Principals As Early Learning Leaders

Julie Nicholson is professor of practice in the School of Education at Mills College. Helen Maniates is associate professor of teacher education in the School of Education at the University of San Francisco. Serene Yee is an education programs consultant for the California Department of Social Services. Thomas Williams Jr. serves as an executive strategic policy analyst in the Kentucky Department of Education’s Office of Special Education and Early Learning. Veronica Ufoegbune has directed many publicly funded and non-profit early learning programs, including UC Berkeley’s childcare centers. Raul Erazo-Chavez is executive director of schools and programs in the Early Education Department within the San Francisco Unified School District.

• ContentsIntroduction 1Organization of the Book 3 1.  The Urgent Need for Principals to Become Early Learning Leaders 5Foundations of High-Quality Early Childhood Classrooms 6The Need for Principals to Be Effective Early Learning Leaders 8Six Competencies for Effective Instructional Leadership in Early Childhood 8Increased Focus on Equity in Early Childhood 9The Early Childhood Workforce 14Principals as Bridge Builders 16 2.  What Principals Need to Know About How Young Children Develop and Learn 19Brain Development in the Early Childhood Years 19Principles of Child Development and Learning 23Young Children Learn in an Integrated Manner 25Theories and Perspectives on Children's Development and Learning 26 3.  Understanding Identity and Inclusion in Early Childhood 38Young Children's Racial Identity Development 38Young Children's Gender Identity Development 41Bilingual and Multilingual Development in the Early Years 50Young Children With Disabilities and Developmental Delays 53Inclusive Environments in Early Childhood Education 55 4.  Understanding Toxic Stress and Trauma in Early Childhood 62Healthy Versus Unhealthy Stress 63Adverse Childhood Experiences (ACEs) 63Early Experiences With Adversity Do Not Determine a Child's Future 69Defining Trauma 69Neuroplasticity in the Early Years 77Creating Trauma-Responsive Learning Environments and Schools 78 5.  Understanding Curriculum in Early Childhood 81Early Childhood Curriculum Looks Different From Elementary Curriculum 81Curriculum Planning in Early Childhood 86Different Approaches That Inform Curriculum in Early Childhood Education 90Resisting a Standardized and Scripted Curriculum 112 6.  Instruction in the Early Childhood Classroom 115The Importance of Individualizing 115Play as a Primary Context for Teaching and Learning 117Play-Based Learning Across a Continuum 118The Benefits of Play for Children's Learning and Development 123Different Types of Play That Support Learning and Development 124Open-Ended Materials and Loose Parts 127Outdoor Play 128Play Is Disappearing 130 7.  Creating a Caring Community of Learners 132The Teaching Pyramid Model 132Exclusionary Discipline in Preschool Classrooms 141 8.  A Closer Look at Powerful Learning in Early Childhood Classrooms 148Promoting Cognitive Development 148Promoting Language Development and the Emergence of Literacy 156Promoting Creativity and Artistic Expression 170Promoting Antiracist, Antibias Education 170Promoting Trauma-Responsive Practice 179 9.  Assessment in Early Childhood 183Characteristics of Effective Assessment Environments and Practices 184Monitoring Young Children's Growth and Development 189One-Time "Snapshot" Assessments 197Concerns With Standardized Testing in Early Childhood 198Effective and Equitable Use of Assessment in Early Childhood Classrooms 200Involving Parents and Families in Assessment 200 Conclusion 205Appendix A: Conducting Effective Early Learning Walk-Through Observations 207Appendix B: Professional Development for Principals to Learn About High-Quality Early Childhood Education 209Appendix C: Resources 214References 219Index 235About the Authors 247

“ Principals as Early Learning Leaders is imperative reading for any school leader working with our youngest students to ensure they better understand and implement sound practices.”—AASA School Administrator