| Access to the General Education Curriculum in Inclusive Pre-K Programs (PDF - Large file: 7,909 KB) |
| Authors: | B. Thompson, 2004 |
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| Description: | PowerPoint about factors affecting inclusion, developmentally appropriate practice, and a model for access to early childhood education curriculum. |
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| Beyond Outcomes: How Ongoing Assessment Supports Learning and Leads to Meaningful Curriculum. (PDF - 508 KB) |
| Authors: | D. Dodge, C. Heroman, J. Charles, & J. Maiorca, 2004 |
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| Description: | A Young Exceptional Children monograph. Information on gathering data from children’s everyday activities to gain a representation of children’s abilities and progression. |
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| Child Outcome Standards in Pre-K Programs: What Are Standards; What is Needed to Make them Work? (PDF - 1.2 MB) |
| Authors: | E. Bodrova, D. Leong, & R. Shore, Nat’l Institute for Early Education Research, 2004 |
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| Description: | Different types of Pre-K standards (program, classroom, teaching and curriculum, child outcome, content, and performance), and keys to effective standards. |
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| Developmentally Appropriate Practice - New Collection of Resources from NAEYC |
| Authors: |
National Association for the Education of Young Children - June 22, 2012 |
| Description: |
A new collection of resources on the Developmentally Appropriate Practices (DAP) approach to teaching. DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals. The link provides access to all the resources.
Document – C&I, Inclusion & Administrators
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| Effective Practices in Pre-K Assessment (PDF - 207 KB) |
| Authors: | M. McLean, 2004 |
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| Description: | Power point describing the functions of assessment, authentic assessment, and assessment of young English language learners. |
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| Facilitating Individualized Interventions to Address Challenging Behavior: Toolkit (PDF - 1.29 MB) |
| Authors: |
Kwang-Sun Cho Blair & Lise Fox, 2011 |
| Description: |
From the Center for Early Childhood Mental Health, this guide is designed to assist teachers, teams, and families in developing and implementing support plans that result in reduction of persistent challenging behavior in young children and the promotion of communication and social skills. |
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| Florida VPK Education Standards: What Parents Should Know (PDF - 443 KB) |
| Authors: | Florida Department of Education, Office of Early Learning, 2008 |
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| Description: | Designed to help families create learning environments and opportunities for their children that are both developmentally appropriate and aligned to the VPK Education Standards.
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| Florida's Rules for Pre-K Children with Disabilities or Developmental Delay File
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| Authors: | State of Florida |
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| Description: | Florida rules 6A-6.03026, Florida Administrative Code (FAC), Special Programs for Prekindergarten Children with Disabilities and 6A-6.03027 (FAC), Special Programs for Children Three Through Five Years Old Who are Developmentally Delayed. |
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| Good Toys for Young Children (PDF - 137 KB) |
| Authors: | National Association for the Education of Young Children (NAEYC) |
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| Description: | Information on selecting the safest and most appropriate toys for young children. |
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| Grow to 5 Training Materials
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| Description: | From FL DOE. A series on child development from birth to age 5 for individuals working with infants, toddlers and young children. Available in English, Spanish, and Haitian Creole. |
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| The Head Start Child Development and Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3 to 5 Years Old (PDF - 1266 KB) |
| Authors: |
Office of Head Start, 2011 |
| Description: |
The changes to the revised Framework are designed to provide more clarity to the domains and domain elements of the original Framework. |
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| NAEYC/NAECS/SDE Position Statement on Curriculum, Assessment, and Program Evaluation (PDF - 67 KB) |
| Authors: | Nat’l Association for the Education of Young Children (NAEYC) & Nat’l Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE), 2003 |
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| Description: | This joint position statement addresses the importance of high-quality programs for all young children with an emphasis on curriculum, assessment and program evaluation. |
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| NAEYC/NAECS/SDE Position Statement with Expanded Resources – Early Childhood Curriculum, Assessment & Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age 8 (PDF - 199 KB) |
