Early Years Bulletin, Spring 2014

Early Years Bulletin

Spring 2014 vol 1, no 4

A Read Aloud or Goosebumps and Chills: Creating Space for Deeper Understandings

by Mary Lou Harris-Manske, School of Education, Universty of Wisconsin-Stevens Point

One warm September morning, a group of eager children were gathered closely

on the carpet to enjoy Peter Reynold’s Ish, a delightful, thought-provoking story.

Ish is the story of a young boy, Ramon, who LOVED to draw, until his brother ridiculed his pictures. After that, Ramon was not happy with his drawings; he would crumple up the paper and throw it away. One day, he saw his younger sister snatch one of the crumpled drawings and race away to her room. When he angrily chased her, he was stunned to see a gallery of his crumpled drawings on his sister’s walls.

Pointing to the one of the drawings on the wall, she said, “That is one of my favorites.” Sheepishly, Ramon said, “It was supposed to be a vase . . . but it doesn’t look like one.”

“It looks ‘vase-ish’,” she replied. Ramon, seeing his drawing in a new light, began filling his journals with tree-ish, boat-ish, peace-ish, excited-ish drawings and writing. His ish art inspired ish writing. Ramon was not sure if they were poems, but he knew they were poem-ish. From that day on, Ramon decided to live ishfully ever after.

After reading the book to my students, I gave them a minute of enjoying and savoring. Then, I asked them to think of two words the story brought to their minds.

Contents p. 3 Teaching With Expository Text p. 7 Children’s Books p. 9 Supporting Attachment in Early Childhood Programs

continued on p. 2 . . .

International Children’s Book Day Since 1967, on or around Hans Christian Andersen’s birthday, 2 April is celebrated as International Children’s Book Day (ICBD) to inspire a love of reading and to call attention to children’s books.

Each year, a different National Section of the International Board on Books for Young People (IBBY) has the opportunity to be the international sponsor of ICBD. It decides upon a theme and invites a prominent author from the host country to write a message to the children of the world and a well-known illustrator to design a poster. These materials are used in different ways to promote books and reading. Many IBBY Sections promote ICBD through the media and organize activities in schools and public libraries. Often, ICBD is linked to celebrations around children’s books and other special events that may include encounters with authors and illustrators, writing competitions, or announcements of book awards.

A catalogue of posters and messages that have appeared between 1967 and 2002 is available from the Secretariat; the price for bulk orders is available upon request.

LINK: http://www.ibby.org/index.php?id=269

Early Years Bulletin . . . continued from p. 1 As the children enthusiastically shared their responses, I prompted them to provide further explanations, asking, “What makes you say that? Tell me more.” Our list of words and understandings grew: “artistic,” “creative,” “scared,” “mistakes,” etc. When I called on Molly, however, she offered the word, “chauffeur.” At first, I thought “Where did that come from? She doesn’t get it.” But I took a deep breath and asked, “What makes you say that?”

When her response indicated she didn’t have a full understanding of the word “chauffeur,” I asked the students to briefly turn and talk with their partners to share what they knew about chauffeurs. “Movie stars have chauffeurs.” “Your mom and dad chauffeur you back and forth after school and to soccer practice.” Molly raised her hand once more to say, “Oh, so Ramon’s sister was his chauffeur on his road to becoming an artist.” Goosebumps! What a metaphorical response Molly gave—the reward of deep understanding. Chills! How easily I could have dismissed her answer and the conversation would have taken a completely different turn.

Earlier in my career I would have expected the students’ answers to match my understanding. I may have said something like, “Molly, there is no chauffeur in this story, can you think of another word?” Or worse, “Can someone else think of a better word?” Molly would have been left with the impression that her thinking wasn’t “good enough.” How might that affect her future willingness to contribute to classroom discourse? At the very least, I would have “mis-assessed” Molly as having weak comprehension skills.

It is chilling to think what a difference a few words can make. As a teacher, I cannot script or pre-plan a dialogic exchange. But I can discern how to create time and space and carefully consider the language I use. I discover how to invite children to join with me, take risks, extend their thinking, share with each other, and create a community of learners.

Deconstructing the Lesson: Six Findings

What key aspects can be discovered about the lesson when seen through a reflective len? What facilitates students’ understandings and mutual explorations?

• Teacher talk is limited. “Think of two words the story brings to mind.” “Tell me more.” “Turn and talk to your partner and share what you know about chauffeurs.”

Teacher talk is limited, but teacher listening is lengthened. In order to create space for our children to deepen

Spring 2014 their thinking and share their thoughts, we must become more comfortable with spots of silence, or “wait time,” to allow children to formulate their thoughts rather than blurt out answers. Often, our first inclination is to fill their thinking time with our own words, peppering the child with questions. When we step back and offer a simple assurance, “Your best thinking takes time,” we create the awareness that slowing down and grappling with ideas expands understanding for all.

• Children are gathered close. All of the children were seated on the floor near me as I read. This is yet another small decision that makes a huge difference. Sitting closely communicates a sense of caring and community. Proximity lays the foundation for a community that gathers to learn together.

• Read aloud is carefully chosen. Ish is a picture book that connects powerfully to children’s lives. Sharing an engaging story contributes to growing the classroom community. Ish supports a risk-taking environment where mistakes are considered a natural part of the learning process, not something that causes shame. Laminack and Wadsworth (2006) note that as we share “read alouds devoted to building community, we are bonding with our students, but they are also bonding with one another and with the authors, illustrators, and characters we feature” (p. 8).

