Early Years Bulletin
Winter 2015 vol 3, no 2
Focus on Pre-K and K editors: Jennifer Baumgartner & Cynthia DiCarlo
Contents p. 5
Beyond Culture Night:
Children’s Books
Increasing Cultural Awareness for Early Childhood Professionals
p. 11
Focus on Infants &
by Chinwe Onwujua, kindergarten teacher, Pflugerville ISD in Austin, Texas I try to find a common ground; I could pick some good from Nigeria, some good from here, and blend it together, you know. I try to come up with what I think is ideal for my own home or my own interactions with my family. . . . It’s modified you know, so pretty much a blended culture, so to speak. John (Nigerian immigrant parent)
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ohn and his family have lived in the United States for eight years. John works as an information technology professional while pursuing a doctorate degree and his wife works at a medical facility in an administrative capacity. All three of their children are school age and their daughter is in a Spanish immersion class at the local elementary school. John and his wife try to help their children experience a blend of cultural heritage experiences by consciously selecting continued on page 8
Toddlers: A Call to
Action and Safe Sleep Advocacy p. 14
Suggested Bedtime Books for Infants and Toddlers p. 15
Activities for the
Classsroom: Building a Solid Foundation:
Sharing Informational Texts
Bringing Music Into Nature
By H. Ellie Falter, Student in Music Education Graduate Assistant, First Generation Scholars Program, University of Colorado Boulder
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3-year-old walks up a hill, her steps playfully heavy. Alongside, her mother carries the girl’s 1-year-old brother, bouncing him in rhythm as the little girl sings, “The bear went over the mountain, The bear went over the mountain, The bear went over the mountain To see what she could see.” continued on page 2
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to do, they find satisfaction in their activity, and they are often focused on what they are doing (the process) rather than what they make (the product). Spending time outside is similarly very beneficial to children’s development. Being outside, children can explore their world and thereby make sense of it. Unfortunately, children are spending more and more time indoors in many parts of the world. That means they spend less time connecting with our planet in the ways that have been shown to have physical, cognitive, social, and emotional benefits. Yet children thrive in natural settings. Finally, let us consider music. Music is an important way that humans experiment with and organize sound, it makes a moment in time special, and it can connect people to each other. Children seem to be naturally inclined to make music. From very early on, they can discern tiny differences in music, and these skills only grow with time and practice. Now, let us explore some of the ways that these three concepts can be merged into joyful, meaningful experiences. We will revisit some of Lillianna’s musical, outdoor, and playful antics and draw from them suggestions for incorporating layers of playing and musicking outdoors into your experiences with young children.
The girl loops this part of the song five times before the family crests the hill. Then she continues: “And all that she could see, And all that she could see, Was the other side of the mountain, The other side of the mountain, The other side of the mountain Was all that she could see.” Then silence. The family feels wrapped in the magical moment, gazing out at the trees, the play of shadow and filtered sunlight, and finally each other. I know. I am that mother. My daughter, Lillianna, was in control of the music as she chose to alter the song (repeating the first half ) to match her playing (being a bear walking up a mountain) as she took in the surroundings. These concepts—self-directed play, time out in nature, and musicking (making music)—all have a strong influence on a child’s development. In many parts of the world, children do have opportunities to spend a great deal of time outside. In some areas, however, adults need to consciously make time for children to be outside. Similarly, while some children have ample time to direct their own play and to explore, Lillianna lives in a community that expects children to start the work of school very young; this means less time outside, less time in free play, and less time exploring sounds. Fortunately, Lillianna is nearly oblivious to these pressures and has taken full advantage of her opportunities to play, sometimes choosing to play with music outdoors. I will share in this article some of the magical ways that Lillianna has brought musical play into the outdoors in the hope that readers will then think of other ways to help the children in their care increase their experiences with playing, nature, and music. I do not mean to suggest that all time outside should be solely focused around music or play; sometimes, it is best to sit back and silently watch a bird take flight. The suggestions that follow do not require musical training.
Make Rituals Every time I brought Lillianna to that one hill, I sang, “The Bear Went Over the Mountain.” We were building a ritual. Eventually, she learned the song, internalized its connection to that hill, and made it her own. She has also gone over that hill singing, “The monkey climbed over the tree,” “The ball rolled over the mountain,” and countless other in-the-moment variations of the song. Now 4 years old, she seems to most enjoy running up the steep hill singing, “The Bear Ran Over the Mountain.” You can create musical rituals outside in many ways. They can be quite simple. Perhaps you experience a recurring time when your children need to wait for something. During those times, you can encourage them to play a clapping game. Perhaps you find a song to sing over and over, changing the lyrics to suit what you are doing. Perhaps you have a special song for when
A Quick Review Children learn through playing. It is how they make sense of the world. When playing, they choose what
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At first, Lillianna sang
it rains, and a special song when the moon can be seen in the afternoon sky. These rituals can be simple, and they need not feel magical the first time. As they recur, the magic and joy will come.
snippets of songs she
Enjoy the Rain Lillianna enjoys the rain. She listens and sometimes recreates the sound of the rain using her body or other objects. When possible, she goes outside to feel the rain on her skin, looking up to feel it on her face. There are many songs about the rain from many different cultures. We have chosen a few of them to sing whenever it rains. After singing the songs in the traditional way many times, Lillianna seemed ready to play with the music. So we began to experiment with singing faster as it rained faster. When it rained harder, we stomped our feet to our singing. As the rain died down, we sang slower and quieter until our singing finally faded to nothing. This game started simply and slowly. We began with two songs. Through repetition and an inviting environment, Lillianna became comfortable enough to play with the music in her own way, which was enhanced by being outside. You can encourage this type of play by verbally acknowledging the many sounds of the rain. Pick two songs to sing every time you notice this natural music. Make sure the children know that playing with sound is not only okay, it is wonderful. Over time, the children will begin to play with the music. They will be eager to learn more songs about the rain (or the wind, etc.). They will create their own nature-inspired, playful music.
had learned. Then she began to make up her own fairy songs. Sometimes, these songs were in words, sometimes not—after all, who knows how fairies communicate?