| Authors: | (NAEYC) and (NAECS/SDE), 2004 |
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| Description: | Contains the position statement and recommendations in addition to an overview of relevant trends and issues, principles and values, and a rational for each recommendation. |
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| Pathways to Early School Success: Effective Preschool Curricula and Teaching Strategies (PDF - 474 KB) |
| Authors: | L. Klein, & J. Knitzer, National Center for Children in Poverty, 2006 |
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| Description: | An issue brief that explores the role of curriculum, professional development, and supports for teachers in addressing early literacy and math for low-income Pre-K children. |
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| Prepared for Kindergarten: What Does “Readiness” Mean? (PDF - 418 KB) |
| Authors: | D. J. Ackerman, & W. S. Barnett, 2005 |
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| Description: | This policy brief addresses school readiness and how it may be improved. |
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| Preschool Assessment: A Guide to Developing a Balanced Approach (PDF - 1514 KB) |
| Authors: | A. S. Epstein, L. J. Schweinhart, A. DeBruin-Parecki, & K. B. Robin, n.d. |
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| Description: | From the National Institute for Early Education Research (NIEER). Discusses why assessment is important, assessment methods, and reliable and valid preschool assessment. |
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| Preschool Curriculum Decision-Making: Dimensions to Consider (PDF - 250 KB) |
| Authors: | E. Frede, & D. J. Ackerman, National Institute for Early Education Research, n.d. |
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| Description: | This fact sheet provides a framework for decision-makers to use in evaluating which curriculum might be most appropriate for their specific preschool program. |
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| Preventing the Use of Restraint and Seclusion with Young Children: The Role of Effective, Positive Practices (PDF - 1058 KB) |
| Authors: |
G. Dunlap, C. Ostryn & L. Fox, 2011 |
| Description: |
Researchers from TACSEI provide positive strategies for teachers and support staff to prevent behaviors and the subsequent use of invasive and unsafe practices. |
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| Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation (PDF - 336 KB) |
| Authors: | Division for Early Childhood, Council for Exceptional Children (DEC), 2007 |
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| Description: | Provides key recommendations with rationales for each of the components in the NAEYC/NAECS/SDE position statement: Curriculum, Assessment, and Program Evaluation. |
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| Recognition & Response (PDF - 2873 KB) |
| Authors: | V. Buysse, E. Peisner-Feinberg, & L. Berger, December 2008 |
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| Description: | A Power Point explaining the Recognition & Response model. |
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| Research Synthesis Examines Nursery Rhyme Experience and Knowledge as Determinants of Later Literacy Abilities (PDF - 529 KB) |
| Authors: |
Center for Early Literacy Learning (CELL), 2011 |
| Description: |
This research synthesis examines nursery rhymes experience and knowledge as determinants of later literacy abilities. |
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| Response to Intervention and the Pyramid Model (PDF - 1165 KB) |
| Authors: | L. Fox, J. Carta, P. Strain, G. Dunlap, & M. L. Hemmeter, 2009 |
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| Description: | Discussion of the Pyramid Model and its application for promoting young children’s social competence and preventing behavior challenges. |
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| Roadmap to Pre-K RTI: Applying Response to Intervention in Preschool Settings (PDF - 336 KB) |
| Authors: | M. R. Coleman, T. West, & F. Roth, National Center for Learning Disabilities, 2009 |
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| Description: | Information on key components of RtI in preschool settings, examples of models, and resources for implementation and policy recommendations. |
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| Self-Assessment and Planning Tool for Curriculum and Assessment (PDF - 114 KB) |
| Authors: | Nat’l Association for the Education of Young Children (NAEYC) & Nat’l Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE), 2004 |
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| Description: | A self-assessment planning tool for programs/agencies to evaluate their curriculum and assessment system based on recommendations from the NAEYC/NAECS/SDE joint position statement. |
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| Self-Assessment and Planning Tool on Early Learning Standards (PDF - 54 KB) |
| Authors: | (NAEYC) and (NAECS/SDE), 2004 |
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| Description: | A guide for use during an Early Learning Standards development process to help determine if the process is aligned with recommendations outlined in the NAEYC/NAECS/SDE position statement. |