• Children are invited into expression. Thinking of two words the story brings to mind is a non-threatening strategy that creates space for higher level thinking. It allows students to make inferences, merging their thinking with the text while generating deeper understandings.

• Children share their discoveries. “What makes you say that? Tell me more.” Johnston’s Choice Words (2004) and Opening Minds (2012) have helped me understand the simplicity and complexity of the language we use with children. These seemingly simple prompts allow children, both individually and collaboratively, to clarify and expand their thinking. As we carefully listen to children and chart their words, they come to understand their thinking as important and respected.

• Together, we extend our thinking. The children’s responses also offer the opportunity to notice and think together, and provide a window for scaffolding discovery and mutual instruction. Barnes (1976) reminds us, “Learning floats on a sea of talk.” A simple turn and talk activity is a powerful classroom experience that creates space for children to share their first thinking and learn from each other. In learning from one another, questions arise,

continued on p. 13 . . .

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Spring 2014

Early Years Bulletin

Focus on Pre-K and K editors: Jennifer Baumgartner & Cynthia DiCarlo

Engaging Diverse Learners: Teaching With Expository Text While Implementing Universal Design for Learning

by Alicia Westbrook and Rose Jones, The University of Southern Mississippi

Mrs. Kathryn gathers her pre-kindergarten students on the carpet for large-group learning. She presents a book about farm life that uses expository text. Jack, a boy with autism, is no longer engaged; he lies on his back and rubs his hands on the carpet. Cassie, an early reader, is bored and begins to play with her friend’s hair. Mark and Jalen begin poking one another. Mrs. Kathryn stops her instruction, takes a deep breath, and asks herself, “How can I introduce expository text to my students if they aren’t interested?”

• Multiple means of engagement: building relationships to engage young students in learning • Multiple means of representation: presenting information in a variety of ways so that all learners can acquire the information • Multiple means of action and expression: providing multiple ways for young students to interact with materials and express their understanding.

T

he scene described above happens daily in early childhood education classrooms. Traditionally, large-group learning has been a time when young students gather around their teacher for songs and stories, and to practice early learning skills. For some students, large group can be a struggle as their personal space may be invaded by a peer or the curriculum may become too difficult. In the above scene, Mrs. Kathryn quickly loses her students when a book that uses expository text is introduced. Expository text, also referred to as informational text, is nonfiction.

With expository text, young students face the challenge of understanding content that might be unfamiliar and ideas that are presented through complex, abstract, logical relationships, rather than a simple sequence as found in storybooks. Teachers can ensure learning stays an engaging experience for all students while teaching with expository text through the implementation of universal design for learning (UDL).

Universal Design for Learning in Early Childhood Education

The three principles of UDL provide guidance to early childhood education teachers in engaging ALL young students, including students with special needs and those who are excelling in the early childhood classroom. The Center for Applied Special Technology (CAST) describes the three principles of UDL as:

These principles allow teachers to design a learning environment that meets the needs of all diverse learners in the classrooms through an interactive and engaging learning experience.

Multiple Means of Engagement Multiple means of engagement focuses on emotion and the importance of ensuring that students are engaged and invested in the learning experience. CAST emphasizes that students who are not engaged do not attend to relevant material and, therefore, cannot access the information. Ultimately, engagement is the foundation of a classroom. In an early childhood classroom, teachers face the challenge of connecting with every child by providing multiple means of engagement. CAST points to several practical strategies for engagement: affect, choice, varied challenges, and relationships. Affect can be high and animated, or low and flat.

Early childhood teachers, who use high affect, quickly gain students’ attention and are often engaging and motivating.

Early childhood classrooms are designed for choice! Choice in what center to play in, what book to read, what materials to play with, etc. Choice in the early childhood classroom is also supported by developmentally appropriate practices.

Multiple Means of Representation Young students learn in a variety of ways, using their senses and their bodies to explore environments, take in information, solve problems, and create masterpieces.

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Early Years Bulletin

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When presenting information to young students, teachers can use the UDL principle of multiple means of representation, which ensures all students have the opportunity to acquire the information. Teachers can use auditory, visual, and kinesthetic formats to present the same information in a variety of ways to a diverse group of learners. This multi-sensory approach to presenting information to young children individualizes learning for each student in the classroom.

ery, castles, and pirates provides teachers the opportunity to build relationships while exposing young students to a variety of text structures. Early childhood classrooms are filled with books that use fictional characters and fantasy; they grab students’ attention with rhymes and interesting story lines. Research tells us that when nonfictional literature is paired with fictional literature, students build background knowledge that supports overall comprehension and retention.

Multiple Means of Action and Expression Teachers who provide multiple ways for children to express their understanding employ the UDL principle, multiple means of action, and expression. Thus, teachers who provide students with a variety of ways to showcase their abilities, reflect and organize their thinking that demonstrates a meaningful understanding of skills and content. Students can express themselves in numerous ways: writing, talking, singing, drawing, acting, manipulating, and playing. This principle supports the use of physical manipulation of materials to engage students in a way that is meaningful.

Additionally, the principle encourages teachers to scaffold learning in an appropriate way to help students set goals and accomplish those goals. When classrooms are flexible, all students can be successful.

What subjects are interesting to your students? Engage students in their interest: • Watch and listen: Observe students during play; notice what play themes students engage in and which type of materials they choose to explore. Build learning experiences around themes and items that are of interest to your students.