Discover the Fairies, Sing Their Songs Over our “mountain” are some houses with beautiful gardens. Lillianna loves to walk past these houses on a “fairy quest.” She points out spots where fairies might live. I brought music into this game after finding a fairy home: “I wonder what the fairy who lives there might sing?” At first, Lillianna sang snippets of songs she had learned. Then she began to make up her own fairy songs. Sometimes, these songs were in words, sometimes not—after all, who knows how fairies communicate? The length and complexity of Lillianna’s
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fairy songs grew over time. I helped Lillianna stretch her play by saying, “I wonder what the fairy would sing to put a baby fairy to sleep.” We began to wonder what the fairy might sing in the shower or while walking a tiny fairy pet. Lillianna, as many other children would, felt encouraged because there was no right or wrong answer and because I praised any musical sound. This is an inventive, fun, musical, outdoors kind of play that all children can enjoy. It does not require beautiful gardens. Fairies or other wee folk might be discovered in tiny crevices of trees, in a mailbox, between needles on a cactus, in the shadow of an interesting rock, or even just out of sight below a sewer grate. After continued on page 4
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or even annoying—to be valuable musical play and change the perception of the sound from irritating to interesting.
finding fairy houses and imagining what the fairies are doing, children will be ready to make fairy songs. These will likely be inspired by songs you already know or sound like an unmusical collection of sounds. With gentle encouragement, time, practice, exploration, and confidence, children’s fairy songs will become more songlike.
One Last Consideration, Then Go Play Remember that, as with all types of play, musical play is about the process, not the product. Your aim here is not to review and practice a piece to prepare it for a concert performance, although that can be a perfectly fine objective in other situations. There is joy and learning through playing with melodies, chants, and sounds, and then throwing them away or storing them for future play. Whether you sing songs you have learned from someone else, change the words to old songs, make up your own songs, or use sound in creative ways you are not quite willing to call songs, you and your children will find joy from and be enriched by bringing musical play into the great outdoors. Now, get yourself and some children outside, and playfully make some music!
Mimic Sounds Around You Lillianna will sometimes mimic sounds she hears around her. She will listen intently, pick a sound, and mimic it. She makes strong connections with nature by mimicking bird calls, the crunch of feet on a leaf-strewn path, or the trickle of a stream. By mimicking the sounds of a truck driving past or of a door slamming shut, Lillianna finds additional ways to connect her inner and outer worlds. The surroundings don’t matter. Children can learn to listen to the nuances of any sound and connect it with their surroundings. They can learn to use their bodies and objects to mimic a wide variety of sounds, and feel ownership of their self and environment through this playful exploration.
Resources Berger, A. A., & Cooper, S. (2003). Musical play: A case study of preschool children and parents. Journal of Research in Music Education, 51(2), 151-165.
A Few Notes on These Suggestions Taking a nature walk through the woods is wonderfully gratifying, as Lillianna will tell you, but any of the above activities can be done in ways to match your particular surroundings. The “mountain” for “The Bear Went Over the Mountain” can be a tiny hill, a boulder, stairs, playground equipment, or even a pretend hill drawn with sidewalk chalk. The magic in all of these ideas is their adaptability to different settings and different people. Adults who work with multiple groups in the same setting may even find that these suggested activities take on new a form with each unique group of children. Many adults have strong preconceptions about what music is. Try reframing your definition of music into “sounds that make a moment more special.” This perspective will help you value all of a child’s musical utterances, and understand that this “noise” is an important part of the process of musical play. With this reframing, an adult might be more likely to hear a child’s buzzing like a bee—which can sound nonsensical
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For more information on the benefits of nature play, check out: Kid’s dig dirt! Green paper. (Monograph). (2008). Washington, DC. Association of Children’s Museums. Retrieved from http://naturalearning.org/sites/ default/files/KidsDigDirt.pdf
For more information on how children choose to create music, check out: Lamont, A. (2008). Young children’s musical worlds: Musical engagement in 3.5-year-olds. Journal of Early Childhood Research, 6(3), 247-261.
For more information on musical play, check out: Niland, A. (2009). The power of musical play: The value of play-based, child-centered curriculum in early childhood music education. General Music Today, 23(1), 17-21.
Winter 2015
Early Years Bulletin
Children’s Books
Basanti Chakraborty, New Jersey City University
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hildren’s books offer abundant opportunities for teachers and parents to build relationships with young children, gauge their developmental levels, and monitor their learning and their understanding of the world around them. When caregivers routinely read books to children, they build connections with the children and foster a desire to learn about diverse subjects. Teachers can recommend books for parents to read at home with their children that address specific needs or for the general purpose of exposing children to the wonders of the world. The books selected for review here cover a range of themes and features, including animals and animal facts, emotions, curiosity, patience, sharing, and compassion. Some of the stories and illustrations will stimulate imagination and creativity in young minds. Some characters will serve as examples for young children to emulate.
joyous experience of watching the seasons change. This is an excellent read-aloud book for younger children. Readers will remember the wonderful illustrations and lively rhymes for years to come. Ages 2-5.
Hughes, Shirley OUT AND ABOUT: A First Book of Poems. ISBN 978-07636-7644-5. Somerville, MA: Candlewick Press, 2015. 56 pp. $16.99. In this beautiful collection of poems, two brothers accept and enjoy what each day offers—sunshine, wind, rain, mist, or snow. The rhyming words that describe familiar experiences and sights will inspire young children to notice and enjoy the everyday wonders of life around them. Bright and detailed paintings complement descriptions of nature presented with rhythmic simplicity and will engage children in the
Nolan, Nina MAHALIA JACKSON: Walking With Kings and Queens. ISBN 978-0-06-0879440. New York, NY: HarperCollins, 2015. 32 pp. $17.00. This is the story of one young girl who dreamed of sharing her voice with the world. Even though Mahalia Jackson’s life was difficult, singing gospel music lifted her spirit. Although she encountered hardships along the way, she kept holding onto her dreams. She participated in the extraordinary, historic March
Sidman, Joyce WINTER BEES & OTHER POEMS OF THE COLD. ISBN 978-0-547-90650. Boston, MA; New York, NY: Houghton Mifflin. 32 pp. $17.99. This collection of poems by Newbery Honor-winning poet Joyce Sidman (Song of the Water Boatman, Dark Emperor and Other Poems of the Night) explains how animals survive in the wintertime and describes their secret lives under the snow. Captivating illustrations celebrate the beauty and power of nature. The poems present scientific facts about nature and animals using rich vocabulary. Young and old alike will enjoy this text. Ages 6-9.
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rides. The playful, rhyming, first-person narrative will motivate children to turn the pages and imagine the excitement of diverse rides. The narrator shares the belief that riding the bus is the best because all children can ride together and have fun. Ages 2-5.
on Washington in 1963 as part of the Civil Rights movement, and inspired thousands of people with her voice. The book contains a time line of events, making it perfect for Common Core, and the illustrations are simply gorgeous. This story will inspire children and adults alike. Ages 4-8.
