DIRECTION: Course content is updated every three years. Due to this update time line some URL links my no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page.
Beaty, Janice. (2013). Observing the development of the young child (8th ed.). New York: MacMillan. This book is one of my favorites on observation. It includes extensive information on child development and an index of children’s books, both organized by domain. Also has ideas for assessment tools, their uses, and an interesting epilogue on “spirit” in ECE.
Bentzen, W.R. (2009). Seeing young children: A guide to assessing and recording behavior(6th edition, 2005). New York: Thomson- Delmar Learning. This resource contains detailed information on observation tools with many examples, forms, and tips. Also, it has informative observational exercises for students, which are organized by stage.
Billman, J., & Sherman, J. (2003). Observation and participation in early childhood settings: A practicum guide.(2nd edition, 2003). Boston MA: Allyn and Bacon.
Bredekamp, S., and Copple, C. (Eds.). (2010, 3rd ed). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children. Explains the concept of appropriate and inappropriate practices for children through age 8, with many examples. The single most essential resource for any teacher of young children!
Bredekamp, S., & Rosegrant, T. (1991). Reaching potentials: Appropriate curriculum and assessment for young children, vol. 1 & Reaching potentials: Transforming early childhood curriculum and assessment, vol. 2(1995). Discuss how the curriculum and assessment interface, as well as what skills and knowledge young children should have in various domains.
Bredekamp, S., & Rosegrant, T. (1998). Windows on learning: Documenting young children’s work. This is a comprehensive guide to documentation that contains many guidelines and examples.
Curtis, D., & Carter, M. (2012, 2nd ed). The art of awareness: How observation can transform your teaching. New Jersey: Merrill Education/Redleaf Press. This book takes a different approach than usual by focusing on exercises that teach teachers how to see. Also has great samples and ideas for documents and displays.
The Division of Early Childhood (DEC). (2000). Recommended practices in early intervention/early childhood special education. This resource offers ideas for professionals working with young children with disabilities based on current research. Has details about specific issues such as child-focused interventions, family-based practices, and appropriate assessment.
Edwards, C., Gandini, L., & Forman, G. (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education.Norwood, NJ: Ablex Publishing Corporation. This is the book on the preprimary schools in Reggio Emilia, Italy. Both Italian and American educators explain the philosophy and practices of Reggio, including details about the role of the environment, teachers, curriculum and methods of expression. Also discusses how to apply the Italian principles in American programs.
FairTest. (1991). Standardized tests and our children: A guide to testing reform. Cambridge, MA: FairTest. This is a pamphlet that explains the uses, limitations, and alternatives to standardized tests. Also in Spanish.
Gronlund, G. & Engel, B. 2013, 2nd ed ) Focused Portfolios: A Complete Assessment for the Young Child New Jersey: Merrill Education/Redleaf Press. Easy to use and organized into four sections with practical ideas on how to collect & organize an assessment portfolio.
Harms, T., Clifford, R. M., & Cryer, D. (1997). The early childhood environment rating scale-revised (ECERS-R).New York: Teachers College Press. This scale is designed to rate child care program environments and practices, and is divided into sections: personal care routines of children, furnishings and display for children, language-reasoning experiences, fine and gross motor activities, creative activities, social development, and adult needs. http://www.ersi.info/index.html
Helm, J. H., Beneke, S., & Steinheimer, K. (1997). Windows on learning: Documenting young children’s work. New York: Teachers College Press.
Jablon, J., Dombro, A.D., Dombro, A.L. & Dichtelmiller, M. (2007 2nd ed). The power of observation. Washington, DC: Teaching Strategies Inc. This small and easy-to-read book has lots of practical ideas, quotes and tips from real teachers, illustrations of tools, and a good chapter on how to get started observing.
Jones, J. (2003). Early literacy assessment systems: Essential elements, Educational Testing Service. This book concentrates on how literacy skills should be assessed, policies, and the key literacy determinants.
Kamii, C. (Ed.). (1990). Achievement testing in the early grades: The games adults play Washington, DC: National Association for the Education of Young Children. Summarizes the problems with achievement testing, including inappropriate and appropriate ways of assessing math and literacy.
Losardo, A. & Syverso, A. (2011, 2nd ed.) Alternative Approaches to Assessing Young Children, A great resource book with lots of ideas for appropriate assessments , especially for diverse populations.
Marotz, L.R. &Allen, K.E., (2015) Developmental profiles: Pre-birth through twelve (8th ed.). New York: Thomson-Delmar Learning. The single best book on children’s developmental milestones and red flags, in my opinion. One of the books I refer to often and believe every early educator should have—older copies are great & can be had for a bargain online.
McAfee, O., & Leong, D.J. (2015 6th ed.). Assessing and guiding young children’s development and learning (3rd ed.). Boston: Allyn and Bacon. Many ideas for assessment methods and steps are contained in this book. Also, has appendixes on developmental red flags, samples of forms, and a great extensive guide for assessing and analyzing children’s development on a continuum.
McDonal, S. (1997). The portfolio and its use: A road map for assessment. Little Rock, AR: Southern Early Childhood Association. Focuses on how to collect, compile and use portfolios for assessment and more.
Meisels, Samuel J., & Atkins-Burnett, Sally. (2005). Developmental screening in early childhood: A guide (5th ed.). Washington, D.C.: National Association for the Education of Young Children. Lots of excellent info & guidelines.
Mindes, G. (2014, 5th ed.) Assessing Young Children. Upper Saddle River, NJ: Pearson Education. A comprehensive book with lots of ideas about children with special needs woven throughout.
National Association for the Education of Young Children (NAEYC). (2004). Early childhood curriculum, assessment, and program evaluation—Building an effective, accountable system in programs for children birth through age 8. Washington, DC: Author.
Popham, W.J. (2013, 7th ed.) Classroom Assessment: What Teachers Need to Know Upper Saddle River, NJ: Pearson Education. A textbook but very funny and practical.
Shephard, L., Kagan, S., & Wurtz, E. (1998) Principles and recommendations for early childhood assessments. Washington DC : National Education Goals Panel.
Shillady, Amy. (2004). Choosing an appropriate assessment system. Beyond the Journal. Washington, D.C: National Association for the Education of Young Children. http://www.journal.naeyc.org/btj/200401/shillady. pdf.
Shores, E.F., & Grace, C. (2005). The portfolio book: a step-by-step guide for teachers. Upper Saddle River, NJ: Pearson Education. This informative book was referred to in this last chapter since it contains a simple but useful ten step process for creating and using different types of portfolios.
Stiggins, R. J. (2000). Specifications for a performance-based assessment system for teacher preparation. Portland, OR: National Council for Accreditation of Teacher Education.
Wortham, S. C. (2011, 6th ed.). Assessment in Early Childhood Education. Upper Saddle River, NJ: Pearson Education. This book contains many details on types and implementation of various assessment tools, including observation. Contains extensive information on elementary school practices as well as on younger children.