Creativity within the Content Areas:

Summer Fall 2013
Volume 32 Number 2
A journal for education of and advocacy for young children.
Creativity within the Content Areas:
Teaching Content in Creative and Unique Ways
Featured Articles:
But I Don’t Speak Spanish
C. Miki Henderson, Ed.D., Candice Tippens, Ed.D. and Alma Contreras-Vanegas, Ph. D.
Get Outside! Utilizing Natural Outdoor Play in Early Childhood Education
Joshua Kivlovitz
Sing a Song and Read Along
Rebecca Giles, Ph.D. and Jeannette Fresne, D.M.A.
Spanish Translation:
Sing a Song and Read Along
Rebecca Giles, Ph.D. and Jeanette Fresne, D.M.A.
Translation by: Adriana Gutierrez
haaeyc Advocate
Summer Fall Issue 2013
HAAEYC Advocate Publishing Board
Dr. Deborah J. Irabor, HAAEYC President
Carolyn Green, Program Director
Dr. Amelia Hewitt, Advocate Editor
Advocate Committee:
Adriana Gutierrez
Aaron Carrara
Deborah Harris
Advocate Consulting Editors:
Dr. Kimmera Pinkerton
Dr. Bonnie Mackey
Dr. Diana Nabors
haaeyc Advocate accepts articles concerning the education of young
children. Interested writers should contact the HAAEYC office. Si
desea publicar un articulo en esta revista haaeyc Advocate, favor de
contactar la oficina.
Articles published in haaeyc Advocate can be translated into Spanish by
calling the HAAEYC Office. Si desea la traducción al español de alguno
de los artículos publicados en esta revista, llame al oficina.
In This Issue
HAAEYC News & Information
President’s Message, Page 3
Past President’s Farewell, Page 4
Articles
But I Don’t Speak Spanish
Written By: C. Miki Henderson, Ed.D., Candice
Tippens, Ed.D. and Alma Contreras-Vanegas, Ph. D.,
Page 6
Get Outside! Utilizing Natural Outdoor Play in Early
Childhood Education
Written By: Joshua Kivlovitz, Page 14
Nuestras traducciones al español intentan ser inclusivas de todas las
culturas que utilizan este rico y complejo idioma.
Questions regarding information published in haaeyc Advocate should be
directed to the HAAEYC office. The views expressed or implied are not
necessarily those of HAAEYC.
Sing a Song and Read Along
Written By: Rebecca Giles, Ph.D. and Jeannette Fresne,
D.M.A., Page 18
HAAEYC Office: Carolyn Green, Program Director
Spanish Translation:
Cantando y Leyendo Juntos: Usando la Música para
promover el aprendizaje de la lectura
The mission of the Houston Area Association
for the Education of Young Children is to promote and
Written By: Rebecca Giles, Ph.D. and Jeannette Fresne,
support high quality care and education for young children
D.M.A., Page 23
through improved professional practice and broadened public
Translation by: Adriana Gutierrez
awareness.
Telephone: 713-781-2155
www.haaeyc.org
Fax: 888-873-6588
email: [email protected]
Houston Area Association for the Education of Young Children
(HAAEYC) is affiliated with the National Association for the Education
of Young Children (NAEYC), Texas Association for the Education of
Young Children (TAEYC) and Southern Early Childhood Association
(SECA)
2013– 2014 HAAEYC Officers and Board
President
Dr. Deborah J. Irabor
Past President
Mary Jane Gomez
Secretary
Dr. Carolyn Wade
Treasurer
Barbie Brashear
VP-Membership
Ayesha Simpson
VP-Organ. Support
Deborah Harris
VP-Outreach
Kimberly Gonzales
VP-Program
Janine Groth
Board Members At Large
Monica Aleman
Linda Draper
Maria Garcia
Dr. Carolyn Wade
Dr. Mary White
Dr. Lee Wright
Claudia Zelaya
Membership Info and Highlights
Call for Manuscripts, Page 12
Membership Information, Page 13
Resources of Interest, Page 29
Have A Feature You’d Like to See in the
Next Advocate? Let us hear from you!
www.haaeyc.org
page 2
haaeyc Advocate Winter Issue 2013
The President’s Page
Welcome:
Old & New Members Wanted!
I have been an advocate for early childhood education for over twenty five years and if
it is your passion- then it’s time to get creative and do your best to keep the torch burning. Now is the time to get out of your corner and join the circle of early childhood educators who work tirelessly to affect the
condition of young children in this country. Networking is key. It really is the perfect time for you to join HAAEYC. If you are
a current member, THANK YOU! Together we can stay positive—learn more about social networking and advocacy—as well
as being able to share insights, knowledge, and help one another. Our organization lends support to all its members who
actively participate. So please join us as we look to the future.
I am very excited to start my journey as Board President with the Houston Area Association for the Education of Young Children. I’ve served on the HAAEYC Board for several years and have had a great time. I’m looking forward to a brilliant future
with wonderful programming and member focused events in the next few years.
I personally want to thank Mary Jane Gomez, our outgoing President, and the whole HAAEYC board for doing such an excellent job over these past few years. I will strive to continue their high caliber of event work and management of HAAEYC.
Come to think of it...I’d also like to thank all the past presidents that I’ve known over the years, they have been outstanding
role models and a huge inspiration for me as I look to my future leadership role as President. It’s truly an honor and a privilege to be among these greats.
I hope you’ll join me in welcoming the new members to our Board. These new board members along with our current ones
have so many innovative ideas for the upcoming months...please stay tuned!
As the in-coming president, I see one of my major roles is as a facilitator of the members’ needs. This being said, we are very
open to listening to our members and what their needs are. This will help further our organization and its upcoming programs.
Please know that I’m hoping that each and every one of you will send us your ideas, thoughts, and critiques for the organization.
