amanti, C. (1993). Teacher research on funds of knowledge: Learning from households (Educational Practice Rep. No. 6.). Washington, DC and Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.-30480129540Handout designed by Camille Catlett camille.catlett@unc.edu This handout is available to download at designed by Camille Catlett camille.catlett@unc.edu This handout is available to download at , A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2, 61-94.Tharp, R. G. (1991). Cultural diversity and treatment of children. Journal of Consulting and Clinical Psychology, 59, 799-812.Tharp, R. G. (1992). Cultural compatibility and diversity: Implications for the urban classroom. Teaching Thinking and Problem Solving, 14(6), 1-9.Colorín Colorado HYPERLINK "" Modules HYPERLINK "" Recommended Practices . (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. Inclusion Guides to Promoting Inclusion in Early Childhood ProgramsDelaware MAPS – Meaningful Access, Participation & Supports: A Guide to High Quality Inclusion of Children with Disabilities for Families and Their CommunitiesEarly Childhood Learning and Knowledge Center Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music, movement and dialogue: A guide for parents and professionals. Alexandria, VA: Head Start Information & Publication Center. teacherAaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago Public High Schools. Journal of Labor Economics, University of Chicago Press, 25, 95-135.Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives 8(1). , B. A., Lefgren, L., & Sims, D. (2008). The persistence of teacher-induced learning gains. NBER Working Paper 14065. Washington, DC: National Bureau of Economic Research, Inc.Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation. NBER Working Paper No. 14607. Washington, DC: National Bureau of Economic Research, Inc.Nye, B., Hedges, L. V., & Konstantopoulos, S. (2004). Do minorities experience larger lasting benefits from small classes? Journal of Educational Research, 98, 94-100.Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2): 417–58.Rockoff, J., (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252.Rothstein, J. (2010, February). Teacher quality in educational production: tracking, decay, and student achievement. Quarterly Journal of Economics 125(1), 175-214.El Grupo de Familias kid needs a champion practicesBuysse, V., & Wesley, P. W. (Eds.). (2006). Evidence-based practice in the early childhood field. Washington, DC: Zero to Three.Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.National Professional Development Center on Inclusion. (2011). Research synthesis points on practices that support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author., S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137–148.Quality Inclusive Practices: Resources and Landing Pads engagementIzzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance, American Journal of Community Psychology, 27(6), 817-839. Mantizicopoulos, P. (2003). Flunking kindergarten after Head Start: An inquiry into the contribution of contextual and individual variables. Journal of Educational Psychology, 95(2), 268-278. McWayne, C., Hampton, V., Fantuzzo., J. Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363-377. Harvard Family Research Project. (2006, Spring). Family involvement makes a difference: Evidence that family involvement promotes school success for every child of every age. Harvard Family Research Project: Harvard Graduate School of Education.Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center. , L. C., Peterson, A., Stark, D. R., & Moodie, S. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. Washington, DC: NAEYC. Halle, T., Forry, N., Hair, E., Perper, K., Wandner, L., Wessel, J., & Vick, J. (2009). Disparities in early learning and development: Lessons from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B). Washington, DC: Child Trends. , D. J., & Napierala, J. S. (2013). Diverse children: Race, ethnicity, and immigration in America’s new non-majority generation. New York: Foundation for Child Development. Being Kids , L., & Knitzer, J. (2007). Promoting effective early learning: What every policymaker and educator should know. New York: National Center for Children in Poverty. Pad on Family Engagement HYPERLINK "" Pad on the Importance of Intentionality HYPERLINK "" Pad on Improving Experiences Pad on Measuring Quality for Each Child , D. J., & Bruns, D. A. (2013). It’s not the “what,” it’s the “how”: Four key behaviors for authentic leadership in early intervention. Young Exceptional Children, 16(2), 33-44.Lee, J., Grigg, W., & Donahue, P. (2007). The nation’s report card: Reading 2007. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. , R., Ramsey, P. G., & Sweeney, B. (2008, November). Engaging young children in activities and conversations about race and social class. Beyond the Journal: Young Children on the Web , V. E. & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute. Nut Leadership HYPERLINK "" HYPERLINK "" Assessment of Educational Progress. (2011). The nation’s report card: 2011 state snapshot report. (Reading, Grade 4). Center for Children in Poverty Center on Cultural and Linguistic Responsiveness Center on Parent, Family, and Community Engagement Center on Quality Teaching and Learning Minute In-Services (expansions, asking questions, engaging children in conversations) Start Child Development and Early Learning Framework resources Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. , F., & McLean, J. (Eds.). (2013). California’s best practices for young dual language learners: Research overview papers. Sacramento, CA: State Advisory Council on Early Learning and Care. , L. A., & Grisham-Brown, J. (2006). Moving from assessment information to IFSPs: Guidelines for a family-centered process. Young Exceptional Children, 9(2), 2-11.Lucas, A., Gillaspy, K., Hurth, J., & Kasprzak, C. (2012). Relationship of quality practices to child and family outcome measurement results. Chapel Hill, NC: National Early Childhood Technical Assistance Center (ECTA), Early Childhood Outcomes Project, and the Regional Resource Center Program. , A., Gillaspy, K., Peters, M. L., & Hurth, J. (2012). Enhancing recognition of high-quality, functional IFSP outcomes and IEP goals: Training package. Chapel Hill, ND: ECTA. , M. L., & Rush, D. D. (2009). Tips and techniques for developing participation-based IFSP outcomestatements. BriefCASE, 2(1), 1-6. State Education Association. (2005). Emerging issues in education: Achievement gaps. Matter Video Library , R. M., Cheatham, G. A., & Duran, L. (Eds.). (2012). Supporting young children who are dual language learners with or at-risk for disabilities. Young Exceptional Children Monograph Series No. 14). Missoula, MT: DEC.Shane’s inspiration HYPERLINK "" words you should say today , T. N., & Stipek, D. J. (2001, July/August). Young children’s feelings about school. Child Development, 72(4), 1198-1213.Whitebrook, M., Gomby, D., Bellm, D., Sakai, L., & Kipnis, F. (2009). Preparing teachers of young children: The current state of knowledge, and a blueprint for the future. Executive summary (p.1). Berkeley, CA: Center for the Study of Child Care Employment. Group on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008, February). Agreed upon practices for providing early intervention services in natural environments. Explicit in Ways That Support Each ChildDo your actions reflect your intentionality? Do you have guiding principles or evidence-based practices to guide all aspects of your work?Do you have agreed upon definitions of key terms to use in your work (e.g., cultural competence, inclusion)?Do select your words and images wisely?Do your family engagement efforts reflect your intentionality?Is input from family members shaping the quality of your work? Are you building the capacity of diverse families to support the capability and success of their children?Are family members helping you to intentionally and effectively support practices that connect home cultures and experiences to their learning?Have you incorporated an explicit and intentional emphasis on authentically engaging families who are culturally and linguistically diverse? Do your practices with young children and families reflect your Intentionality?Do your practices connect children’s cultures and experiences to their learning?Do the resources you use authentically reflect the children, families, and communities you serve?Do your intended outcomes reflect significant input from the families you serve? Do you incorporate strategies that will support young children in home, program, and community settings?Does your leadership reflect your intentionality? Have you made time to discover your own personal culture and values/beliefs about others?Do you have ongoing access to resources that can help support the work you do?Do you have a variety of strategies for dealing with biased remarks that children or adults make? ................
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