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 takeaways 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.
Julie Nicholson is professor of practice in the School of Education at Mills College. Helen Maniates is associate professor of teacher education in the School of Education at the University of San Francisco. Serene Yee is an education programs consultant for the California Department of Social Services. Thomas Williams Jr. serves as an executive strategic policy analyst in the Kentucky Department of Education's Office of Special Education and Early Learning. Veronica Ufoegbune has directed many publicly funded and non-profit early learning programs, including UC Berkeley's childcare centers. Raul Erazo-Chavez is executive director of schools and programs in the Early Education Department within the San Francisco Unified School District.
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
" Principals as Early Learning Leaders is imperative reading for any school leader working with our youngest students to ensure they better understand and implement sound practices." -AASA School Administrator "Practical and comprehensive, 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." -Sir Read a Lot