Elliott, David NOBODY’S PERFECT. ISBN 978-07636-6699-6. Somerville, MA: Candlewick Press, 2015. 32 pp. $16.99. The award-winning author David Elliot skillfully explores a child’s feelings about not being perfect. David Elliott’s energetic narrations and Sam Zuppardi’s child-style pencil outlines filled with bright colors make this book a feast for children’s eyes. The narrative will engage children in identifying their feelings about all lessthan-perfect aspects of their lives. The story shares an important lesson about accepting siblings, friends, parents, and ourselves, even though they, and we, are imperfect at times. Ages 4-8.
Bunting, Eve. YARD SALE. ISBN 978-0-7636-6542-5. Somerville, MA: Candlewick Press, 2015. 32 pp. $15.99. Young children may find it difficult to part with cherished objects, even when they can no longer use them. This story, narrated by young Callie, depicts with care and sensitivity Callie’s reactions to the family yard sale her parents hold before moving to a new and smaller home. The story tells how Callie comes to grips with her feelings about letting go of her favorite bike. Author Eve Bunting and illustrator Lauren Castillo share a great message that family does not mean material objects; rather, family means the people we love and who love us. Ages 3-7. Harris, Robie H. WHAT’S SO YUMMY? All About Eating Well and Feeling Good. ISBN 978-0-7636-3632-6. Somerville, MA: Candlewick Press, 2014. 40 pp. $15.99. This book, written by acclaimed New York Times bestselling author Robie H. Harris, is an excellent resource that parents and teachers can use to introduce young children to the pleasures of eating healthfully and feeling good. The topic of how healthful food and exercise promotes well-being is presented as two young children, Nellie and Gus, narrate a story about preparing, cooking, and packing to go on a picnic. Readers will learn about a farmer’s market, different fruits and vegetables, physical activity, and food allergies. Ages 2-5. Rosen, Michael THE BUS IS FOR US. ISBN 978-0-7636-6983-6. Somerville, MA: Candlewick Press, 2015. 32 pp. $16.99. Children enjoy the excitement of rides. In this book, renowned author Michael Rosen and illustrator Gillian Tyler capture the joy and excitement children experience as they embark on real and imaginary
Saxby, Charlie BIG RED KANGAROO. ISBN 978-0-7636-7075-7. Somerville, MA: Candlewick Press, 2013. 32 pp. $16.99. Big Red Kangaroo is a compelling, fact-filled story about a male kangaroo in the wilds of Australia. Red Kangaroo must lead his mob of kangaroos to find grass for grazing. He also must watch other males, who may try to take his position. The striking, action-packed illustrations bring the competition among the kangaroos in Australia to life. This book is rich with facts and vocabulary about kangaroos and Australia. Ages 5-8. Atteberry, Kevan BUNNIES!!! ISBN 978-0-06-230783-5. New York, NY: HarperCollins, 2015. 32 pp. $12.00. Young children love to hear an exciting story. Bunnies!!! by Kevan Atteberry is just such a story. This childfriendly book, suitable for both readers and nonreaders, presents a friendly monster who is delighted with the world as he greets everyone he sees along his way while taking a walk. He greets clouds, trees, butterflies, and even logs. When the friendly monster greets the bunnies, however, the bunnies run away in fear. In the end, the monster and the bunnies play together and continued on page 7
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her uncertainty, fear, and anger, which then turns into interest as she discovers that she likes to tap dance after all. The story also demonstrates the benefits of friendship and emotional support for young children. Teachers and parents will be inspired about how to help young children try new things. Young readers will enjoy the expressive watercolor illustrations. Ages 4-8.
spot the birdies. Cartoon-like characters, bright colors, and simple text make this book a fun story for toddlers. Ages 4-8. Ray, Mary Lyn A VIOLIN FOR ELVA. ISBN 978-015-225483-4. Boston, MA; New York, NY: Houghton Mifflin Harcourt, 2015. 32 pp. $16.99. This story presents the inspirational message for children and adults alike that it is never too late to pursue one’s dream. When Elva was a child, she longed to play the violin and finally achieved her wish when she was older. The story inspires children to follow their heart and strive to fulfill their dreams. The illustrations are a beautiful accompaniment to this story of practice, patience, and perseverance. Ages 4-8.
Bunting, Eve WHOSE SHOE? ISBN 978-0-544-30210-5. Boston, MA; New York, NY: Houghton Mifflin Harcourt, 2015. 32 pp. $16.99. The rhyming text and unique illustrations in Whose Shoe? make for a delightful experience to share with young children. The mouse is a conscientious role model who is determined to return a shoe he finds to the rightful owner. He launches an investigation; in the end, he receives a surprising reward. This book can be used for story time or one-on-one sharing. Ages 4-8.
Graham, Bob VANILLA ICE CREAM. ISBN 978-0-7636-7377-2. Somerville, MA: Candlewick Press, 2014. 40 pp. $16.99. Creative writer/illustrator Bob Graham weaves a connection between a wild sparrow’s journey and a new experience for a toddler in a dramatic fashion. In this very unusual tale, a wild sparrow stows away in the back of a truck that is traveling through the rice paddies of India and then goes across the rough sea to greet a new day in a faraway city. There, he meets Edie and her grandparents. The dog accompanying Edie’s grandparents tries to chase the sparrow and knocks a vanilla ice cream cone onto Edie’s lap. When the ice cream lands in the toddler’s lap, she gets her first experience with the treat. Masterfully crafted with imagination, unlikely connections, and lively illustrations, Vanilla Ice Cream is a deliciously interesting book for children. Ages 4-6.
Deneusc, Xavier JOJO’S FIRST WORD BOOK. ISBN 978-2-8480-1943-7. Paris, France: Twirl, 2014. $16.99/£12.99. Jojo, an irresistible young bunny, and his sister Lulu explore everyday objects around them—in their house and neighborhood. The colorful illustrations are quite attractive and tabs with interesting pictures help guide little hands to explore with Jojo and Lulu as they cross the street with a parent, learn to ride a bike, and go to the beach. Images of approximately 200 objects are scattered throughout the story, and young readers will enjoy the challenge of spotting them all. This can serve as a great word book to help young children extend their vocabularies. Preschool and up. Gill, Deirdre OUTSIDE. ISBN 978-0-547-91065-9. Boston, MA; New York, NY: Houghton Mifflin Harcourt, 2014. 40 pp. $16.99. This story is about an unnamed boy who steps outside his house on a snowy day and wanders through a fantastic playground of unbridled imagination. He creates an imaginary snow friend, builds an imaginary castle, and even takes flight across the wintry pages with a dragon. The inspiring pictures on each page will help children maintain their focus. The text is brief and pleasant, making it easy for young children to employ their own imaginations. Preschool and up.