I have a question for you:
Where can you picture yourself in our organization? Imagine what HAAEYC can be, and how we can create new and interesting programs together to assist our young children. HAAEYC has so many possibilities; we’re just waiting to see what visions you have to help us move forward and into the future.
Please say to yourself: “How can I help move HAAEYC and early childhood educators into the next wave of educational endeavors?”
Here’s one answer:
With your ingenuity and creativity we can implement many new ideas. You just have to get involved. Share with us what
you’d like to have the organization do.
A call to action - We are looking for members-old and new to volunteer with our board. I’m hoping that if you are interested
and have a great vision for the organization, you’ll contact us and based on your passion and expertise, we’ll help you find a
great volunteer position. This is a terrific way to meet other members, but more importantly, help shape the path of HAAEYC!
Sincerely,
Deborah Joy Irabor
Dr. Deborah Joy Irabor
Board President
haaeyc Advocate
Summer Fall Issue 2013
Past President’s Farewell Message!
Dear HAAEYC Members,
"How lucky I am to have something that makes saying goodbye so hard" ~
Carol Sobieski and Thomas Meehan, Annie
This quote captures and expresses my feelings as I say farewell to you as my two year term as
President of HAAEYC came to an end. I am lucky to have worked with the dedicated HAAEYC
Board members that have a "CAN DO" attitude. They continually stay focused on what is best for
our members and the importance of supporting the education and development of young children.
My luck was enhanced by you the HAAEYC members. I have enjoyed meeting you throughout my
tenure at the various HAAEYC events and applaud you for your continued dedication to grow professionally.
To our business and early childhood organization partners I thank you for your continued support.
We are lucky as an organization to work side by side with you in supporting teachers and children.
My luck will continue this year as I serve on the HAAEYC Board in the position of Past President.
Know that I will not be far for I will always be an advocate for children. As we continue together to
focus on what is best for children know that they will ultimately be the LUCKY ONES.
Sincerely,
Mary Jane Gomez
Mary Jane Gomez
HAAEYC Past President
page 4
haaeyc Advocate Winter Issue 2013
Job Seekers
Employers
Recruiters
Come check out our Job Board at www.haaeyc.org
Cost effective way of advertising for jobs and posting resumes.
The HAAEYC job board was constructed to help connect our members
with new employment opportunities. However, this is open to anyone
who is in the early childhood education field. Houston Area AEYC
members receive a membership discount for posting jobs.
CHECK IT OUT!
haaeyc Advocate
Summer Fall Issue 2013
But I Don't Speak Spanish! Monolingual Teachers of Dual Language Learners
By: C. Miki Henderson, Ed.D., Candice Tippens, Ed.D. and Alma Contreras-Vanegas, Ph. D.
While the population is becoming increasingly linguistically diverse, the early childhood education
profession is dominated by English speaking, Caucasian teachers (Saluja, Early, & Clifford, 2002). It is critical
that educators be prepared to communicate and collaborate with all children and their families, regardless of
language differences (Feeney & Freeman, 2005). Through the author’s research, she has determined there are
three fundamental dispositions of teaching in a diverse classroom: a willingness to seek out knowledge; the
ability to adapt and modify the curriculum and environment; and a capacity for understanding, respecting and
including all children in your care.
The term dual language learner (DLL) is an important one in early childhood education. Essentially it refers to a child learning two languages, but the implications of the term are much deeper and more complex
(Howes, Downer & Pianta, 2011). During the early years all children are language learners primarily influenced by the speech and communication of their families. However, some children are exposed to a substantial amount of language outside their home that they are expected to know and that may or may not be the
same as their home language. In the US, children are expected to learn English in order to participate fully in
the education system.
Learning English lays the foundation for a successful start as children transition to public school.
When children are able to understand and speak some English, they are better prepared to learn from teachers and engage with peers in English-speaking environments. Because the home language serves as a foundation for learning English, ongoing development of the home language also is essential. (Office of Head Start,
2010, p. 21)
It is important to remember that the home language of the DLL will assist and not hinder the process
of learning English (Cummins, 1979). When the child is competent in their native language, it will be easier to
transition into learning English. Furthermore, DLLs do not need to relearn the information they already
page 6
haaeyc Advocate Winter Issue 2013
know in their home language as the information transfers from one language to another (Cummins, 1979).
As children continue to develop their home language, the term English language learner (ELL) has been applied
to children speaking one language at home and English at school.
The percentage of DLLs is highest in the early years of schooling when all children are learning language and communication skills (Berg & Petrón, 2010). Approximately 30% of the children enrolled in Head
Start are from homes where a language other than English is predominantly spoken (Schmidt & Ewen,
2012). Therefore, in an effort to emphasize the need for early educators to focus on supporting children as
they continue to grow and develop in their home language while also learning English, the term DLL should
be used.
Seek Out Knowledge of Second Language Acquisition
Teacher preparation programs do not offer enough background for teachers to feel competent working with children learning two languages (Ponciano & Shabazian, 2012). It is incumbent upon early childhood educators to develop the knowledge, skills and dispositions to work with DLLs. Nemeth (2012) explains that teachers can prepare themselves by learning as much as they can about the children in their care,
planning for vocabulary instruction, and intentionally creating environments that support interactions between children, staff and families. Getting to know the children’s background and home language is important when developing classroom activities. Children learn English at different rates and teachers need to be
prepared them bridge to English using their home language. DLLs may appreciate opportunities to reflect
on experiences in their home language whenever possible which translates into observing others engaged in
the activity before attempting it, discussing the activity with peers who speak their language and doing the
same activity many times before feeling satisfied with their own efforts. When DLLs are able to communicate in their home language, they are using their schema or background knowledge, to help them connect to
their new learning in English (Rumelhart, 1980).
