Young Learners, Diverse Children : Celebrating Diversity in Early Childhood

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  • Edition: 1st
  • Format: Paperback
  • Copyright: 2009-09-22
  • Publisher: Corwin Pr
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Written as a guide for early childhood teachers, this book provides a model for meeting the educational needs of diverse, low socioeconomic status (SES), young children in PreK through Grade 3.This book offers a unique educational perspective that interfaces cognition, language, and culture; provides lesson plans and classroom-based alternative assessment tools that meet pedagogical and accountability purposes; and integrates standards across developmental levels and content areas. Using her experience in establishing a successful school laboratory for diverse preschoolers, the author presents real-life stories of early childhood teachers and their diverse young learners and parents as case studies and examples of best teaching practices.Young Learners, Diverse Children endorses an integrational and pluralistic approach to the linguistic and cultural adaptation of young diverse students and their families, in which they can maintain their diversity while assimilating into the American culture. This engaging, inspirational, and practical handbook helps teachers solve real-life challenges as they teach and facilitate learning for diverse young children and build partnerships with their families.

Table of Contents

List of Figures and Tablesp. vi
Forewordp. viii
Preface: A Letter to the Readerp. xi
Acknowledgmentsp. xx
About the Authorp. xxiii
Ethnic-Educator Philosophical and Theoretical Frameworkp. 1
The Ethnic-Educator Philosophyp. 2
Examples of Principle 1p. 7
Examples of Principle 2p. 11
Examples of Principle 3p. 15
Examples of Principle 4p. 17
The Ethnic-Educator Pedagogical Modelp. 20
How Teachers' Personalities Affect Their Assessment and Instructional Decisionsp. 20
A Socioconstructivistic Pedagogical Model Supporting the Ethnic-Educator Approachp. 24
The Four Pedagogical Principles for Learning and Academic Achievementp. 28
Educational Applications of The Ethnic-Educator Approachp. 37
Teaching Strategiesp. 38
Strategies Supporting the Ethnic-Educator Approachp. 38
First Cluster of Pedagogical Strategies: Thematic Curriculumsp. 39
First Cluster of Pedagogical Strategies: Holistic Developmental Curriculumsp. 45
Second Cluster of Pedagogical Strategies: Stimulating Critical-Thinking Skillsp. 48
Second and Third Clusters of Pedagogical Strategies: A Pluralistic Pedagogy Stimulating Connections to Prior Sociocultural Knowledge and Real-Life Experiencesp. 51
Fourth Cluster of Pedagogical Strategies: An Advocacy Position for Teachersp. 55
Suggestions for Applying the Strategiesp. 58
Linking the Teaching Strategies with Academic Content Standardsp. 60
Linking Assessment to Instruction Through Classroom-Based Observationsp. 60
Instructional Purposes of Assessmentp. 86
Integration of Teaching Principles With TESOL Academic Content Standards in the Curriculump. 87
Linking Assessment to Instruction Through Classroom-Based Observationsp. 92
Developmental Tasks for Linking Assessment to Instructionp. 115
Case Study Introducing Individual Developmental Tasksp. 116
Discussion of Paula's Overall Performance Across Developmental Tasksp. 137
Storytellingp. 140
Research-Based Knowledge Supporting Storytelling as an Alternative Assessmentp. 141
Storytelling as an Assessment Method of First-and Second-Language and Cognitive Developmentp. 142
Developmental Stages of Narrative and Semantic Development in Childrenp. 143
Socioconstructivist Perspective for Language Developmentp. 145
Sociocultural Perspective for Language Developmentp. 145
Application of Research-Based Knowledge to Actual Assessment Strategiesp. 147
Recommended Strategies for Clustering Coded Responsesp. 155
Four Recommended Strategies for Interpreting Evaluation Resultsp. 165
Conclusionsp. 169
Alternative Reading Instructionp. 170
Introductionp. 170
Theoretical Framework Supporting Reading Instruction in Young, Diverse Childrenp. 171
Guided-Reading Approach for Developing Reading-Comprehension Skillsp. 174
Application of the Guided-Reading Approachp. 175
Application of the Schema Theoryp. 176
Repetition and Practice Make Perfectp. 178
Activities for Increasing Reading Abilitiesp. 181
Family Involvement for Increasing Reading Skillsp. 183
Bridging the Gap Between School and Home Cultures Through Parental Participationp. 184
Conclusionsp. 186
Conclusions and Recommendations for Educating Diverse Young Childrenp. 187
Introduction: The BPDC as a Learning Contextp. 188
Interviews With Teachers Participating in the BPDC Projectp. 192
Interviews With Diverse and Mainstream Parents Participating in the BPDC Projectp. 197
Overall Conclusionsp. 208
Appendix: Alignment of Philosophical and Pedagogical Principles and Pedagogical Strategies Endorsed by the Ethnic-Educator Approach for Young, Diverse Childrenp. 211
Referencesp. 213
Indexp. 218
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