ECE-7010 v1

Books that support diversity, conversations, and play. (2018). Teaching Young Children, 12(2), 20.
Teaching Young Children (from the NAEYC) has collected a large selection of developmentally appropriate books that support learning about diversity and encourage discussions with young children in ECE settings and at home.

Yuan, T., & Jiang, H. (2019). Culturally responsive teaching for children from low-income, immigrant families. Young Exceptional Children, 22(3), 150–161.
It is crucial to be culturally aware, sensitive, and responsive in today’s diverse world, especially in education. This article explains how a young child received an Individualized Education Program (IEP) after being diagnosed as having a speech and language disorder in an urban Head Start program. However, this IEP may not have been appropriate or necessary in this situation.

Early Childhood Assessment for Diverse Learners
McGoey, K. E., McCobin, A., & Venesky, L. G. (2016). Early childhood assessment for diverse learners. In Psychoeducational assessment and intervention for ethnic minority children: Evidence-based approaches (pp. 115-131). American Psychological Association.
Assessment plays a role in ECE. ECE professionals should be aware of appropriate strategies and best practices for assessment of today’s diverse young learners.

How do I write a white paper? (2015). The Handy English Grammar Answer Book.
This resource will help you get started with the specific style and formatting for your assignment, which is to write a white paper.

How do you make the benefits of pre-k education last? (6/19/18) [Video file]. (2018). Retrieved April 29, 2020 from https://fod.infobase.com/PortalPlaylists.aspx?wID=102577&xtid=162900
Recently, a study suggested that the benefits of pre-school may not be long-lasting. This video explores what’s behind that finding, as well as the most important elements to consider for quality ECE. Full Video (06:11)

Crisalli, L. (2016). Inclusiveness in action. Exchange (19460406), 231, 46–49.
This article suggests ideas regarding the implementation of the Americans with Disabilities Act (ADA) in ECE programs.

Kuh, L. P., LeeKeenan, D., Given, H., & Beneke, M. R. (2016). Moving beyond anti-bias activities: Supporting the development of anti-bias practices. YC: Young Children, 71(1), 58–65.
The authors of this article explain how 21st century ECE professionals can create meaningful anti-bias activities and integrate them into appropriate instructional plans for today’s diverse young learners.

NAEYC is committed to increasing equity (2019). YC: Young Children, 74(4), 68–69.
This article explains the NAEYC's mission regarding providing and maintaining equitable learning opportunities for young children.

McClelland, M. M., Leve, L. D., & Pears, K. C. (2016). Preschool executive functions in the context of family risk. In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research (pp. 241-257). American Psychological Association.
The authors of this resource outline how family risk, such as socioeconomic status, home environment, and other factors, relate to young children’s ongoing development of critical skills that are necessary for success later in school and in life.

Recommendations for Early Childhood Educators. (n.d.). https://www.naeyc.org/resources/position-statements/equity/recommendations-ECE
The NAEYC has published many helpful position statements on various topics, in order to guide current best practices in ECE. The Recommendations for Early Childhood Educators center around how to best serve today’s diverse young learners, especially with regard to equity.