• Follow the students’ lead: Follow your students’ lead by sharing their interest, excitement, and joy. Provide both fictional and nonfictional literature that reflects student ideas.

• Shared understanding: When learning experiences are relevant to students, you will experience a joint connection and shared motivation with your students.

Using UDL to Enhance Expository Text (Books) in Early Childhood Education

Over the years, researchers have stressed the importance of exposing young students to expository text as a way to introduce text structures, build vocabulary, and develop background knowledge. Early childhood classrooms that follow the guidelines set forth in the Early Childhood Environment Rating Scale (ECERS-R) must have “factual” books available for students to view. However, young students’ exposure to expository text should involve more than looking at pictures; students should be engaging with the text, listening to the structure of the text, and comprehending factual information. How do we engage students in an interactive reading experience of expository text?

This question is simply answered by teachers who have experience implementing the principles of UDL. Multiple Means of Engagement UDL emphasizes the role that relationships play in engaging students in learning experiences. Young students have an interest in the world around them; when teachers build lessons around topics that are relevant to their young students, relationships are strengthened. Young students’ natural interest in such topics as animals, insects, machin-

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Expository Text as a Multisensory Experience Young students are active learners and when early childhood educators present new text using a multisensory approach, a classroom of diverse learners can obtain new information. Every day, teachers bring fictional books to life with puppets, felt pieces, affect, and even movement; the challenge arises when nonfictional books are the “story of the day.” Multiple means of representation highlights the need for curriculum to be presented visually, auditorily, and kinesthetically. It is important for teachers to employ multiple means of representation when presenting content that can be unfamiliar as well as complex. Shared reading naturally provides visual and auditory approaches to learning; however, when reading expository text, teachers may need to adjust their preferred style of reading to ensure students are making connections with the text. Additionally, adding kinesthetic activities will aid in recall and comprehension. Early childhood educators who present text in a variety of ways to diverse learners help all students focus on important facts and details so that students become more involved and interested. It is important to emphasize young students’ capabilities of understanding expository text when given the opportunities to interact with text.

Spring 2014

Early Years Bulletin

How will you present expository text in your classroom?

Visual, auditory, and kinesthetic: • Visual representation: Provide individual copies of the book so that each student has their own, offer additional pictures on contrasting backgrounds (i.e., a black spider of white paper, a blue whale on white paper), and include a short video to supplement the book (try kids.nationalgeographic.com/kids/).

• Auditory representation: Allow appropriate wait time for processing auditory information and be aware of the volume and rate of your speech. Bring the book to life by providing sound effects related to the subject or pair the subject matter with a familiar song.

• Kinesthetic representation: When introducing new vocabulary, do not stop at supplying a picture. Pair new vocabulary with movement in order to help students recall the meaning of the word. Include a sensory component to the subject area (touch, smell, taste, listening) and provide manipulatives related to the subject matter—something that young students can touch and explore.

Multiple Means of Action and Expression Early childhood educators who employ UDL present expository text in a meaningful and engaging manner; however, they also must ensure that students have experiences that encourage true understanding of expository text. Classrooms are full of diverse learners and educators must plan for students to express their understanding of a concept in ways that best reflect the students’ abilities.

Large-group learning does not always allow individual students to express their understanding of a skill or concept. In addition, after introducing expository text in large-group interactions, young students must have the opportunity to manipulate and experiment with the text. When early childhood educators plan for a variety of ways in which students can actively engage in learning, encourage students to evaluate their work, and set goals, they are practicing the principle of multiple means of action and expression. Small-group learning also naturally allows for this last principle of UDL. When interacting in small groups, young students participate in hands-on activities that encourage assimilation of knowledge and skills.

MRS. KATHRYN’S BOOK LIST Farm Theme Discover More: Farm by Arlon & Gordon-Harris Down on the Farm: Chickens by Hannah Ray Fantastic Farm Machines by Cris Peterson Charlie the Ranch Dog by Ree Drummond Click, Clack, Moo: Cows That Type by Doreen Cronin Mrs. Kathryn’s Farm Song; Adapted From “Old McDonald Traditional Song” Old McDonald had a farm E-I-E-I-O.

What does understanding look like in the early childhood education classroom?

• Small-group science activities: Provide hands-on materials and experiments related to themes found in the text. Include terms and pictures found in nonfictional books related to the theme. For example, the term “plow” can be referenced in the nonfictional farm book while students use spoons or gardening tools to “plow” soil in a cardboard box so seeds can be planted.

• Meaningful art: Allow students to choose a medium to create their own representation of vocabulary that was introduced while reading expository text. Go beyond crayons and markers; provide paint, collage materials, and three-dimensional craft materials, such as Popsicle sticks, pipe cleaners, and buttons.

• Sensory play: Include sensory experiences that encourage hands-on exploration of materials related to the nonfictional text. Encourage students to examine

And on his farm he had a tractor E-I-E-I-O. With a pull, pull here, And a pull, pull there.

Here a pull, there a pull, Everywhere a pull, pull.

Old McDonald had a farm E-I-E-I-O. 2: Baler – press, plop/here a press, there a plop 3: Combine – harvest 4: Crop sprayer – spray 5: Plow – turn

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Early Years Bulletin materials and set up opportunities to explore with all the senses: sight, smell, taste, hearing, and touch.

