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6.7: Conclusion and References

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    272922
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    Lesson planning and assessment are powerful tools in the hands of intentional early childhood educators. When grounded in child development and informed by frameworks such as those described by Ann Epstein (2014), planning and assessment become acts of care, advocacy, and equity. Through developmentally appropriate practice, including use of data-informed instruction and reflection, teachers create classrooms where every child is seen, supported, and celebrated in their learning journey.

    References

    Bredekamp, Sue. 2019. Effective Practices in Early Childhood Education: Building a Foundation. 4th ed. Pearson.

    California Department of Education. 2010. The California preschool curriculum framework. Vol. 1. https://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf

    Campbell, F. A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Y., Wasik, B. H., Barbarin, O. A., Sparling, J. J., & Ramey, C. T. 2012. "Adult Outcomes as a Function of an Early Childhood Educational Program: An Abecedarian Project Follow-up." Developmental Psychology 48, no. 4, 1033–1043. https://doi.org/10.1037/a0026644

    Chong, S., & Lu, T. 2022. "‘I’m a Teacher.’ Preschool Teachers’ Sense of the Professional Self." International Journal of Research in Teacher Education 13, no. 1, 17-31. https://ijrte.inased.org/makale_indir/3092

    Copple, C., and Bredekamp, S. Eds. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. 3rd ed. National Association for the Education of Young Children.

    Epstein, Ann S. 2014. The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. 2nd ed. NAEYC.

    Epstein, Joyce L. 2011. School, Family, and Community Partnerships: Preparing Educators and Improving Schools. 2nd ed. Routledge.

    Gartrell, Dan. 2020. Guidance for Every Child: Teaching Young Children to Manage Conflict. Cengage Learning.

    Glickman, Carl D., Stephen P. Gordon, and Jovita M. Ross-Gordon. 2018. SuperVision and Instructional Leadership: A Developmental Approach. 10th ed. Pearson.

    Gronlund, G, and James, M. 2013. Focused Observations: How to Observe Young Children for Assessment and Curriculum Planning. Redleaf Press.

    Henderson, Anne T., and Karen L. Mapp. 2002. A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Southwest Educational Development Laboratory. https://sedl.org/connections/resources/evidence.pdf

    Hunter, Madeline. 1982. Mastery Teaching: Increasing Instructional Effectiveness in Elementary and Secondary Schools, Colleges, and Universities. TIP Publications.

    Marzano, Robert J. 2007. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.

    McDonald, P. 2018. "Observing, Planning, Guiding: How an Intentional Teacher Meets Standards Through Play. Retrieved from: https://www.naeyc.org/resources/pubs/yc/mar2018/observing-planning-guiding

    National Association for the Education of Young Children (NAEYC). 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. Position Statement.

    ———. 2020. “Developmentally Appropriate Practice Position Statement.” https://www.naeyc.org/resources/position-statements/dap.

    ———. 2022. Developmentally Appropriate Practice: Guidelines for Educators Serving Children from Birth Through Age 8. 4th ed. NAEYC.

    National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. https://doi.org/10.17226/12446.

    Ramey, C. T. 2018. “The Abecedarian Approach to Social, Educational, and Health Disparities.” Clinical Child and Family Psychology Review 21, no. 4, 527 544. https://doi.org/10.1007/s10567-018-0260-y.

    Shepard, L.A. 2018. "Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-scale Assessment. Educational Measurement: Issues and Practices 37, no. 1, 21-34. https://doi.org/10.1111/emip.12189

    Tomlinson, C.A.. 2014. The Differentiated Classroom: Responding to the Needs of All Learners. 2nd ed. ASCD.

    Tomlinson, C.A., Moon, T., & Imbeau, M.B. 2015. "Assessment and Student Success in a Differentiated Classroom." [White Paper]. ASCD. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/assessment-and-di-whitepaper.pdf

    U.S. Department of Health and Human Services. 2015. Administration for Children and Families, Office of Head Start. Head Start Early Learning Outcomes Framework: Ages Birth to Five. https://headstart.gov/sites/default/files/pdf/elof-ohs-framework.pdf

    Weiss, H.B., Caspe, M., & Lopez, M.E. 2006. Family involvement in early childhood education. Harvard Family Research Project. https://knilt.arcc.albany.edu/images/f/fc/Earlychildhood.pdf

    Additional Resources

    Contributions from

    Michelle Sands, Northern Illinois University


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