Singer, Marilyn TALLULAH’S TAP SHOES. ISBN 978-0-544-23687-5. Boston, MA; New York, NY: Houghton Mifflin Harcourt, 2015. 48 pp. $16.99. This story encourages young children to be patient and open-minded when they try new activities or hobbies. The expressive text vividly captures the changing moods of the talented ballet dancer Tallulah, showing
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Early Years Bulletin continued from page 1 aspects of both Nigerian and American cultural values that would not only provide the most benefit to their family, but also ensure continuity of their Nigerian cultural heritage. This article will present Nigerian immigrant parents’ school-related adaptation experiences, with the aim of providing increased awareness to early childhood education professionals of the unique decisions and challenges facing this demographic section of parents. The following section will provide a brief overview of the current immigration flow in the United States, as well as Nigerian immigrants’ pre-migration child-rearing experiences. Immigration: A National Perspective The American Community Survey (ACS) estimates that as of 2013, the foreign born population in the United States was over 41.3 million, constituting about 13% of the total population (Zong & Batalova, 2015). As of 2012 estimates, African immigrants comprise one of the smaller immigrant groups, at 4% of the total immigrant population, or 1.6 million people (Gambino, Trevelyan, & Fitzwater, 2014). Among this group, Nigerian immigrants make up 12.8% of the total African immigrant population (Zong & Batalova, 2015). The Nigerian immigrant population is generally well educated; 60.5% of Nigerian immigrants hold bachelor’s degrees or higher (U.S. Census Bureau, 2012). Nigerian Immigrant Families and Child-Rearing Pmerspectives In Nigeria, kinship is extended. Family does not consist merely of the nuclear unit of father, mother, and children; it also includes grandparents, cousins, aunts, uncles, and in-laws. Belonging to a kinship group involves caring for and being responsible for one another, sharing resources, and giving affection (Alber, Haberlein, & Martin, 2010), as well as sharing childrearing responsibilities. Parenting in Nigeria is adult-centric and authoritarian: children are expected to defer to the adult and obey them unquestioningly, to show respect to any elder (Hron, 2008), and not to interrupt adults as this is considered rude. They are also expected to help out at home by running errands, taking care of younger
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siblings, assisting with the family trade/on the farm, and generally displaying responsible and respectful behavior, so as not to bring shame to the family (Okoli & Cree, 2012). These parenting perspectives are maintained after immigration (Glick, Hanish, Yabiku, & Bradley, 2012), but such relocation often means the loss of support from family and community; thus, parents face challenges and choices when adjusting to new socio-ecological dimensions, like school. With the beginning of formal schooling in pre-K and kindergarten, Nigerian immigrant parents are likely to have frequent and sustained interaction with teachers, administrators, and other families. For some families, this is the first socio-ecological sub-system, outside of the home, that they encounter. This initial experience shapes not just their perception of the U.S. school system, but also their adaptation experience and parenting style. In a related study on immigrant parents’ adaptation processes, Korean immigrant parents noted that after observing adult-child interactions at school and in the community, they stopped some practices and behaviors that are common in Asian culture, such as spanking and limiting one’s expressions of affection, and adopted more “American” parenting behaviors, such as use of time-outs, sticker charts, praise, and privilege withdrawal (Kim & Hong, 2007). It is critical that early childhood professionals understand the parenting motivations and challenges of immigrant parents as well as the choices they have made upon entering a new culture. The following section will outline a sample of Nigerian immigrant parents’ motivations and challenges, as well as recommendations for how early childhood professionals might provide relevant support to immigrant families. Parents’ perspectives are obtained from a qualitative study on the parenting adaptation of Nigerian immigrant parents within the United States (Onwujuba, 2015). All participants’ names are pseudonyms. A Blend of Cultures Joseph: There should be a synergy or balance of both cultures. You can’t throw out your cultural roots, because you have a heritage. continued on page 9
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Early Years Bulletin For parents from communal societies, the cultural backdrop provides guidance and expectations on how to raise children, while the extended family helps reiterate these expectations.
continued from page 8 Study parents indicated that they have to consciously decide what aspects of “American” culture they need/ want to adopt, and which Nigerian cultural views to maintain/discard. These decisions feed into the cultural adaptation and education goals they have for their children. A relevant example is Nigerian parents’ expectation that a child should never address an adult by his/her first name, and should always offer greetings/ salutations to any adult whenever they encounter them (e.g., good morning/good afternoon/good evening).
support; the challenge becomes raising children all by themselves, within a new and unfamiliar cultural terrain. Olu, another Nigerian immigrant parent, explained that her family was unfamiliar with certain childrearing norms in the United States. Their encounters and discussions with their son’s teacher and other parents allowed them to clearly identify the behavioral expectations for children their son’s age, and also to learn some parenting strategies they could use to help their son functionally adapt to his learning environment.
Nkechi: How can you wake up in the morning and you don’t say anything to me? But in Nigerian culture they will tell you, “When you wake up in the morning, you say ‘Good morning, Mom. Good morning, Daddy.’ ” And in American way, when they come into the house they say, “Hi!” No! You say, “Good afternoon.”
Ethnic Identity Development Juliet: We eat Nigerian food, go to African market and buy stuff and cook our food. They [kids] eat all our food. It’s important because it is their heritage, also to let them know it is a good diet.
These parents expect that the school environment will be an extended opportunity for their children to practice and become skilled at fulfilling this behavioral skill, among others.
Ada: All we have in the house is Nigerian food. Occasionally, we will eat American food, but we always try to introduce [Nigerian food]. Sometimes, even if the kids don’t want it, I will tell them that that is all they have and they will be forced to eat it. And when they try it they will say, “Oh, Grandma! This is good, what is this called?” “It’s egusi [local Nigerian dish].” “It’s good; it’s good. Make me some more.” It’s important for them to eat Nigerian food.