Conclusion: Bring Expository Text to Life

Young students are capable of understanding expository text as narrative text, and they are capable of interacting with the text while growing in their ability to understand it. The principles of UDL—Multiple Means of Engagement, Multiple Means of Representation, and Multiple Means of Action and Expression—support teachers’ abilities to engage students with expository text, while also meeting the needs of diverse learners in the classroom.

Mrs. Kathryn gathers her 4-year-old pre-kindergarten students on the carpet for large-group learning. Through implementation of UDL, Mrs. Kathryn brings expository text to life while reading Discover More: Farm. She pairs new vocabulary with pictures, songs, and movement by adapting “Old McDonald,” a familiar song for her students. Mrs. Kathryn’s classroom is transformed into a hands-on farm experience in which her students see, hear, touch, smell, and taste, while creating a deeper understanding of working farms and their impact on the students’ daily lives—all while creating a love of literacy and learning.

Resources Bertling, J., Darrah, M., Lyon, D., & Jackson, S. (2010). Early childhood building blocks: Universal design for learning in early childhood inclusive classrooms. Resources for Early Childhood, an online resource for Ohio educators. Retrieved from: http://rec.ohiorc.org/orc_documents/orc/ recv2/briefs/pdf/0018.pdf.

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author Cunconan-Lahr, R. L., & Stifel, S. (2007). Questions to consider in UDL observations of early childhood environments. Bethlehem, PA: Northampton Community College and Pennsylvania Developmental Disabilities Council. Retrieved from: www.pakeys.org/uploadedContent/Docs/Higher%20Ed/CunconanLahr%20Kenned y%20Stifel%20Universal%20Design%20for%20 Learning%20handout%202.pdf.

Harms, T., Clifford, R. M., & Cryer, D. (2005). Early childhood environment rating scale - revised edition. New York, NY: Teachers College Press.

Horn, E., & Banerjee, R. (2009). Understanding curriculum modifications and embedded learning opportunities

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Spring 2014 in the context of supporting all children’s success.

Language, Speech, and Hearing Services in Schools, 40, 406-415.

Interdisciplinary Council on Developmental and Learning Disorders. (2000). Interdisciplinary council on developmental and learning disorders: Clinical practice guidelines.

Bethesda, MD: The Interdisciplinary Council on Developmental and Learning Disorders.

McPherson, S. (2009). A dance with butterflies: a metamorphosis of teaching and learning through technology. Early Childhood Education Journal, 37, 229-236.

National Association for the Education of Young Children.

(2009). Developmentally appropriate practice in early childhood programs serving children birth through age 8. Retrieved from www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf Pisha, B., & Coyne, P. (2001). Smart from the start: the promise of universal design for learning. Remedial and Special Education, 22(4), 197-203.

Soalt, J. (2005). Bringing together fictional and informational texts to improve comprehension. The Reading Teacher, 5 (7), 680-683.

Richards, J. C. (2003). Focus on inclusion: Facts and feelings response diaries - connecting efferently and aesthetically with information text. Reading and Writing Quarterly, 19, 107-111.

Williams, J. P., Hal, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & deCani, J. S. (2005). Expository text comprehension in the primary grade classroom. Journal of Educational Psychology, 97(4), 538-550.

Wilson, T., Nabors, D., Berg, H., Simpson, C., & Timme, K. (2012). Small-group reading instruction: Lessons from the field. Dimensions of Early Childhood, 40(3), 30-39.

Yopp, R. H., & Yopp, H. K. (2000). Sharing informational text with young children. The Reading Teacher, 53(5), 410-423.

Additional Resources Arlon, P., & Gordon-Harris, T. (2012). Discover more: Farm.

New York, NY: Scholastic.

Ray, H. (2008). Down on the farm: Chickens. New York, NY: Crabtree Publishing.

Peterson, C. (2006). Fantastic farm machines. Honesdale, PA: Boyds Mills Press.

Drummond, R. (2011). Charlie the ranch dog. New York, NY: HarperCollins.

Cronin, D. (2000). Click, clack, moo: Cows that type. New York, NY: Atheneum Books for Young Children.

Spring 2014

Early Years Bulletin

Children’s Books

Lynn Kirkland and Maryann Manning

ACEI remembers and celebrates the life of Maryann Manning, who passed away September 8, 2013. She contributed so much to the association, this journal, and the field of education. She will be greatly missed.

own. A book short in words but full of over-the-top illustrations, young readers will delight in reading it often. Companion books for themes: Old Black Fly (1995)

by Jim Aylesworth and Stephen Gammell; Diary of a Fly (2013) by Doreen Cronin and Harry Bliss. Ages 5-7. (Clark Underbakke)

Who better to choose outstanding children’s books than children themselves? For almost 40 years, over 12,500 children from different regions of the United States have selected the Children’s Choice Awards books from over 500 new titles. This annual project is jointly sponsored by the International Reading Association and the Children’s Book Council. For a complete listing of the Children’s Choice Award books, visit www.reading.org Alexander, Claire BACK TO FRONT AND UPSIDE DOWN. ISBN 978-0-80285414-8. Grand Rapids, MI: Eerdmans Books for Young Readers, 2012. 26 pp. $16.00. Stan and his classmates learn that it is Principal Slipper’s birthday. They want to surprise him and so their teacher lets them work on birthday cards for him. Unfortunately, Stan is afraid to ask for help when he works on his card and his letters come out “back to front and upside-down.” The story shows how Stan faces his own fear about writing and learns to ask for help. He also learns that lots and lots of practice makes a difference.