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| Taking Stock: Assessing and Improving Early Childhood Learning and Program Quality (PDF - 675 KB) |
| Authors: |
National Early Childhood Accountability Task Force |
| Description: |
This report provides the basis for the improved delivery of continuous, high-quality services for young children and their families. |
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| Technology in Early Education: Building Platforms for Connections and Content that Strengthen Families and Promote Success in School (PDF) |
| Authors: |
Education Commission of the States, August 2012 |
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| Description: | This brief discusses the growing use of electronic media among young children; new digital divides between rich and poor, rural, and urban children; and what states can do to ensure thoughtful adoption of new technologies and interactive media by early childhood programs. |
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| VPK Fact Sheet (PDF - 126 KB) |
| Authors: | Florida Department of Education, Office of Early Learning, 2010 |
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| Description: | A Fact Sheet published monthly to highlight recent achievements in Florida’s Voluntary Prekindergarten (VPK) Education Program. |
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| Beginning Reading Instruction: Practical Ideas for Parents (PDF - 495 KB) |
| Authors: | Texas Reading Initiative, n.d. |
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| Description: | Information and activities for parents of preschool children and those beginning the reading process in school to use in helping their children become readers. |
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| BELL Reflective Classrooms Checklists (Word - 97 KB) |
| Authors: | W. Cheyney, E. J. Cohen, & D. Gudwin, November 2006 |
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| Description: | Classroom checklists and action plans to assess language and literacy: print-rich environments, oral language interactions, and use of the literacy environment. |
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| Development of Nursery Rhyme Knowledge in Preschool Children (PDF - 357 KB) |
| Author: |
Carl J. Dunst, 2011, Center for Early Literacy Learning |
| Description: |
A CELLpaper that examines the age-related changes in the nursery rhyme knowledge of preschool children. |
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| Disability Awareness Through Language Arts and Literacy (PDF - 1.8 MB) |
| Author: |
Florida Developmental Disabilities Council - July 11, 2012 |
| Description: |
A resource for teachers and families to promote positive attitudes toward and facilitate successful inclusion of children with disabilities, increase respect and acceptance of individual differences, increase understanding of disabilities and related social issues, and facilitate the development of literacy and language arts skills through activities about disability awareness. |
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| Language and Literacy: A Critical Connection for Early Childhood Classrooms (PDF - 691 KB) |
| Authors: | W. Cheyney, November 2006 |
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| Description: | An overview of how to incorporate early literacy activities in the Pre-K curricula for prekindergarten children with disabilities using research-based practices. |
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| Nursery Rhymes and the Early Communication, Language, and Literacy Development of Young Children with Disabilities (PDF - 344 KB) |
| Authors: |
Carl J. Dunst & Ellen Gorman, 2011, Center for Early Literacy Learning |
| Description: |
A CELLreview that examines research on the phonological and print-related awareness related to nursery rhyme knowledge in young children with disabilities. |
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| One Language, Two Languages, Three Languages . . . More? (PDF - 344 KB) |
| Authors: | H. V. Prieto, NAEYC, 2009 |
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| Description: | Discusses dual language acquisition (DLA) and describes an effective learning environment for the dual language learner that supports bilingualism.
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| Phonological Awareness Is Child’s Play! (PDF - 510 KB) |
| Authors: | H. K. Yopp, & R. H. Yopp, NAEYC, 2009 |
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| Description: | Improving phonological awareness by integrating cultural and linguistic considerations. Examples, strategies, and resources reflect multiple aspects of diversity. |
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| Tactile and Object Exploration among Young Children with Visual Impairments (PDF - 466 KB) |
| Authors: |
Carl J. Dunst & Ellen Gorman, 2011, Center for Early Literacy Learning |
| Description: |
A research synthesis investigating the variations in object and surface features that may be examined as precursors of Braille readiness. |
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| A Window to the World: Early Language and Literacy Development (PDF - 212 KB) |
| Author: |
ZERO TO THREE Policy Center, 2011 |
| Description: |
A policy brief on how early language and literacy development contributes to a child's success throughout life. |
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