Parenting in Isolation Janet: Here, if you don’t work on your child . . . if you don’t train your child properly at home, the teacher will just leave the child to do whatever. Yinka: [In Nigeria] parenting is a community job. Neighbors and relatives help watch and discipline kids. Here, it’s all on the parents; it’s just you alone taking care of the kids. In Nigeria, all members of a given village/tribe/ community have a common interest in the proper upbringing of a child, and consider it their duty to aid or correct any child regardless of whether or not they are biologically related (Okehie-Offoha & Sadiku, 1996). For parents from communal societies, the cultural backdrop provides guidance and expectations on how to raise children, while the extended family helps reiterate these expectations. With immigration to a new country, parents may lose this critical
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Study parents shared their desire to pass on some of their pre-migration cultural traditions and preferences, like salutations/greeting for adults, as well as a desire for the children to develop a taste for Nigerian food. They addressed this goal by attending Nigerian celebrations in the United States, visiting other Nigerians, watching Nigerian home videos, encouraging the children to eat Nigerian foods, and trying to teach the children their native language. continued on page 10
Early Years Bulletin continued from page 9 Recommendations for Best Practices in Cultural Diversity Early childhood educators serve the unique and essential purpose of being cultural mediators for immigrant parents and their children. The following recommendations will be helpful for supporting immigrant parents and their children: • Engage in self-reflection about one’s cultural assumptions and pre-conceived notions, in order to objectively and strategically address the child’s needs. • Increase one’s cultural awareness by taking on the role of a learner about children’s cultural backgrounds and parents’ motivations and goals for their children. • Find opportunities to invite parents to share their perspectives on learning indices (e.g., child/child and child/ adult interactions) in order to provide, as best as possible, a wholeness of learning for children of immigrant parents. This could be done in informal settings, such as conversations after school or over the phone, or through formal avenues, such as a questionnaire. • Serve as parenting resources for immigrant parents. Help to provide more accurate learning information, resources for enriching learning, and perhaps even legal regulations and policies that impact child-rearing practices within the new culture. Parents also may benefit from teacher/ school-organized social interactions, as the opportunity for immigrant parents to observe and interact with other families can be a valuable reference point for them. • Be aware that parents might wish to encourage bi-culturalism and ethnic identity awareness in their young children. Support this goal by providing opportunities for the child to celebrate both cultures. Conversations, play-based interactions, family pictures, and exposure to diverse cultural artifacts can help children take pride in their cultural heritage. Summary When families immigrate to a new culture, they often experience a re-calibration of perspectives, expectations, and behavior. Within the socio-ecological paradigm of school, immigrant parents may relinquish some of the practices and expectations of their home country and may adopt a new parenting philosophy that incorporates
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the cultural expectations of the new country. This can be daunting and confusing for both parents and their children. Early childhood professionals are in a prime position to serve as intermediaries between parents and the larger socio-cultural environment, while they help children celebrate their bi-cultural heritage. References Alber, E., Haberlein, T., & Martin, J. (2010). Changing webs of kinship: Spotlights on West Africa. African Spectrum, 45(3), 43-67. Gambino, C. P., Trevelyan, E., N., & Fitzwater, J. P. (2014, October 1). The foreign-born population from Africa: 2008-2012. American community survey briefs. Retrieved from www.census.gov/content/dam/Census/library/ publications/2014/acs/acsbr12-16.pdf Glick, J. E., Hanish, L. D., Yabiku, S. T., & Bradley, R. H. (2012). Migration timing and parenting practices: Contributions to social development in preschoolers with foreign-born and native-born mothers. Child Development, 83(5), 1527-1542. Hron, M. (2008). Ora na-azu nwa: The figure of the child in third-generation Nigerian novels. Research in African Literatures, 39(2), 27-48. Kim, E., & Hong, S. (2007). First generation Korean American parents’ perceptions of discipline. Journal of Professional Nursing, 23(1), 60-68. Okehie-Offoha, M. U., & Sadiku, M. (1996). Ethnic and cultural diversity in Nigeria. Trenton, NJ: Africa World Press. Okoli, R. C. E., & Cree, V. E. (2012). Children’s work: Experiences of street-vending children and young people in Enugu, Nigeria. British Journal of Social Work, 42, 58-73. Onwujuba, C. (2015). A tale of two cultures: A qualitative narrative of Nigerian immigrant parenting in the United States (Unpublished doctoral dissertation). Louisiana State University, Baton Rouge. U.S. Census Bureau. (2012). The foreign-born population in the United States: 2010. American Community Survey reports. Retrieved December 7, 2013, from www.census. gov/population/foreign/ Zong, J., & Batalova, J. (2015). Frequently requested statistics on immigrants and immigration in the United States. Retrieved from www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states#TOP
Winter 2015
Early Years Bulletin
Focus on Infants & Toddlers editors: Laura Hooks & Nur Tanyel
Now I Lay Me Down to Sleep: A Call to Action and Safe Sleep Advocacy by Barbara Manoski, South Carolina Spartanburg County First Steps Quality Counts Program Director
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’ve been in the business of early childhood education my entire adult life, and it shows. I smile and wave at toddlers. I make small talk with young parents in line at the store. I help the parent who is traveling alone get the baby, the bags, and the stroller to the plane. I think that’s why people—neighbors, relatives, acquaintances, and even strangers—feel an urge to share stories about their children with me. Most of the time, the stories are full of meaningful caregiver/child interactions and examples of powerful learning opportunities. However, on occasion I do hear very alarming stories about the health and safety of a young child being inadvertently compromised by his or her caregiver. As an early childhood educator and advocate, I always feel compelled to explain to the storyteller what would have been more appropriate in the situation they presented and why. While this particular reaction doesn’t always make me a new friend, I usually leave the person with a hug and my business card. I let them know that they can always contact me or someone in our office if questions regarding the care of their little one were to arise in the future. Recently, I found myself listening and responding to Rachel, a friend of 20 years, as she shared a story about keeping her 6-month-old granddaughter overnight: “My daughter could not believe that Sarah slept through the night for me. She has not been sleeping well for her parents.” I teased her in response, “I guess you just have the magic grandmother touch!” “Maybe,” she laughed. “But honestly, I really think it is the big, fluffy, bumper pads that are in the crib. They are the same ones I used when my kids were little.” “Bumper pads!” I exclaimed. “Rachel, are you kidding me? Please, please tell me you do not have bumper pads in Sarah’s crib.” “Well, why in the world wouldn’t
