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"The majority of public school principals are now required to supervise and evaluate early childhood teachers and classrooms, yet many do not have a sufficient understanding of child development and early childhood pedagogy to lead for equity. This practical and comprehensive resource addresses this critical gap by presenting current research on child development, an understanding of the elements of high-quality early childhood classrooms, essential information on trauma-responsive practices, and strategies for reducing bias and preventing the use of exclusionary discipline with young children. School leaders learn about the pivotal role they can play in improving equity for young children, their families, and the early childhood workforce. Each chapter includes key takeaways and central questions that can be used for individual reflection or to guide group discussions. Authentic examples, illustrations, and actionable strategies help readers to successfully implement the content in their school. Principals as Early Learning Leaders is essential reading for principals, vice principals, administrators, and others responsible for leading preschool and pre-K programs for equity." -- from the publisher's website.
About the author
Julie Nicholson is professor of practice in the School of Education at Mills College.
Helen Maniates is associate professor of teacher education in the School of Education at the University of San Francisco.
Serene Yee is an education programs consultant for the California Department of Social Services.
Thomas Williams Jr. serves as an executive strategic policy analyst in the Kentucky Department of Education's Office of Special Education and Early Learning.
Veronica Ufoegbune has directed many publicly funded and non-profit early learning programs, including UC Berkeley's childcare centers.
Raul Erazo-Chavez is executive director of schools and programs in the Early Education Department within the San Francisco Unified School District.
Summary
Presents current research on child development, an understanding of the elements of high-quality early childhood classrooms, essential information on trauma-responsive practices, and strategies for reducing bias and preventing the use of exclusionary discipline with young children.