In a Head Start classroom one English speaking teacher decided to teach about the parts of plants
to her group that included several Spanish speaking children. She didn’t feel confident about offering the
haaeyc Advocate
Summer Fall Issue 2013
unit only in English so she asked her curriculum director for some ideas. They brainstormed some ideas and
researched modifications they could make based on the resources they had available. They recruited a bilingual parent to help label a poster of the parts of a plant in Spanish and English for the teacher and the children. They wanted to use Gail Gibbons’ From Seed to Plant, so they asked another teacher who was a Spanish
speaker to record a reading of it for the students to use in the library center. These simple adaptations to the
environment and curriculum yielded excellent results for the children and the teacher.
Adapt Instruction to Meet the Needs of Linguistically Diverse Learners
All educators should strive to minimize boredom as well as over-stimulation, frustration and failure with
all children. However, children who are DLLs have unique needs with regards to the learning environment
and climate. In the Framework from the Office of Head Start it states, “…programs are to ensure that children
have opportunities to interact and demonstrate their abilities, skills, and knowledge in any language, including their home language” (2010, p. 4). Thus, early childhood educators need to develop an environment and
climate in which DLLs can be intrigued, engaged, challenged and successful even if they don’t speak any English.
For example, the environment can be enhanced by having DLLs who are proficient in English help those
who are less proficient. A supportive climate for DLLs will include many visuals and hands-on activities that
incorporate the culture of all children in the classroom. Allowing DLLs to work with partners or in small
groups that include native-English speakers is beneficial as this provides the opportunity to interact and learn
from one another.
Teachers need to consider what is most important to assess (Gonzalez-Mena, 2008; Tabors, 2008). Beyond academic skills there are numerous areas young children need to gain knowledge, skills and dispositions
in. There are social, emotional, physical and cognitive skills that can be assessed without relying completely
on the child’s ability to speak English.
Finally, when assessing children who are DLLs, staff needs to understand that the purpose of assessment is to
learn what a child knows and is able to do. With the exception of assessing a child’s English language development, assessment does not depend on a child’s understanding or speaking abilities in English, but on the
page 8
haaeyc Advocate Winter Issue 2013
specific knowledge, skills, or abilities that the assessment measures. the specific knowledge, skills, or abilities
that the assessment measures. For example, a child can demonstrate an understanding of book knowledge or
science concepts in the home language. Assessing a child who is a DLL only in English will rarely give an accurate or complete picture of what the child knows or can do. (Office of Head Start, 2010, p. 5)
It’s important for educator’s to use a multidimensional approach to assessment (Lessow-Hurley,
2013), such as the arts because children may need to show what they know using various aspects of the hundred languages of children (Edwards, Gandini, & Foreman, 1998). It is also crucial for educators to have ongoing informal assessments to know the progress their DLLs are making and how to scaffold their needs. Some
examples of ongoing informal assessments may include observations, portfolios and checklists (Herrera,
Perez, & Escamilla, 2010). Mary Mayeski (2002) urges teachers to intentionally utilize the arts and creative
expression activities in their curriculum as a way to learn what children truly know instead of relying solely
on pencil and paper methods of assessment.
During learning center time, an ELL child in a Head Start classroom used foam pieces and crayons to
make a paper model of the parts of a plant. The English speaking teacher wrote the child’s words in the home
language spelling the words phonetically. She was able to ask a bilingual teacher from another classroom to
help her find out if the child knew the parts of the plant. From this activity the teacher is assessing the child’s
understanding of science concepts with the parts of the plants. This activity does not require English proficiency since the assessment is a work sample using hands-on best practices which is one way for children to
show they are communication proficient even when they do not have a large English vocabulary. The teacher
was then able to use the child’s work to teach them the English vocabulary to go with the science she already
knew and understood (Espinosa, 2010; Tabors, 2008).
Understand, Respect and Include Children Who Speak Languages Other Than English
Teachers can start developing a climate of respect by making some modifications to their own communication practices (Berg&Petron, 2010).

Limit the use of pronouns and be specific

Combine gestures with words
haaeyc Advocate
Summer Fall Issue 2013

Limit use of contractions

Simplify sentence structure

Enunciate clearly, repeat or restate phrase

Limit idiomatic and nonsensical expressions

Add wait time after asking a question
Modifications to the climate and environment can be thoughtfully and intentionally implemented to
help all children, but especially to help DLLs to feel comfortable in the classroom. Children should be encouraged to use some of their time to watch, daydream, brainstorm and think-aloud. This should be viewed
as desirable instead of as disengagement. Children need to be encouraged to express themselves in a variety
of novel ways using verbal and body language, the arts and movement. When children make mistakes, these
mistakes are valued as learning opportunities and met with empathy, caring and calmness. Developing a climate and environment in this manner will enhance the early school experience for all students.
Conclusions
Teachers who speak English, but work in a language diverse setting are encouraged to seek out knowledge about instructing DLLs, adapt and modify the curriculum and environment when necessary, and to
understand, respect and include all students. These three dispositions of the teacher directly impact the experiences of DLLs in early childhood programs.
page 10
haaeyc Advocate Winter Issue 2013
References
Berg, H. & Petrón, M. (2010). Teacher talk: Consistency in language use for young English language learners. Early Years, 31(3) 15—18.
Cummins, J. (1979). Linguistic interdependenc and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251.
Edwards, C., Gandini, L., Forman, G. (1998). The hundred languages of children: The Reggio Emilia approach—
advanced reflections, 2nd ed. Westport, CT: Ablex Publishing.
Espinosa, L.M. (2010). Getting it right for young children from diverse backrounds: Applying research to improve practice.
Boston, MA: Pearson.
Feeney, S. & Freeman, N. (2005). Ethics and the early childhood educator: Using the NAEYC code. Washington, DC:
National Association for the Education of Young Children.
Gonzalez-Mena, J. (2008). Diversity in early care and education: Honoring differences, 5th ed. NY: McGraw-Hill.
Herrera, S.G., Perez, D.R. & Escamilla, K. (2010). Teaching reading to English language learners: Differentiated Literacies. MA: Pearson Education, Inc.