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I?” she asked. “It keeps her from hitting her head on the side of the crib, and she loves to snuggle up next to them.” Rachel was obviously perturbed by my reaction. I realized it was long past time to introduce my friend to safe sleep practices and the facts about sudden infant death syndrome. I quickly sought more information, “Did you put her in a sleep sack?” Rachel defensively responded, “Her parents do. But I use a very soft blanket when she is with me, and she does just fine!” I asked, “Rachel, do you know about SIDS? Do you understand that by using bumper pads and blankets in her crib you increase Sarah’s risk for SIDS?” Rachel pointedly replied, “I have done nothing different than I did with my own children, and they all are just fine!” I reassured Rachel that the information I wanted to share with her about SIDS was fact based as reported by the American Academy of Pediatrics. Ignorance Is Not Bliss; Knowledge Is Power Later that night, I thought about the conversation and wondered how it came to be that my friend was unaware of SIDS and the recommended measures for preventing it. More than 2,500 children under the age of 1 die each year in the United States from SIDS, with another 1,500 from other sleep-related issues (Centers for Disease Control and Prevention, 2013). Had Rachel never been told about SIDS at all? Could it be that she only knew fragmented information about SIDS? Had her daughter and son-in-law received information in the hospital before they brought the baby home? Had Sarah’s pediatrician shared information about SIDS and safe continued on page 12
Early Years Bulletin continued from page 11 sleep practices? Most frighteningly of all, had Rachel heard the information about SIDS and not believed it? I do know that Rachel adores her granddaughter and would NEVER do anything intentionally to place her in harm’s way. This is why early childhood advocates have a responsibility to tell as many caregivers as will listen the facts about SIDS. Knowledge is power, and this knowledge could save a life. The American Academy of Pediatrics SIDS Policy Revised The original Safe Sleep Policy was developed in 1992 when the American Academy of Pediatrics (AAP) recommended all babies be placed on their backs to sleep; since that time, the number of deaths from SIDS has declined dramatically. However, sleep-related deaths from other causes, such as suffocation, entrapment, and asphyxia, continue to increase. To address these dangers, AAP revised the SIDS policy in 2011. The updated policy statement, “SIDS and Other Sleep-Related Infant Deaths: Expansion of Recommendations for a Safe Infant Sleeping Environment,” was published in the November 2011 issue of Pediatrics. The report includes the following recommendations: • Place your baby on his or her back for every sleep time • Always use a firm sleep surface • Car seats and other sitting devices are not recommended for routine sleep • The baby should sleep in the same room as the parents, but not in the same bed (room-sharing without bed-sharing) • Keep soft objects or loose bedding out of the crib (e.g., pillows, blankets, and bumper pads) • Wedges and positioners should not be used • Pregnant woman should receive regular prenatal care • Don’t smoke during pregnancy or after birth • Breastfeeding is recommended; offer a pacifier at naptime and bedtime • Avoid covering the infant’s head or overheating • Do not use home monitors or commercial devices marketed to reduce the risk of SIDS • Infants should receive all recommended vaccinations • Supervised, awake tummy time is recommended daily to facilitate development and minimize the occurrence of positional plagiocephaly (flat heads).
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Creating a Safe Sleep Environment in Your Community As professionals in the field of early care and education, it is our responsibility to share our knowledge of how children grow and develop, best practices, and what it means to keep our youngest children safe. You’ve heard it before, but it’s true—parents, teachers, and family members don’t know what they don’t know. So how do we effectively convey such important information to our communities? Below are suggestions that may be helpful when you are developing a plan for sharing information on SIDS and safe sleep practices: • Know the culture of your community. Be aware of the cultural norms and traditions of the families in your community, as both play a very strong role in the way we care for children. Relating SIDS to other practice changes may help families’ understanding. For example, car seats were not available for babies 50 years ago; after proving how vital they are to keeping young children safe, they are now required by law. • Share updated information. Always check to make sure that the policy you are sharing is current and has not had any revisions. The American Academy of Pediatrics website (www.aap.org) will help you stay abreast of any changes. • Place the information in local agencies and in doctor offices. Remember that today’s families include grandparents and dual language learners. While it is important that information be available at the pediatricians’ offices, it is also good to leave information at agencies and offices where older adults are served. Provide information in the languages spoken in your community. • Join professional organizations. Maintain memberships to professional organizations that publish materials that will help keep you informed of best practices in early care and education settings. • Partner with other local agencies. If the local hospital is having a maternity fair, for example, check and see if you can have a booth where you can share your information. • Schedule speaking engagements. Take advantage of invitations to speak to civic groups, men and women’s clubs, church groups, and young leadcontinued on page 13
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continued from page 12 er groups. If they are not contacting you, call them and offer your services. Groups are always looking for new speakers with current information. • Prepare handouts and pamphlets. It is helpful to leave something in the hands of the audience. Bookmarks and magnets with SIDS information are probably a better choice than a flyer. Consider using a bulleted list and strive to be concise. • Share information using public media. During awareness events, such as the Week of the Young Child, write a letter to the editor discussing SIDS and safe sleep practices. Offer to write a guest blog or share information on Twitter or Facebook, for example. • Seek a local high profile champion. Many communities have local celebrities, such as a local news anchor, a sports figure, etc. They may be able to reach the community at large and help raise awareness. Creating a Safe Sleep Environment in Child Care Did you know that about one in five SIDS babies was being cared for by someone other than a parent? Did you know that when babies who are used to sleeping on their backs are placed on their tummies to sleep, they are 18 times more likely to die from SIDS? This is just one example of why it is critical to the health of infants that child care providers discuss the child’s sleep environment with new families. All programs should have a Safe Sleep Policy that is reviewed and signed by parents each year. A strong Safe Sleep Policy will include the following: • One child per crib • Child is always placed on his/her back • Consider offering a pacifier, with no cords, at naptime • Place babies on a firm surface, with a tight-fitting sheet • Soft objects, loose bedding, blankets, and bumper pads should not be used • Sleep sacks are a recommended alternative to blankets • Keep room at a comfortable temperature for a lightly clothed adult • Do not use wedges or infant positioners • Never allow smoking in a room where babies sleep • Have supervised daily tummy time • Teach all staff, volunteers, and substitutes about safe sleep practices.