This picture book by Claire Alexander received the 2013 Schneider Family Book Award. Ages 3 and up. (Maria Perpetua Socorro U. Liwanag) Catrow, David THE FLY FLEW IN. ISBN 978-0-8234-2418-4. New York, NY: Holiday House, 2012. 32 pp. $14.95. A busy fly enters a crowded concert hall and creates chaos before and during a performance. The trouble immediately begins as the fly buzzes “into” the book from the back of the front cover; landing on the nose of an unsuspecting usher.

Leaving the usher’s nose, the fly causes more disruption as he flies through the line, pesters the gathering audience, dives through the performance, and even torments the opera star herself. Leaving behind a trail of mayhem, the fly finally exits the theater. Catrow’s succinct story line is strongly supported by detailed illustrations that, when you look carefully, tell another story of their

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Cleminson, Katie OTTO THE BOOK BEAR. ISBN 978-1-42314-562-2. New York, NY: DisneyHyperion (first published in Great Britain in 2011 by Jonathan Cape, an imprint of Random House Children’s Books), 2012. 32 pp. $16.99. In this British import, a bear named Otto is a character in a book, and he is happiest when his book is being read. Otto can come to life, and one day he explores the world beyond his own bookshelf and house. He ends up in a place with even more bookshelves—a library! There, he meets another book bear and other book creatures, and now many children read about Otto. The change in perspective, from readers enjoying books to the book characters enjoying being read, adds a unique dimension. Otto types on a typewriter, uses an inkpad and stamp at the library, and has a gramophone and rotary telephone at his house, which should encourage readers’ curiosity and questioning while suggesting that good books are timeless. Ages 3-7. (Brenda Dales) DaCosta, Barbara NIGHTTIME NINJA. Il. by Ed Young. ISBN 978-0-31620-3845. New York, NY: Little Brown Books for Young Readers, 2012.

32 pp. $16.99. Nighttime Ninja is a Children’s Choice award winner. DaCosta’s use of enchanting vocabulary words paired with Young’s exquisite illustrations make this piece of children’s literature a wonderful bedtime story. Young’s illustrations are so unique that the book was deemed the Publisher’s Weekly Best Illustrated book of 2012. The author’s use of words sparks readers’ imagination. As a mother of a 5-year-old little boy and a teacher of 1stgraders, I know with certainty that the surprise ending will catch everyone off guard while making them laugh until they cry. Children will be thinking and talking about Nightime Ninja for days after reading it. Parents and teachers must be ready to read and reread this excellent

Early Years Bulletin story time and time again. It is no mystery why Nightime Ninja earned the title of Parent’s Choice Recommended Book for 2012, as well as many other awards. Ages 3-6.

(Kristen Falkner) Dewdney, Anna LLAMA LLAMA TIME TO SHARE. ISBN 978-0-670-01233-6.

New York, NY: Viking, 2012. 32 pp. $17.99. The neighbors come to visit with Llama Llama’s family. All goes well until Nelly Gnu begins playing with Llama Llama’s stuffed animal. Llama Llama learns that having new friends means needing to share . . . and that sharing often can be more fun than playing alone. This beautiful and simply told story in the Llama Llama series for young readers has a message that every parent and teacher wants to get across to their children. Preschool to grade 1. (Robert Wortman) Kirk, Daniel LIBRARY MOUSE: A Museum Adventure. ISBN 1-41970173-8. New York, NY: Abrams Books for Young Readers, 2013. 32 pp. $12.90. Sam the book-loving library mouse is back, this time exploring a museum with his friend Sarah. One night in the library, Sarah convinces Sam to leave the books behind and see the real world. She tells him about a museum that contains a lot of the “stuff” he reads about in his books. Although Sarah thinks an explorer is way too busy to be bothered with writing, Sam convinces her to bring along a journal to record what they find. Their journey takes them many places, including Ancient Greece, Egypt, and the Middle Ages, where they encounter sculptures, paintings, and even dinosaur bones. Sam furiously scribbles down notes about everything he sees. Sarah captures her adventures as well, choosing to collect artifacts and create drawings rather than use text. Kirk’s beautiful illustrations are so detailed and life-like that readers will feel they are visiting the museum with Sam and Sarah. Especially appealing are famous paintings depicting mice instead of humans (e.g., Mona Lisa mouse and American Gothic featuring mice as farmer and daughter). Themes of friendship, adventure, self-expression, and bibliophilia, combined with an introduction to museums and artwork, make this book a must for a library or school collection. Ages 4-8.

(Michelle Costello) Long, Ethan PIG HAS A PLAN. ISBN 978-0-82342-428-3. New York, NY: Holiday House, 2012. 32 pp. $14.95. Simple in text, this funny story is a great avenue for the development of

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Spring 2014 phonological awareness. All children will love watching pig get hilariously frustrated as he tries to take a nap and cannot! Adults will find humor when cow decides to chat away on her cell phone. The “solution” to the problem will be somewhat of a surprise for the youngest of readers and leaves everyone with a smile on their face. Pig Has a Plan is the perfect companion text for Farmyard Beat

by Lindsey Craig. While the two books are different in genre, children will be able to make connections and gain prior knowledge before a field trip to the farm or while learning about farm animals. Ethan Long has rightfully received many awards for Pig Has a Plan, including the 2013 PAL award. Ages 4-6. (Kristen Falkner) Moore, Marian & Kensington, Mary Jane DEAR CINDERELLA. Il. by Julie Olson. ISBN 978-0-54534220-9. New York, NY: Orchard, 2012. 32 pp. $12.99. Snow White and Cinderella share their lives with one another through magical correspondence. The whimsical letters they write relate the familiar plots and characters of the beloved fairy tales and are accompanied by bright and cheerful illustrations. The letters are written in such a way as to provide readers with some comforting predictability, but include some additional twists as well.

