ResourcesThe works cited below have collectively influenced the field's understanding of child development and provide the philosophical underpinning of many of the activities in this guide. It is recommended that the trainer be familiar with their basic contents and make their availability known to participants who need further information.
Beaty, Janice J. Observing the Development of the Young Child. Columbus, OH: Charles E. Merrill Publishing, 1986.
The author discusses six aspects of development-social, emotional, physical, cognitive, language, and creative-and describe the related characteristics of children ages two through six. A checklist of children's skills lists specific behaviors in each area.
Bredekamp, Sue, ed. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8: Expanded Edition. Washington, D.C.: National Association for the Education of Young children, 1992
This volume clearly defines appropriate and inappropriate practice in its descriptions of environments for and interactions with children from infancy through the early years. It discusses the professional consensus about the best quality of care and education that supports the development of each child's full potential.
Bukatko, Danuta, and Marvin W. Daehler. Child Development: A Topical Approch. Boston: Houghton MIffin, 1992.
This comprehensive text covers a wide spectrum of child development information. It discusses the controversies and diversity of opinions in this dynamic field. Developmental domains and influences are presented and considered from various perspectives.
Derman-Sparks, Louise, and the A.B.C. Task Force. Anti-Bias Curriculum: Tools for Empowering Young Children, 3d ed. Washington, D.C.: National Association for the Education of Young Children, 1989.
This resource is based on the findings of a task force of early childhood educators. It helps adults understand how biases are unintentionally passed on to young children and includes many practical strategies for reducing, addressing, and eliminating biases in early childhood settings.
Dombro, Amy. The Ordinary Is Extraordinary: How Children under Three Learn. New York: Simon and Schuster, 1988.
This book focuses on how the typical daily routines of infants and toddlers contribute to their development of physical, cognitive, social, and emotional skills.
Elkind, David. Images of the Young Child: Collected Essays on Development and Education. Washington, D.C.: National Association for the Education on Young Children, 1993.
This volume includes essays summarizing the author's views on child development and the theories of Montessori, Erikson, and Piaget. Several articles focus on the application of child development knowledge during curriculum planning.
ERIC Clearinghouse on Elementary and Early Childhood Education. A to Z: The Early Childhood Educator's Guide to the Internet .Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, 1995.
This document provides a clear and comprehensive overview of the Internet, describing specific features and sites of use to the early childhood educator. The loose-leaf format allows the user to replace obsolete information in this constantly changing field with biannual updates.
Gonzalez-Mea, Janet, and Dianne Eyer Widmeyer. Infants, Toddlers, and Caregivers. Palo Alto, CA: Mayfield Publishing, 1989.
This book highlights the importance of the relationships between adults and infants and toddlers. An appendix demonstrates how the physical and social environment provided by adults contributes to children's development in the four domains.
Greenspan, Stanley. First Feeling: Milestones in the Emotional Development of Your Baby and Child. New York: Viking Penquin, 1985.
Directed to parents, this book is dedicated to explaining and encouraging the emotional development of children. The author describes six emotional milestones children typically pass through and notes how they are related to development in other domains and successful experience in school and life.
Hale-Benson, Janice. "The Transmisson of Cultural Values to Young African-American Children." Young Children 46 (September 1991): 7-15.
The author of this article is well known for her work and writings on the intellectual and social development of Afican-American children. This article discusses the relationship between ethnicity and a sense of self as well as the importance of transmitting cultural values through traditional proverbs, and literature.
Head Start Bureau. Head Start Facilities Manual. Washington, D.C.: Government Printing Office, 1995.
This practical guide for Head Start programs ties children's developmental needs and skills to the process of designing appropriate Head Start centers, classrooms, and outdoor play areas. A series of work sheets is provided to help staff ensure that environments used by Head Start children are safe and developmentally appropriate.
Kostelnik, Marjorie J. "Myths Associated with Developmentally Appropriate Programs." Young Children 47 (May 1992): 17-23.
This article describes a number of myths that have developed since popularization of the team developmentally appropriate practice. The author explains how the myths may have evolved and the reality of effective implementation of a developmentally appropriate program.
Mallory, Bruce L., and Rebecca S. New, eds. Diversity and Developmentally Appropriate Practices: Challenges for Early Childhood Education. New York: Teachers College Press, 1994.
This book expands the current definition of developmentally appropriate practices. It addresses the needs of young children with cultural and developmental differences. Contributors include Barbara T. Bowman, Carol Brunson Phillips, Douglas R. Powell, and Samuel J. Meisels.
Miller, Karen. Ages and Stages. Marshfield, MA: Telshare, 1985.
The author describe in simple and clear terms the stages children pass through as they develop physical, social, and intellectual skills. Descriptions of children's behavior and characteristics are accompanied by suggestions for how adults can respond to individual needs and enhance the growth and development of children.
Neugebaure, Bonnie,ed. Alike and Different. Washington, D.C.: National Association for the Education of Young Childre.
Each of the five chapters in this book focuses on a different aspect of the development of a child's self-image. Included are discussions of curriculum, meeting the needs of all children, staff diversity, the role of parents, and living in a changing world.
Phillips, Carol Brunson,ed. Essentials for Child Development Associates Working with Young Children. Washington, D.C.: Council for Early Childhood Professional Recognition, 1991.
This book contains eight units based on the Child Development Associate (CDA) Competency Standards. It includes descriptions of the skills used by competent teachers of young children, discusses the early childhood profession, and describes the steps in preparing for assessment as a CDA. Characteristics of children as they pass through stages of child development are discussed. The book also contains NAEYC's Statement of Commitment and Code of Ethical Conduct.
Poest, Catherine A., et al. "Challenge Me to Move." Young Children 45 (July 1990): 4-10.
This article discusses different aspects of children's physical development, including fundamental movement skills, physical fitness, and perceptual-motor development. The authors provide practical strategies for encouraging children to use their large muscles and emphasize that it is not necessary to have expensive equipment to encourage such development.
Wittmer, Donna Sasse, and Alice Sterling Honig. "Encouraging Positive Social Development in Young Children." Young Children 49 (July 1994): 4-12.
This journal article includes strategies that teachers, families, and communities can use to encourage development of child's prosocial skills: helping, showing affection and concern, and cooperating with others in play or to complete a task. The importance of positive adult interactions with children is emphasized.
York, Stacy. Roots and Wingd: Affirming Culture in Early Childhood Programs. Minneapolis: Redleaf Press, 1991.
This resource includes practical suggestions for implementing a multicultural approach to education. The author defines a conceptual framework for multicultural education and shows how it is tied to high quality early childhood programming. The stages through which children pass as they become aware of differences and develop prejudices are defined. Also discussed are the effects of prejudice on young children.