Early Childhood Resources

       NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap

        

       NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf

       NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

        

       NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf

        

       NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf

        

       NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf

        

       Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller

        

       FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf

Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53.

       Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf

       Websites:

        

o    World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us

o    World Organization for Early Childhood Education
http://www.omep-usnc.org/.

o    Association for Childhood Education International
http://acei.org/

       National Association for the Education of Young Children
http://www.naeyc.org/

       The Division for Early Childhood
http://www.dec-sped.org/

       Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/

       WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm

       Harvard Education Letter
http://www.hepg.org/hel/topic/85

       FPG Child Development Institute
http://www.fpg.unc.edu/

       Administration for Children and Families Headstart's National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/

       HighScope
http://www.highscope.org/

       Children's Defense Fund
http://www.childrensdefense.org/

       Center for Child Care Workforce
http://www.ccw.org/

       Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home

       Institute for Women's Policy Research
http://www.iwpr.org/

       National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/

       National Child Care Association
http://www.nccanet.org/

       National Institute for Early Education Research
http://nieer.org/

       Pre[K]Now
http://www.pewstates.org/projects/pre-k-now-328067

       Voices for America's Children
http://www.voices.org/

       The Erikson Institute
http://www.erikson.edu/

 

Additional Resources

 

1. Aram, D. (2005). Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school. First Language,25, 259–289.CrossRef
2. Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
3. Bialystok, E. (1995). Making concepts of print symbolic: Understanding how writing represents language. First Language, 15, 317–338.CrossRef
4. Blair, R., & Savage, R. (2006). Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in 308 pre-readers. Reading and Writing, 19, 991–1016.CrossRef