If your center doesn’t currently have a Safe Sleep Policy, I encourage you to consider implementing one in the near future. This list and a template for creating a Safe Sleep Policy can be found at www.healthychildren.org, which is sponsored by the American Academy of Pediatrics. Become an Advocate for Safe Sleeping A recent study published in the The Journal of Pediatrics (Batra, Midgett, & Moon, 2015) examined 47 cases of children under age 2 who died while in sitting or carrying devices. In the 47 cases reported, 31 involved children in car seats. The cause of death was asphyxiation in all cases but one. The researchers concluded that car seats should not be used as sleeping areas outside of the vehicle, and children should never be in a car seat with unbuckled or partially buckled straps. The take-away here is that babies should not be left to sleep in “alternative sleep environments,” such as bouncers, car seats, and swings. This study is alarming, it is recent, and it once again demonstrates how imperative it is that early care and education professionals become advocates for safe sleeping. All of us need to be aware of new practices taking place and new products for infants. We must be judicious and reread the SIDS guidelines regularly. I hope that you will use the knowledge you gained through this article to become the next advocate in your community for Safe Sleep Practices. We are the voice for our little ones. Start the conversation today, before another young life is lost. Suggested Resources American Academy of Pediatrics www.aap.org American SIDS Institute www.sids.org
References Centers for Disease Control and Prevention. (2013). Sudden unexpected infant death and sudden infant death syndrome. Retrieved on November 18, 2015, from http://www.cdc.gov/ sids/data.htm American Academy of Pediatrics. (2011). AAP safe sleep policy. AAP expands guidelines for infant sleep safety and SIDS risk reduction. Retrieved on November 18, 2015, from https://www.aap.org/ en-us/about-the-aap/aap-press-room/pages/aap-expandsguidelines-for-infant-sleep-safety-and-sids-risk-reduction.aspx Batra, E. K, Midgett, J. D., & Moon, R. Y. (2015). Hazards associated with sitting and carrying devices for children two years and younger. The Journal of Pediatrics, 176, 183-187.
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Suggested Bedtime Books for Infants & Toddlers Bear Snores On By Karma Wilson & Jane Chapman
Goodnight, Goodnight Construction Site By Sherri Dusky Rinker & Tom Lichtenheld
A Book of Sleep By Il Sung Na Little Owl’s Night By Divya Srinivasan
Good Night Moon By Margret Wise Brown & Clement Hurd
Twinkle, Twinkle, Time for Bed By Scholastic
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Winter 2015
Early Years Bulletin
Activities for the Classroom editors: Patricia A. Crawford and April Mattix Foster
Building a Solid Foundation: Sharing Informational Texts The following “Activities for the Classroom” column was submitted by Tracy B. Driver, doctoral student at the University of Pittsburgh and Media Specialist for the Shaler Area School District and Patricia A. Crawford, Associate Professor of Early Childhood Education, at the University of Pittsburgh.
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s soon as we enter the library, my 6-year-old son heads to the science section to find as many books as he can about whales and dolphins. On our last visit, he gathered up as many books about space as he could find. Like many young children, Holden loves to learn about the world (and universe) around him. He often chooses a large stack of books and cannot wait for me to read them with him. Reading to young children at home and at school has long been an important part of their development. Most of these read alouds have been narrative in nature. Why is this the case? Some argue that stories are more natural for young children and that informational text is too difficult. Others argue that young children simply prefer to hear stories. Yet young children are quite capable of understanding informational text, and passing over these types of texts strictly in favor of narratives may be doing them a disservice. The Common Core State Standards have made informational text a key part of the English language arts curriculum for kindergarten and even pre-K. Educators now realize that the difficulties with reading many students begin to experience in 4th grade may be partially due to the lack of exposure to informational text when they were younger. Many children enjoy informational books, which often feature true-to-life illustrations and engaging print features. These texts have an important place in the lives of young children. They provide answers to questions about their world and build background knowledge that will be crucial to future text comprehension. We can enhance the experience with informational
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text to help children achieve the greatest benefits. By carefully selecting books and being intentional with their use, teachers can build a solid foundation of background knowledge that will serve children well. SUGGESTIONS FOR SUPPORTING COMPREHENSION OF INFORMATIONAL TEXT Choosing Quality Texts Numerous informational texts are available, so it is important to be selective when planning read alouds. First, it is important to ensure that the text contains appropriate content and that the information is accurate and up-todate. The language should be complex, but accessible. Students won’t learn much from a book that is too watered continued on page 16
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continued from page 15 down, nor from one that is too complicated for them to follow. The book also should contain engaging visuals. When beginning an informational text read aloud program, it may be preferable to use informational narratives or other genres that contain narrative style, such as real-life accounts, since this structure is more familiar to young children. Nevertheless, children do need to learn that not all texts have characters, settings, and plots. Informational texts can describe, sequence, compare and contrast, explore cause and effect, and explore problem and solution. These structures can be explicitly taught to children using authentic texts to help them develop a more sophisticated understanding of text structure from an early age. Children can also become familiar with text features such as photographs with captions, charts, graphs, diagrams, and other visuals that can help them make sense of the text. These expository text features generally are not found in stories, but are vital to understanding the texts students will encounter when they are older. An adult reader can model how to use these expository text features to deepen understanding of the concepts being presented by identifying the text feature and explaining its purpose. For example, a diagram can show a detailed picture of an object from the text and labels can teach names of important parts of the diagram. Interactive Read Alouds During a read aloud session, it is important for the children to be engaged, active participants. Rather than reading an entire text and then following up with questions, teachers can stop after reading small chunks of text to discuss what has been learned to that point. Both the reader and the children should feel free to pose questions. This is an opportunity to clarify misconceptions and allow children to make connections between what they are reading and their life experiences. Children should have the opportunity to discuss their understandings with both the teacher and each other. Questions It is important to ask questions throughout the reading, rather than waiting until the end. Carefully plan questions after parts of the text that present important concepts or something that may be confusing to the children. The best