Howes, C., Downer, J.T. & Pianta, R.C. (2011). Dual language learners in the early childhood classroom. Baltimore,
MD: Paul H. Brookes Publishing Company.
Krashen, S.D. (1981). Principles and practice in second language acquisition. In English Language Teaching. London, UK: Prentice-Hall International.
Lessow-Hurley, J. (2013). The foundations of dual language instruction, 6th ed. Boston, MA: Pearson.
Mayeski, M. (2002). How to foster creativity in all children. New York, NY: Thomson/Delmar Learning.
National Association for the Education of Young Children. Early childhood curriculum, assessment and program
evaluation: Building an effective, accountable system in programs for children birth through age 8 a joint position statement
with the National Association of Early Childhood Specialists in State Departments of Education. [Electronic Version]. Retrieved July 7, 2012 from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf.Nemeth, K.N. Nemeth,
K. (2012). Basics of dual language learners: An introduction for educators of children from birth through age 8. Washington, DC: National Association for the Education of Young Children.
Office of Head Start. (2010, November). The Head Start Child Development
and Early Learning Framework: Promoting positive outcomes in early childhood programs serving children 3–5 years old.
Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families.
Rumelhart, D.E. (1980). Schemata: The building blocks of cognition. In R.J. Spiro, B.C. Bruce, & W.F.
Brewer (Eds.), Theoretical issues in reading comprehension (33-58). Hillside, NJ: Erlbaum.
Saluja, G., Early, D.M. & Clifford, R.M. (2002, March). Demographic characteristics of early childhood
teachers and structural elements of early care and education in the United States. Early Childhood Research &
haaeyc Advocate
Summer Fall Issue 2013
& Practice, 4(1). Available online at: http://www.freepatentsonline.com/article/Early-Childhood-ResearchPractice/134246971.html
Tabors, P.O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second
language, 2nd ed. Baltimore, MD: Paul H. Brookes Publishing Company.
Call for Manuscripts
Our next edition of the Advocate, HAAEYC’s online and printed
peer-reviewed journal, will begin accepting research-based and theory into practice articles. We are interested in articles following
APA format from classroom teachers, educational consultants, presenters, researchers, graduate students and professors in the early
childhood field.
Spring 2014 Theme:
An Artist’s Palette: Integrating Art in the Curriculum
We are seeking manuscripts that show teachers how to integrate art
techniques into the curriculum as well as manuscripts that provide research-based methodologies for using art and encouraging art as
part of the high impact classroom experience.
Submission deadline is February 3, 2013 to:
[email protected]
Please check the Advocate online section of our
HAAEYC website for submission information.
page 12
haaeyc Advocate Winter Issue 2013
HAAEYC Membership
Membership Levels
 Comprehensive - $135.00
 Regular - $100.00
 Student - $90.00
*HAAEYC Subscription Membership - $15.00
(with this you will only receive the haaeyc Advocate newsletter)
What do you get when you join HAAEYC?
 National Association for the Education of Young Children
Membership (NAEYC)
 Southern Early Childhood Association Membership (SECA)
 Texas Association for the Education of Young Children
Membership (TAEYC)
 Houston Area Association for the Education of Young Children Membership
(HAAEYC)
 Voting Privileges
 Reduced fees to workshops and conferences
 haaeyc Advocate subscription
 TAEYC's Early Years Publication
 SECA's Dimension Magazine
 NAEYC's Young Children Magazines
 *Comprehensive members receive newly released NAEYC
Publications
Yes, it is a package deal. You can't pick and choose! Membership in one gets you
into all four organizations for one year.
How do I join?
Visit the NAEYC website at www.naeyc.org
There, you can join online and pay by credit card. Please remember to designate HAAEYC as your local affiliate chapter. If you prefer to pay by check,
you may print out the membership application from our site and mail it to the
HAAEYC office. HAAEYC will then submit your application to NAEYC for processing. If you want a
membership as soon as possible, it is strongly advised that you join online at
NAEYC's website.
haaeyc Advocate
Summer Fall Issue 2013
Get Outside! - Utilizing Natural Outdoor Play in Early Childhood Education
By: Joshua Kivlovitz
It’s getting harder and harder to get students outside. Some blame the higher academic standards that are being placed on teachers, which take away from free time and add to the time spent teaching new curriculum. Some blame
the growing use of technology for entertainment. It’s much easier to let students sit in front of computers or video games
than to take them outside while monitoring their safety. However, the truth is, a big reason that students are not playing
outside is that very few teachers are convinced of how great outdoor natural play is, and many don’t know how beneficial it is for a young student’s education (Maynard & Waters, 2007).
Why take students outside? Well, the easiest answer is, it’s what they prefer (Titman, 1994)! Researchers have
shown that humans are inherently inclined towards the outdoors. It’s in our nature
to enjoy nature. Evolutionary psychologists call it biophilia, which means the love of
life or living systems. It makes sense: in the entire history of the human species,
more than 99% of it was spent living in the great outdoors (White & Stoecklin,
1998). Living inside with air conditioning, computers and electric stoves is relatively
new. In fact, young students are the most inclined to go outside because they
haven’t had the chance to be fully conditioned into our technological lifestyle (White & Stoecklin, 1998). Their intrinsic
human values are still intact. Save them! Take students outside.
Playing outside is also great for students’ mental and physical abilities. And, this means not just playing outside,
but playing outside in nature. Playing on manufactured jungle gyms in schools and neighborhoods featuring rounded
corners and smooth surfaces is not the same as playing in nature. Nature provides a beautiful range of textures and surfaces to be touched by young curious hands. The world of the outdoors creates small challenges of uneven surfaces for
little feet to walk across, and those challenges mold students into physically capable kids. Dealing with all of these organic shapes, textures and surfaces builds a student’s motor skills and physical abilities (Fjørtoft, 2001). And not only
does exploring nature develop students’ physical abilities, but their brains will grow stronger as well. The great thing
about the outdoors is that there is no storyline or instruction manual. Students must discover amongst themselves how
to use nature to have fun through creative thinking. By having students create their own fun in this world of endless possibilities, they develop more creativity, more social skills, more problem solving skills and and stronger cognitive abilities
(Burdette & Whitaker, 2005). And they will love doing it! Getting outside to burn off all that energy and excitement
page 14
haaeyc Advocate Winter Issue 2013
also helps students stay focused when it comes time to learn. Some research even suggests that getting outdoors
might reduce ADHD symptoms in young children (Faber Taylor et al., 2001).
