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Early Childhood Curriculum for All Learners: Integrating Play and Literacy Activities

by Ann M Selmi, Raymond J Gallagher and Eugenia R Mora-Flores SAGE Publications, Inc
Pub Date:
Pbk 504 pages
AU$125.00 NZ$129.57
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Early Childhood Curriculum for All Learners: Integrating Play and Literacy Activities is designed to teach early childhood professionals about the latest research on play and early literacy and then to show them practical methods for adapting this research to everyday classroom practices that will encourage the development of learning skills. The authors link solid, play-based research to specific developmentally appropriate practices. By combining these two areas, the text demonstrates that academic learning and play activities are highly compatible, and that children can and do develop academic skills through play. In addition, the text focuses on socio-dramatic play, a recently acknowledged, essential aspect of child-initiated play interactions. It provides specific strategies that link these interactive behaviors with the early academic skills needed for the initial primary grades. Implementation of the information presented in this book will enable children to experience a richer transition into primary education classrooms.

Section I: Introduction: Working with Early LearnersChapter 1: The Need for Developmentally Appropriate Practices Developmentally Appropriate Practices Common Core State Standards Current Demographic Challenges Current Curriculum Challenges Implementing NAEYC's PrinciplesChapter 2: Learning Through Play Early Learning Play and Learning Theories Influence of Play and Learning Theories on Early Childhood ProgramsChapter 3: Play and Pretending Development of Love, Work, and Play Types of Play Sequential Development of Symbolic Representations Importance of Socio-Dramatic Play Play and FriendshipsChapter 4: Language and Literacy Development Language Development Bilingual Development in Young Children Speech and Language Developmental Delays Language Development and Socio-Dramatic Play Communicating During Socio-Dramatic Play Narrative Development Emergent Literacy DevelopmentChapter 5: Collaborating with Families and Professionals Justification for Collaboration Collaboration with All Families Collaboration with Professionals Collaboration and Language-Rich Classrooms Co-Teaching, Co-Partnering Mutual and Reciprocal RelationshipsSection II: Planning and Designing a Classroom for Learning Through PlayChapter 6: Planning for Effective Learning Effective Early Learning Creating Effective Learning Contexts Creating Effective Schedules Effective Flexible Groupings Effective Classroom ManagementChapter 7: Designing High-Quality Centers for Learning Creating High-Quality Classrooms Developing High-Quality Learning Strategies Designing High-Quality Learning Center Achieving High-Quality Learning Environments Integrating Early Learning and Common Core Standards into Play CentersChapter 8: Strategies for Guided Play and High-Quality Learning Activities Scaffolding Guided Learning Guiding Activities from Outside the Play Setting Guiding from Inside the Play SettingChapter 9: Observing and Assessing to Promote Learning Assessing Young Children Authentic Assessments Assessment of the Learning-Teaching Process Assessment of Challenging Abilities Observing Young ChildrenSection III: Integrating Play Activities Across the CurriculumChapter 10: Integrating Literacy Skills into the Play Centers Head Start Child Development and Early Learning Framework K-12 Common Core State Standards Play and Literacy Creating Play Centers to Expand Literacy Skills Integrating Literacy Activities into Play Center ActivitiesChapter 11: Implementing Play Activities in the Science Center Expanding Early Science Skills Science and Play Science Learning Elements and Core Standards Developing Science CentersChapter 12: Implementing Play Activities in the Mathematics Center Developing Early Mathematics Skills Mathematics and Play Mathematics Learning Standards Block Centers Manipulatives Centers Woodcraft CentersChapter 13: Implementing Play Activities in the Social Studies and Book Center Early Social Studies Skills Social Studies and Play Social Studies Standards Social Studies Centers Technology Use and Young Children Book Center Book Center ActivitiesChapter 14: Implementing Play Activities in the Creative Arts Centers Early Creative Arts Skills and Development Creative Arts, Play, and Literacy Creative Arts and Motor Standards Art Centers Music and Movement Centers Drama Centers Puppets

Ann M Selmi has taught for over 40 years, and most of her career has have been spent working with young children with or without disabilities and their teachers. For the past eight years, she has taught teachers at California State University, Dominguez Hills, where she prepares early childhood teachers to address some of the most challenging situations in the Los Angeles area. Her research focuses on the relationship between the development of language and play. She also worked for five years as a researcher on the cochlear implant program for young deaf children at the House Ear Institute in Los Angeles, and she spent one year as a visiting researcher at the National Institute of Child Health and Development in the Child and Family Research Section in Bethesda, Maryland. Raymond J. Gallagher began his career as a general education teacher and as a teacher in special education. As a university educator, he has been involved in research concerning the development of young children who are at risk for and diagnosed with disabilities, and the ways they and their families are served. He continues to be involved in personnel development preparing individuals to teach in Pa12 settings who serve the educational needs of all youngsters. Dr. Gallagher is a professor of clinical education in the Rossier School of Education at the University of Southern California. Eugenia Mora-Flores is an associate professor in the Rossier School of Education at the University of Southern California. She teaches courses on first and second language acquisition, Latino culture, and in literacy development for elementary and secondary students. Her research interests include studies on effective practices in developing the language and literacy skills of ELs in grades Pre-Ka12. She has written more than four books in the area of literacy and academic language development (ALD) for English learners. Eugenia further works as a consultant for a variety of elementary, middle, and high schools in the areas of ELD, ALD, and writing.