A great addition to any collection of fairy tale variants or for those who collect books where the story line is revealed through correspondence. Ages 5-9. (Robert Wortman) Schwartz, Crey Rosen THE THREE NINJA PIGS. Il. by Dan Santat. ISBN 978-0399-25524-4. New York, NY: Putnam, 2012. 32 pp. 16.99.

This is a wonderfully entertaining retelling of The Three Little Pigs with a martial arts motif. Children of all ages can relate to the story at a variety of levels. The big bad wolf confronts the three little ninja pigs, who had trained for varying amounts of time. Predictably it is the third little pig, who sticks with her training the longest, who has the final encounter of breaking boards. The bright, bold illustrations reflect the onomatopoetic verse of the hilarious text. Ages 5-7. (Robert Wortman) Reviewers Michelle Costello, State University of New York, Geneseo Brenda Dales, Miami University, Oxford, Ohio Kristen Falkner, Rocky Ridge Elementary School, Hoover, Alabama Maria Perpetua Socorro U. Liwanag, State University of New York at Geneseo Clark Underbakke, Trace Crossings School, Hoover, Alabama Robert Wortman, University of Arizona, Tucson, Arizona

Spring 2014

Early Years Bulletin

Focus on Infants & Toddlers editors: Laura Hooks & Nur Tanyel

Children, Families and You: Supporting Attachment in Early Childhood Programs

by Tracy Galuski and Barbara Skiff

Through the development of trusting relationships, adults play an important role in children’s emotional domain and emotional regulation. With a large number of infants and toddlers in child care settings, it is important for caregivers to understand their role in this developmental process and develop program policies that support such relationships. In this article, the authors explore the foundations of attachment theory, including the developmental phases and styles of attachment that develop in early childhood.

These foundations offer a framework that can support and enhance relationships in child care programs.

Included are recommendations for supportive policies and procedures, such as building trust with families, assigning primary caregivers, continuity of care, and cultural considerations.

contact with other humans who comfort them. At this age, babies recognize their mother’s smell, voice, and face, but they are not yet attached to her, since they do not mind being left with unfamiliar adults.

2. Attachment in the making phase (6 weeks to 8 months).

During this phase, infants respond differently to a familiar caregiver than to a stranger. As infants learn that their own actions affect the behavior of those around them, they begin to develop a sense of trust.

They expect that the caregiver will respond when signaled and still do not protest when separated.

3. Clear-cut attachment phase (6 to 8 months to 18 months to 2 years). Now, attachment to the familiar caregiver is evident. Babies display separation anxiety, becoming upset when their trusted caregiver leaves.

Like stranger anxiety, separation anxiety does not always occur; it depends on the infant temperament and the current situation.

4. Formation of a reciprocal relationship (18 months to 2 years and on). By the end of the second year, rapid growth in representation and language enables toddlers to understand some of the factors that influence the parent’s coming and going and to predict his or her return. As a result, separation protests decline.

Children begin negotiating with the caregiver, using requests and persuasion to alter their goals.

The Foundations of Attachment Theory John Bowlby is considered the father of attachment theory. His work, which spans decades, was informed by ethologist Konrad Lorenz. Ethologists are typically interested in a behavioral process rather than in a particular animal group. They often study one type of behavior (e.g., attachment) in a number of unrelated animals. Have you ever wondered why a mother duck would sit on a nest for weeks to protect her eggs? What inner drive prevents her from getting up and walking away if she is hungry or in danger? This inner drive is what we believe to be attachment in the animal kingdom. Human parents develop the same strong urge to protect their children right from birth. In response to warm, consistent caregiving, infants will form reciprocal attachments to their caregivers.

According to John Bowlby, attachment develops in four phases:

Tracy Galuski is an Assistant Professor and Area Coordinator for Early Childhood Studies at the Center for Distance Learning at Empire State College. She teaches online courses in child development, attachment theory, early childhood environments, and child care program administration.

Barbara Skiff is a nationally accredited family child care provider with over 30 years of experience caring for children in her home. She was recently awarded the Infant Toddler Care & Education Credential from the New York State Association for the Education of Young Children.

1. Preattachment phase (birth to 6 weeks). Built-in signals, such as grasping, smiling, crying, and gazing into an adult’s eyes, help bring newborn babies into close

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Early Years Bulletin Mary Ainsworth contributed research to validate this important theory. During the 1970s, she further expanded upon Bowlby’s groundbreaking work in her now-famous study, The Strange Situation. She observed children between the ages of 12 to 18 months as they responded to a series of brief separations from their mother followed by reunions. Ainsworth identified three major styles of attachment: secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment. Researchers Main and Solomon later added a fourth attachment style, known as disorganized-insecure attachment. The belief that the mother-child relationship plays an important role in social development has been sustained by research linking attachment to a wide range of socialization outcomes in both childhood and adulthood. We know that securely attached children are more empathic during later stages of childhood, and they are described as less disruptive, less aggressive, and more mature than children with ambivalent or avoidant attachment styles.