Taking students outside helps them learn more and learn better.
Studies have shown that when students participate in inquiry-based lessons in natural environments, they have higher academic achievement
(SEER, 2005). The authentic learning that nature-based activities incorporate helps improve student behavior, and outside play lets students
expend their excess energy , which helps create a calmer classroom environment (Barros, Silver, & Stein, 2009). When students are learning in
their own natural environment they are more likely to get involved in their learning through self-inquiry, which enforces
a stronger understanding of the material (Dyment, 2005). Not only does outdoor learning improve understanding of
concepts, but it also builds other skills such as communication and cooperation (AIR, 2005; Burdette & Whitaker,
2005). Furthermore, students who play outside develop a passion for nature that is not as common in students who do
not have outdoor nature experiences. Students who participate in outdoor nature activities while they are young are
much more likely to care about the environment as adults (Wells & Lekies, 2006; Chawla, 2006).
Most importantly, the outdoors is an amazing place to learn. There are endless teaching opportunities outside.
What better place to learn about wildlife than with actual wildlife? Have students actually experience the nature around
them rather than seeing it in pictures. Not only will it be much more educational, but it’s much more fun too. But don’t feel confined to teaching science
outside! Take story time outside, practice math by arranging leaves by size or
counting the legs on a bug, or make art with mud and sticks. Often teachers
will not adjust their pedagogical technique between the indoors and outdoors,
creating a huge barrier for the teachers who attempt to teach outside. Use
creativity and see what can be taught outdoors that cannot be taught indoors.
Still don’t know how to go about taking students outside? There are many great resources available that
teachers can use to teach their students about the outdoors. Growing Up WILD is an early childhood curriculum guide
for educators with 27 units and over 400 experiences that encourage learning about nature and outdoor education.
Each unit is correlated with NAEYC academic standards. Growing Up WILD is produced by a nationally recognized
non-profit that works with state parks and wildlife departments around the US to provide professional development
training for teachers to help get students outdoors and learning. By participating in interactive, hands-on workshops,
haaeyc Advocate
Summer Fall Issue 2013
educators gain valuable experience in using Growing Up WILD guides, selecting and conducting activities to meet curriculum requirements, and improving their content knowledge. Because the workshops are often tailored to
the location where the students reside, many educators have left feeling more
confident about their abilities to teach in their local environment. As an example, a training manager at an early childhood center, after moving from Colorado to Virginia, attended a Growing Up WILD workshop in her new state. Her training enhanced her knowledge of the
local plants and animals.
During a training workshop educators learn how to incorporate all that Growing Up WILD has to offer into their
classrooms, such as “Healthy Me” activities, outdoor time, snack ideas, “Helping Hands” stewardship activities, arts and
crafts, and music. If you want to learn more about the workshops offered in Houston and state-wide here in Texas, or
the Growing Up WILD curriculum guide, go to www.pwgrowingupwild.org or contact Texas Parks and Wildlife Department Project WILD coordinator Kiki Corry at [email protected] .
In the meantime, here are some ideas that can be used to get students outdoors developing their physical and
mental skills and having fun:
-Keep a supply of kitchen and garden tools outside for students to enjoy. Encourage them to dig and create with all that
the earth has to offer.
-Find logs of various sizes and lay them out to be used as chairs, balance beams or even building blocks.
-Make a small pond or provide a large bucket of water outside. Students can use cups or small buckets for splashing
around in the water. Add soil or sand and make mud for even more fun.
-Create an outdoor garden to show students how to grow vegetables and herbs. Once the vegetables ripen, the garden
can provide healthy snacks that students can be proud to have grown!
-Hang pots and tins from trees and allow students to bang on them to create a musical experience.
-Bring or find stones for students to sit on, step on, play on or stack.
-Build a sunflower house by planting a square of sunflowers with space for children to play in the center.
- Designate a spot in your room for children to experience nature while indoors. Keep a small collection of leaves, rocks,
shells, sand, feathers and bones for children to touch during their free time. Allow the children to find their own nature
items like twigs or acorns to add to the collection.
-Create a “nature-inspired” indoor environment with your students!
page 16
haaeyc Advocate Winter Issue 2013
References:
AIR. (2005). Effects of Outdoor Education Programs for Children in California. American Institutes for Research: Palo
Alto, CA.
Barros, R.M., Silver, E.J., & Stein, R.E.K. (2009). School recess and group classroom behavior. Pediatrics, 123(2), 431436.
Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: looking beyond fitness and fatness to
attention, affiliation,
and affect. Archives of pediatrics & adolescent medicine, 159(1), 46.
Chawla, L. (2006). Learning to love the natural world enough to protect it. Barn, 2, 57-78.
Dyment, J. (2005). Gaining ground: The power and potential of school ground greening in the Toronto District School
Board. Evergreen:
Toronto, Canada.
Fjørtoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in preprimary school children. Early childhood education journal, 29(2), 111-117.
Hoyert DL, Xu JQ. Deaths: Preliminary data for 2011. National vital statistics reports; vol 61 no 6. Hyattsville, MD: National Center for Health Statistics. 2012.
Kuo, F. E., & Taylor, A. F. (2004). A potential natural treatment for attention-deficit/hyperactivity disorder: evidence from
a national study. Journal Information, 94(9).
Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: a missed opportunity? Early Years, 27(3), 255265.
State Education and Environment Roundtable (2005). California Student Assessment Project Phase Two: The Effects of
Environment-Based Education on Student Achievement. SEER: Poway, CA.
Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2001). Coping with ADD The surprising connection to green play settings. Environment and Behavior, 33(1), 54-77.
Titman, W. (1994). Special Places; Special People: The Hidden Curriculum of School Grounds. World Wide Fund for
Nature: Surrey, United Kingdom.
Wells, N. M., & Lekies, K. S. (2006). Nature and the life course: Pathways from childhood nature experiences to adult
environmentalism. Children Youth and Environments, 16(1), 1-24.
White, R., & Stoecklin, V. (1998). Children's outdoor play & learning environments: Returning to nature. White Hutchinson Leisure & Learning Group.
haaeyc Advocate
Summer Fall Issue 2013
Sing a Song and Read Along: Using Music to Promote Literacy Learning
By: Rebecca Giles, Ph.D., and Jeannette Fresne, D.M.A.
Early childhood is the ideal time to surround children with the building blocks of music––
melody, harmony, volume, rhythm, beat, timbre, and form. Immersing young children in music
activities emphasizing play, vocal exploration, and interaction is a natural and pleasurable way
for them to encounter the richness of language. The similarities between musical development
and literacy acquisition are many. Literature and music share such common features as being
forms of communication, using a symbolic system, and naturally encouraging oral language development and listening skills (Tunks & Giles, 2013). Because ”the effects of musical experience
on subcortical auditory processing are pervasive and extend beyond music to the domains of language and emotion” (Kraus, Skoe, Parbery-Clark, & Ashley, 2009, p. 543), combining music and
literacy experiences can be extremely effective for promoting growth in both areas (Davis, 2000).
“Side by side, comparisons of research in language arts, music, and neurophysiology reveal patterns demonstrating that music learning is beneficial to the reading process” (Hansen & Milligan,
2012, p.79) and that music perception is predictive of reading skill (Sima, Trainor, Woodside, &
Levy 2002).
Learning music and learning to read both rely on repetition to enhance memory and facilitate understanding, making it important for emergent and early readers to experience many connections between language, music, and print (Jalongo & Ribblett, 1997). For this reason, children’s literature possessing musical qualities provides the ideal choice for rewarding learning experiences. While there are more complex ways of integrating the elements of music through literature, the following suggestions are designed to help even the most non-musical teachers confidently sing books with children of all ages.
Song Picture Books
Song picture books, which are illustrated versions of well-known tunes, support early readers in numerous
ways (Sawyer, 2011). The rhyme, rhythm, repetition and predictable structure inherent in song picture books make
them particularly appealing to young children. Both traditional and contemporary song book selections build on prior
page 18
haaeyc Advocate Winter Issue 2013
knowledge, and many have the added appeal of humorous exploits. Illustrations provide concrete
representations of ideas and vocabulary, making the lyrics easier to understand and enjoy. The
accompanying text increases the children’s knowledge of story structure (Kouri & Telander, 2008)
while familiarity with the words written aids in print recognition (James, 2000). As a result, children learn new concepts, words, and expressions as well as print conventions and book handling
skills when they sing and read along with these engaging books.
Oftentimes, such classics as “Teddy Bear, Teddy Bear, Turn Around,” “Mary Had a Little
Lamb,” and “Old McDonald Had a Farm” can be found in book form at the local dollar store, since
expired copyrights have dramatically decreased the cost of publishing. Other examples of popular
song picture books include Down by the Bay and Ten in the Bed along with seasonal favorites like
Over the River and Through the Woods and The Twelve Days of Christmas.
Use Books to Improve Listening Skills
Listening skills are essential in singing, language development, expressive movement, and,
later, reading. Look for books that have a word or short phrase repeated at least three times.
Books with similar recurring words and phrases can be used to improve listening skills by having
children vocalize assigned sounds or perform designated movements each time the word or phrase
is heard. For example, in Mortimer by Robert Munsch children repeatedly walk “up the
stairs” (preferably by walking in place), walk “down the stairs,” and shake their finger while saying
“Mortimer, be quiet.” using the four vocal timbres of a mommy, daddy, policeman, and 17 brothers
and sisters as they are introduced through the story. A similar experience can be provided using
Boom Boom Go Away! by Laura Geringer. In The Little Old Lady Who Was Not Afraid of Anything, a
lady meets shoes, pants, a shirt, gloves and a hat while out walking. At one point, the story says
“Two shoes that go, ‘Clomp, clomp.’” Upon hearing this phrase, the children join in by saying the
words –clomp, clomp--and stomping their feet. As the story continues, the shirt wiggles, the hat
nods, etc. Children love the lively interaction generated with such fun movements and sounds!
Musical aspects can be further emphasized by incorporating instruments into the story.
Simple instruments, such as egg shakers, maracas, rhythm sticks, bells, drums or tambourines,
haaeyc Advocate
Summer Fall Issue 2013
can be selected to represent each character or recurring sound. Children are cued to play their
instruments when the corresponding character name or sound word is heard. A basic example
would be to read a book such as I Know a Wee Piggy by Kim Norman and have children play
their instruments each time a color word is heard. Cumulative tales, types of folktales in which
the actions or characters build and repeat, provide the opportunity for more sophisticated practice as each child is assigned a single character that signals his performance when heard in the
story. Engaging choices with numerous animal characters include Mr. Grumpy’s Outing by John
Burningham, Stuck in the Mud by Jane Clarke, and The King, the Mice and the Cheese by Nancy
and Eric Gurney. When using instruments with The Little Old Lady Who Was Not Afraid of Anything, children strike rhythm sticks together four times when the shoes appear. When the pants
appear, children tap the egg shakers four times. The shirt, gloves, and hat may be translated by
bells, drums, and tambourines, respectively.