questions focus on big ideas, content-specific information, text-to-text connections, and vocabulary. Because children will also be asking questions, it is vital to have read the book in advance and have a strong understanding of the content. It also may be necessary to show children that we sometimes need to go to other sources to find answers to our questions. Rereading Rereading stories allows children to raise their thinking to higher levels. With so many choices of books to read, we may neglect to read a book twice or even three times. However, rereading a book is time well spent. When children are already familiar with a book, they spend less energy focusing on the surface level of concepts and may come to understand them more deeply. Students don’t lose interest in a book because they have heard it once. In fact, familiarity often breeds excitement in children. Think about favorite storybooks that children like to hear again and again or movies or episodes of television shows that children watch over and over. By hearing the information multiple times, students are not only more likely to make meaning from it, but also more likely to remember it. It can also be beneficial to reread just portions of the text that contain key concepts. Text Sets “Text� does not refer only to books. A text can be any product that involves language or a visual that communicates information. Although books and magazines are important texts, so are videos, songs, and artwork. Children are much more likely to develop deep understandings of the concepts in informational
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continued from page 16 books when they are connected to prior experiences and learning. This background knowledge can be developed through hands-on exploration, online resources, photographs, conversations with an expert, and many other ways. Teachers may want to think about building a text set by grouping several related books with other forms of informational text and providing multiple experiences that will help children make connections. It is important for children to experience informational texts from an early age. They can learn more about topics of interest and build background knowledge that will help them make connections in the future. They become familiar with different text structures and feel more confident approaching these kinds of texts when they are older. By sharing these informational texts in a read aloud setting, we can provide a strong foundation of general literacy skills, critical thinking, and informational text comprehension. Resources Virtual Field Trips www.pbslearningmedia.org/search/?q=%2A&selected_ facets=brand_exact%3AWPBT2&page=1 PebbleGo www.pebblego.com PebbleGo is an award-winning pre-K to grade 3 database for reading and research, including built-in reading and research tools for emerging readers (leveled text, educational games, and multimedia with reading supports such as read-along audio and word-by-word highlighting). PebbleGo offers four separate databases: PebbleGo Animals, PebbleGo Science, PebbleGo Biographies, and PebbleGo Social Studies. This is a paid subscription service. Power Kids: Pennsylvania’s Electronic Library (other states also provide electronic access to materials and can be found through a web search) http://kids.powerlibrary.org/Remote/Remote.asp Related Research for Further Investigation Heisey, N., & Kucan, L. (2010). Introducing science concepts to primary students through read-alouds: Interactions and multiple texts make the difference. The Reading Teacher, 63(8), 666-676. doi:10.1598/RT.63.8.5
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Hoffman, J. L., Collins, M. F., & Schickedanz, J. (2015). Instructional challenges in developing young children’s science concepts: Using informational text read-alouds. The Reading Teacher, 68(5), 363-372. doi:10.1002/trtr.1325
Appendix A: Suggested Book List The following books have been recognized by the National Council of Teachers of Science as outstanding science trade books or are NCTE Orbis Pictus Award Winner/Honor Books. Multiple themes may be covered in each book, so they can be grouped in various ways. While many of these suggestions are related to science topics, informational texts cover all academic areas, including social studies, math, technology, and the arts. Adaptations Beneath the Sun, by Melissa Stewart. Peachtree Publishers (2014) Best Foot Forward, by Ingo Arndt. Holiday House (2013) Feathers: Not Just for Flying, by Melissa Stewart. Charlesbridge Publishing (2014) Stripes of All Types, by Susan Stockdale. Peachtree Publishers (2013) Too Hot? Too Cold?, by Caroline Arnold. Charlesbridge (2013) Tooling Around, by Ellen Jackson. Charlesbridge (2014) What If You Had Animal Teeth!?, by Sandra Markle. Scholastic Press (2013) Biographies Balloons Over Broadway: The True Story of the Puppeteer of Macy’s Parade, by Melissa Sweet. Houghton Mifflin Books for Children (2011) continued on page 18
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continued from page 17 The Boy Who Loved Math: The Improbable Life of Paul Erdos, by Deborah Heiligman. Roaring Brook Press (2013) The Boy Who Invented TV: The Story of Philo Farnsworth, by Kathleen Krull. Knopf Books for Young Readers (2009) Life in the Ocean: The Story of Oceanographer Sylvia Earle, by Claire Nivola. Farrar, Straus, and Giroux (2012) Monsieur Marceau: Actor Without Words, by Leda Schubert. Roaring Book Press (2012) Mr. Ferris and His Wheel, by Kathryn Gibbs Davis. Houghton Mifflin Harcourt (2014) Neo Leo: The Ageless Ideas of Leonardo da Vinci, by Gene Baretta. Henry Holt Books for Young Readers (2009) A Splash of Red: The Life and Art of Horace Pippin, by Jen Bryant. Alfred A. Knopf (2013) Star Stuff, by Stephanie Roth Sisson. Macmillan Children’s Publishing (2014) Who Says Women Can’t Be Doctors?, by Tanya Lee Stone. Macmillan Children’s Publishing (2013)
Coral Reefs, by Jason Chin. Roaring Brook Press (2011) Nature’s Patchwork Quilt, by Mary Miché. Dawn Publications (2012)
Endangered Species Can We Save the Tiger?, by Martin Jenkins. Candlewick Press (2011) The Chiru of High Tibet: A True Story, by Jacqueline Briggs Martin. Houghton Mifflin Harcourt (2011) Seababy, by Ellen Levine. Walker Books for Young Readers (2012)
Insects Behold the Beautiful Dung Beetle, by Cheryl Bardoe. Charlesbridge (2014) Butterflies, by Seymour Simon. Collins, and imprint of HarperCollins (2011). A Dragonfly’s Life, by Ellen Lawrence. Bearport Publishing (2014) Flight of the Honey Bee, by Raymond Huber. Candlewick Press (2014) Ladybugs, by Gail Gibbons. Holiday House (2012) Next Time You See a Firefly, by Emily Morgan. NSTA Kids (2013) Next Time You See a Pill Bug, by Emily Morgan. NSTA Kids (2013)
Habitats About Habitats, by Cathryn Sill. Peachtree Publishers. Series includes the following: Deserts (2012), Forests (2014), Grasslands (2011), Mountains (2014), Oceans (2012), Polar Regions (2015), Wetlands (2012)
Plants How a Seed Grows, by Jordan Helene. HarperCollins (1992) Meat-Eating Plants, by Ellen Lawrence. Bearport Publishing (2013) Next Time You See a Maple Seed, by Emily Morgan. NSTA Kids (2014) ACEI HEADQUARTERS STAFF: Diane P. Whitehead, Executive Director Michelle Allen, Director of Operations Anne Watson Bauer, Editor/Director of Publications Emebet G/Micheal, Accounting Manager Olivia Kent, Communications Manager Deborah Jordan Kravitz, Production Editor Yvette Murphy, Director of Global Advocacy Nana Ama Oppong, Director of Development Karin Rosenberg, Global Advocacy Coordinator Dione Walters, Database Coordinator
Early Years Bulletin, ISSN 2333-6226, is published quarterly by the Association for Childhood Education International, 1101 16th St., N.W., Suite 300, Washington, DC 20036. Articles published in Early Years Bulletin represent the views of the authors and do not necessarily reflect positions taken by the Association for Childhood Education International. Copyright © 2015 by the Association for Childhood Education International. No permission is needed to reproduce materials for education purposes.
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