Tim is brought to child care by his mother every morning around 7:00.

This morning, she enters the room with Tim in his carrier car seat, which she places on the floor while greeting his caregiver. By this time, Tim is awake and looking around. His mother bends down to look at him and says, “Hi, Baby Boy.” He looks at her for a few seconds and then breaks into a broad smile. He continues to watch her closely as she unpacks the diaper bag, takes off his jacket, and then lifts him out of the car seat, chatting quietly the whole time. She stands, holds him to her chest, pats his back, and says, “Are you going to be a good boy today?” She is swaying side to side, rubbing his back and speaking softly in his ear while filling out the communication log. Finally, she holds him out in front of her, meets his eyes, and smiles once again. He responds with a broad smile and cooing. She hands Tim to his caregiver, who takes him in her arms with him facing outward so he can see his mother. Mom smiles at him one final time and tells him to have a good day and be a good boy.

His eyes follow her as she heads out the door while his caregiver helps him wave good-bye.

Tim is in the attachment in the making stage. He is gradually responding differently to a familiar caregiver than to a stranger. He smiles and coos more for his mother than for anyone else and he is genuinely happy to see his mother at the end of the day. Tim’s mother chose to enroll him in a family child care program where he would be part of a small group and he has adapted well to the situation.

When he is a little older, he may exhibit separation anxiety.

Jack (29 months old) arrives at child care with his father every morning about 8:25. Jack’s father speaks softly to him while holding him closely before setting him down. After Jack’s father signs him in, he reassures

Spring 2014 Jack that he will return at the end of the day. When Jack cries, his father says, “Please stop crying or you will make me cry.” Jack calms down and hugs his father again, but he continues to look very unhappy. Dad asks Jack to place his name on the attendance board. Jack requests his father to do it, so Dad places Jack’s name where Jack points. Again, Dad reminds Jack that he has to leave and encourages Jack to push him out the door. Jack pushes his father out the door and closes the door behind him. His teacher steps in to offer comfort as Jack is starting to cry again, but she knows that Jack typically calms down after about 10 minutes.

Soon, he begins to interact with the other children as he makes his way to the table toys.

Jack is in the formation of a reciprocal relationship stage.

As toddlers experience growth in representation and language, they begin to understand some of the factors that influence the parent’s comings and goings and to predict their return. This knowledge will mean his separation protests should start to decline. Jack demonstrates a secure attachment to his father and trusts that they will be reunited. His excitement at seeing his father at the end of the day shows his emotional joy, a demonstration of secure attachment.

Program Policies That Support Attachment Armed with knowledge about attachment theory, caregivers are in an excellent position to develop and implement program policies that support the development of a secure attachment. The early childhood environment is important from an attachment perspective because it provides contexts for interactions and relationships. How the setting affects the emotional well-being of parents, professionals, and children will impact the child’s development. How attachment affects later development can be the difference between emotional security and insecurity. When infants are responded to promptly, sensitively, and consistently, they understand that their caregivers are reliable and can be trusted to meet their needs. This allows children to focus their energies on social, emotional, and cognitive explorations. Secure attachment is important not just for social and emotional development, but also for intellectual development. When children are in trusting relationships, they build future relationships on the trust they have experienced. When policies support relationships, the lessons learned in early childhood can last a lifetime.

• Build trust with parent and families. Trust can be built through initial meetings, home visits, and/or regular open-communication. Caregivers should be clear, consistent, and honest in their communication to help parents trust that their children will receive excellent care.

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• Develop appropriate separation routines. Some programs might have a window to allow children to see their parents waving on their way to the parking lot, or children could escort their parents to the front door with a teacher. Jack, for example, likes to push his father out the door each morning. The method may vary from family to family, but caregivers should encourage these separation routines.

• Staff should demonstrate warmth and sensitivity.

Design the program to allow ample time for slow, warm, and sensitive interactions with people who are sensitive to the needs of the children in their care. Sensitive responsiveness, or affective attunement, includes reading the signals from the child, correctly interpreting them, and responding promptly and appropriately. Tears should be met with patience and understanding.

• Assign primary caregivers. When children spend their day with one person (primary caregiver), it allows them to build and sustain trusting attachments. The primary caregiver gets to know the infants they care for well enough to read their signals, understand their uniqueness, and form an attachment. This doesn’t mean that only one person cares for the infant or toddler exclusively, as teamwork involves assistants and helpers, but the child would know his/her primary caregiver. When a child can securely attach to their primary caregiver, they feel this person can be trusted to provide safety and comfort.

• Maintain continuity of care. Having one caregiver over an extended period of time is important as young children begin to develop attachment. Programs can ensure continuity of care in many ways. In some cases, a group of children could stay in the same classroom for a longer period of time, or the primary caregiver could move up with the infants as they graduate to the toddler room and so on until they reach preschool.

• Cultural considerations. Family culture affects the way parents respond to their children publicly and privately. For example, an Asian mother may leave her crying child behind in a way that seems cold and abrupt; in her culture it may be important to refrain from showing emotion in public. Some cultures prefer to hold the baby snuggled close belly to belly, while individuals from another culture may hold the baby facing the outside world. Caregivers should be sensitive to the different cultural dynamics in their program.

• Help parents connect with each other. Caregivers can develop opportunities that create a relationship between early childhood professionals, parents, and families. This might include special events for families,

casual evening parent/child play dates at the program, coffee and doughnuts on Fridays, or a relaxing area were parents can meet. When caregivers play the role of hostess (such as introducing parents with similar interests), they can help build a caring community.