Use Books to Explore the Voice
In music, exploring the voice is a crucial skill for young children. As we age, we become
less likely to make new sounds. Books incorporating assorted animal sounds, while not sung,
are wonderful for providing varied opportunities for vocal exploration. I Went Walking, Duck in
the Truck, The Noisy Counting Book and Never Tease A Weasel are just a few examples. These selections allow children to practice auditory discrimination while laying a foundation for phonemic
awareness tasks, such as hearing, identifying, and manipulating individual sounds in spoken
words (Gromko, 2005). Shy children can use animal puppets to help them overcome their hesitancy to make unusual sounds.
While artistically valuable, musical experiences may extensively enhance children’s language and literacy development as well (Gromko, 2005) since music skills have been found to
correlate significantly with both phonological awareness and reading development (Sima, Trainor, Woodside, & Levy, 2002). We challenge teachers to discover the musical gems on their book
shelves and ignite the love of music and literature for their students! With a just few simple
pointers (see below), teachers will be able to successfully share their expanding library of music.
page 20
haaeyc Advocate Winter Issue 2013
Steps for Success
1. Let the children set the pace. When singing and reading books, find a tempo (speed) that is
comfortable for the children. Since their heart rate is faster, a comfortable tempo for the children
often feels a little fast for adults. By adjusting to their tempo, teachers will decrease children’s
incidents of off-task behavior.
2. Monitor the length of activities for age-appropriateness. The younger the child, the more often
a shift in position is required. A good rule of thumb is to use the child’s age as a guide. For instance, after three minutes of sitting while the teacher is reading and singing the book, a threeyear-old child will benefit from a change in body position. Even brief respite or minimal adjustment will encourage better concentration.
3. Remember that small children are developing fine motor skills. Use uncomplicated movements, and carefully scrutinize expectations for finger play. While the tune and content of “The
Itsy Bitsy Spider” are appropriate for young children, the fine motor skills required to work the
finger motions are not. Create age-appropriate motions that allow children to succeed as they
translate the events of the book into movement. Or, better yet, let the children suggest the motions. Fine motor development should also be considered when choosing musical instruments.
Larger instruments are for small hands, and little instruments are for big hands.
4. Musical ability is not required. An adult does not have to be good singer to be a star with children. Young children just want to sing. So, do not let personal inhibitions interfere with having a
great time. Rather, focus on making singing and reading exciting, engaging, and fun!
Teacher Tip: In addition to the many options explored here, there are songs written for the specific purpose of building language and literacy skills. Lyrics and sound files available in numerous categories—alphabet, consonant and vowel sounds, letter shapes, grammar, idioms—can be
accessed at http://www.literacyconnections.com/songs.php.
haaeyc Advocate
Summer Fall Issue 2013
References
Davies, N. L. (2000). Learning…the beat goes on. Childhood Education, 7(3), 148-153.
Gromko, J. (2005). The effect of music instruction on phonemic awareness in beginning
readers. Journal of Research in Music Education, 53(3), 199-209.
Hansen, D., & Milligan, S. A. (2012). Aural skills: At the junction of research in early reading
and music literacy. Music Educators Journal 99,(2), 75-80.
Jalongo, M., & Ribblett, D. (1997). Using song picture books to support emergent literacy.
Childhood Education, 74 (1), 15-22.
James, A. R. (2000). When I listen to music. Young Children, 55(3), 36-37.
Kouri, T., & Telander, K. (2008). Children’s reading comprehension and narrative recalling in
sung and spoken story context. Child Language Teaching and Therapy, 24(3), 329–349
Sawyer, J. (2011). Growing up with literature. Clifton Park, NY: Delmar.
Tunks, K. W., & Giles, R. M. (2013). Read Aloud, Sing Along and Move Around: Musically
Motivating Children with Books. Perspectives: Journal of the Early Childhood Music and
Movement Association, 8(2), 6-12.
page 22
haaeyc Advocate Winter Issue 2013
Cantando y Leyendo Juntos:
Usando la Música para promover el aprendizaje de la lectura
By: Rebecca Giles, Ph.D., and Jeannette Fresne, D.M.A.
Translation By: Adriana Gutierrez
La primera infancia es el momento ideal para envolver a los niños en los elementos básicos de la
música: la melodía , la armonía , volumen, ritmo, ritmo , timbre y forma. Sumergir a los niños pequeños
en las actividades musicales que enfatizan el juego , la exploración vocal, y la interacción es una forma
natural y agradable para ellos para encontrar la riqueza del lenguaje . Las similitudes entre el desarrollo
musical y la adquisición de la lectura son muchas. La literatura y la música comparten muchos elementos comunes como son las formas de comunicación , el uso de un sistema simbólico , y el fomentar el desarrollo natural del lenguaje oral y la capacidad de escuchar ( Tunks & Giles , 2013 ) . Debido a que " los
efectos de la experiencia musical en el procesamiento auditivo subcortical son generalizadas y se extienden más allá de la música a los dominios del lenguaje y la emoción " ( Kraus , Skoe , Parbery -Clark , y
Ashley, 2009 , p . 543 ) , que combina música y alfabetización experiencias pueden ser muy eficaz para
promover el crecimiento en ambas áreas (Davis , 2000 ) . " Haciendo una comparación de la investigación de la lengua y literatura , la música y neurofisiología revelan patrones que demuestran que el
aprendizaje de la música es beneficioso para el proceso de la lectura " ( Hansen & Milligan, 2012 , p.79 )
y que la percepción de la música es un factor predictivo de la habilidad lectora ( Sima , Trainor , Woodside y Levy 2002 ) .