• Help parents connect with the community. Caregivers should take the time to research the options in their community and share information about supports and resources when appropriate. From local consignment shops, food pantries, and parent support groups to a fun run for a children’s charity, these useful resources and events help families form connections with the program and each other.

Bowlby provided the framework for attachment theory and Ainsworth supported his theory with important research. Now the hard part of putting this knowledge into practice is up to caregivers and practitioners. Berk suggests that four factors promote secure attachment: 1) early availability of a consistent caregiver, 2) quality of caregiving, 3) the baby’s characteristics, and 4) family context. Caregivers can find ways to help strengthen relationships with careful attention to the development of program policies that support attachment. When children see that the significant people in their lives are working together, they know they can trust and feel secure with them, which will build future relationships.

Resources Ainsworth, M. D. S., Blehar, M., Waters, E., & Wall, S. (1978). Patterns of attachment. Hillsdale, NJ: Erlbaum.

Berk, L. E. (2012). Infants and children prenatal through middle childhood (7th ed.). Boston, MA: Pearson Education.

Frost, J., Wortham, S., & Reifel, S. (2008). Play and child development. Upper Saddle River, NJ: Merrill Prentice Hall.

Main, M., & Solomon, J. (1990). Procedures for identifying infants as disorganised/disoriented during the Ainsworth Strange Situation. In M. T. Greenberg, D. Cicchetti, E. M. Cummings (Eds.), Attachment in the preschool years (pp. 121–160). Chicago, IL: University of Chicago Press.

Richters, J., & Waters, E. (1991). Attachment and socialization: The positive side of social influence. In M. Lewis & S. Feinman (Eds.), Social influences and socialization in infancy (pp. 185-214). New York, NY: Plenum Press.

Rolfe, S. (2004). Rethinking attachment for early childhood practice. Crows Nest, NSW, Australia: Allen & Unwin.

Sroufe, L. A., Fox, N. E., & Pancake, V. R. (1983). Attachment and dependency in developmental perspective. Child Development, 54(6), 1615-1627.

Waters, E., Hay, D., & Richters, J. (1986). Infant-parent attachment and the origins of prosocial and antisocial behavior. In D. Olweus, J. Block, & M. Radke-Yarrow (Eds.), Development of antisocial and prosocial behavior: Research, theories, and issues (pp. 97-125). New York, NY: Academic Press.

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Suggested Books on Infant & Toddler Attachment Mama Do You Love Me?

by Barbara M. Joose and Barbara Lavallee

Knuffle Bunny

by Mo Willems

Knuffle Bunny Too

by Mo Willems

Guess How Much I Love You

by Sam McBratney and Anita Jeram

Knuffle Bunny Free

by Mo Willems

You Are My I Love You

by Maryann Cusimano Love and Satomi Ichikawa

I Love You, Daddy

by Jillian Harker and Kristina Stephenson

I Love You, Mommy

by Jillian Harker and Kristina Stephenson

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Spring 2014

Early Years Bulletin ACEI is pleased to announce its newest publication, Childhood Explorer.

A component of the Decade for Childhood initiative, Childhood Explorer is a quarterly, online publication for:

. . . continued from p. 2 discoveries are made, and dialogic communities are grown.

Conclusion On one September morning, joyous goosebumps erupted as Molly and her classmates thought and talked together, enriching our understandings of a beautifully written story. Through creating space for classroom community, honoring children’s thinking, using meaningful stories, and giving time for dialogic conversation, we empower understandings to grow in surprising and sophisticated ways. At the same time, we take note that goosebumps and chills can happen anytime, anywhere.

• Sharing informative and inspirational stories about childhood • Highlighting projects, programs, and campaigns that provide quality education, care, and support to children and youth in diverse communities and circumstances • Listening to the voices of children as they express their joys, hopes, and concerns • Exploring the experience of childhood through the eyes of children

References Barnes, D. (1976). From communication to curriculum. Harmondsworth, England: Penguin.

Harvey, S., & Goudvis, A. (2005). Comprehension toolkit. Portsmouth, NH: Heinemann.

Hoyt, L., Davis, K., Olson, J., & Boswell, K. (2011).

Solutions to reading comprehension. Portsmouth, NH: Heinemann.

Johnston, P. (2004). Choice words. Portland, ME: Stenhouse.

Johnston, P. (2012). Opening minds. Portland, ME: Stenhouse.

Keene, E. (2008). To understand. Portsmouth, NH: Heinemann.

Laminack, L., & Wadsworth, R. (2006). Learning under the influence of language and literature. Portsmouth, NH: Heinemann.

Reynolds, P. (2004). Ish. Somerville, MA: Candlewick Press.

Read the first issue now at www.acei.org/ acei-publications/childhood-explorer

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.

ACEI HEADQUARTERS STAFF: Diane P. Whitehead, Executive Director Michelle Allen, Operations Manager Anne Watson Bauer, Editor/Director of Publications Banhi Bhattacharya, Professional Development and Research Specialist Emebet G/Micheal, Accounting Manager Olivia Kent, Communications Manager Deborah Jordan Kravitz, Production Editor Sheri Levin, Member Relations Manager Yvette Murphy, Director of Advocacy and Outreach Dione Walters, Membership Assistant

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 © 2014 by the Association for Childhood Education International. No permission is needed to reproduce materials for education purposes.

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