Tanto como aprender música y aprender a leer se basan en la repetición para mejorar la memoria y facilitar la comprensión, por lo que es importante para los lectores emergentes y principiantes el
experimentar muchas conexiones entre el lenguaje, la música, y la letra escrita (Jalongo y Ribblett,
1997). Por esta razón, la literatura infantil posee cualidades musicales que ofrecen la opción ideal para
experiencias de aprendizaje gratificantes. Si bien hay formas más complejas de integración de los elementos de la música a través de la literatura, las siguientes sugerencias están diseñadas para ayudar
haaeyc Advocate
Summer Fall Issue 2013
incluso a los maestros que no son musicales, cantar con confianza libros con los niños de todas las edades.
Libros con Canciones Ilustrados
Los libros con canciones ilustrados, que ilustran versiones de canciones conocidas, apoyan a los
lectores principiantes de muchas maneras (Sawyer, 2011). La estructura de la rima, ritmo, repetición y
estructura predecible, los hacen especialmente atractivos para los niños pequeños. Tanto las selecciones tradicionales como las contemporáneas, se construyen sobre conocimientos previos, y muchos tienen el atractivo adicional de hazañas humorísticas. Las ilustraciones proporcionan representaciones
concretas de ideas y el vocabulario, por lo que las lecturas son más fáciles de entender y disfrutar. El
texto que lo acompaña aumenta el conocimiento de los niños de la estructura de la historia (Kourí y Telander, 2008), mientras que la familiaridad con las palabras escritas ayuda en el reconocimiento de la
letra escrita (James, 2000). Como resultado, los niños aprenden nuevos conceptos, palabras y expresiones, así como las palabras escritas y la capacidad de manejar libros cuando cantan y leen con libros que
los motivan.
A menudo, los clásicos como "Osito, Osito, Da la Vuelta, "Maria tenia un borreguito" y "El Viejo
McDonald tenía una granja" se puede encontrar en forma de libro en la tienda local del dólar, ya que los
derechos de autor caducados han disminuido drásticamente el costo de la publicación. Otros ejemplos
de cancioneros populares con imágenes incluyen Abajo por la Bahia y Diez en la Cama, junto con los favoritos de temporada Sobre el Rio y por el Bosque y Los Doce días de Navidad.
Utilice libros para mejorar la habilidad de escuchar
La habilidad de escuchar es esencial en el canto, el desarrollo del lenguaje , el movimiento expresivo, y, más tarde , la lectura. Busque libros que tengan una palabra o frase corta repetida al menos tres
veces . Libros con palabras y frases recurrentes similares pueden ser utilizados para mejorar la habilidad de escuchar haciendo que los niños vocalicen los sonidos asignados o realicen los movimientos designados cada vez que se escucha la palabra o frase. Por ejemplo, en Mortimer por Robert Munsch los niños
page 24
haaeyc Advocate Winter Issue 2013
suben en varias ocasiones " las escaleras " ( prefiriendo caminar en su lugar) , bajan las escaleras ", y
agitar su dedos mientras dicen " Mortimer , Haz silencio. " Utilizando los cuatro timbres vocales de una
mamá , papá , policía, y 17 hermanos y hermanas , ya que se introducen a través de la historia. Una experiencia similar se puede realizar utilizando ¡Boom Boom, Váyase! por Laura Geringer . En La viejecita que
no tenía miedo de nada, una señora encuentra los zapatos , pantalones , camisa , guantes y un sombrero
mientras camina. En un momento, la historia dice " Dos zapatos que van , ' Clomp , clomp ." Al oír esta
frase , los niños se unen al decir las palabras - clomp , clomp - y pisoteando con sus pies. A medida que la
historia continúa , los meneos de camisa, el sombrero asiente con la cabeza , etc. A los niños les encanta
la interacción animada generada con los movimientos y sonidos divertidos!
Los aspectos musicales se pueden destacar aún más con la incorporación de los instrumentos en
la historia. Instrumentos simples, como maracas de huevo , maracas , palos rítmicos , campanas , tambores o panderetas, pueden ser seleccionados para representar cada carácter o el sonido que se repite. A
los niños se les dan claves para tocar sus instrumentos cuando se escucha el nombre del personaje correspondiente o el sonido de la palabra sonido. Un ejemplo básico sería leer un libro como I Know a Wee
Piggy por Kim Norman y los niños tocan sus instrumentos cada vez se escucha una palabra con color.
Cuentos acumulativos , los tipos de cuentos en los que las acciones o personajes construyen y se repiten , ofrecen la oportunidad de practicar más sofisticada , ya que cada niño se le asigna un único carácter que indica su rendimiento cuando se escucha en la historia. Involucrar opciones con numerosos personajes animales incluyen Outing del Sr. Grumpy por John Burningham , Atascado en el Lodoo por Jane
Clarke, y El Rey, Los Ratones y El Queso por Nancy y Eric Gurney. Al utilizar instrumentos con La Viejecita
que no tenía Miedo de Nada, los ninos crean con los palillos pegando cuatro veces cuando aparecen los
zapatos. Cuando aparecen los pantalones , los niños tocan los agitadores cuatro veces. La camisa , guantes y sombrero pueden ser traducidos por las campanas , tambores y panderetas , respectivamente .
Utilice los libros para explorar la voz
En la música, la exploración de la voz es una habilidad crucial para los niños pequeños.
haaeyc Advocate
Summer Fall Issue 2013
A medida que nos hacemos mayores, nos volvemos menos propensos a hacer nuevos sonidos.
Los libros que incorporan sonidos de animales variados, aunque no cantan, son maravillosos para brindar una variedad de oportunidades para la exploración vocal. Fui a caminar, Pato en el Camión, El Libro
de Contar Ruidoso y Nunca Molestes a una Comadreja son sólo algunos ejemplos. Estas selecciones permiten a los niños a practicar la discriminación auditiva al tiempo que se sientan las bases para las tareas
de conciencia fonológica, como escuchar, identificar y manipular los sonidos individuales en las palabras habladas (Gromko, 2005). Los niños tímidos pueden utilizar títeres de animales para ayudarles a
superar su resistencia a hacer sonidos inusuales.
Aunque artísticamente valiosas, las experiencias musicales pueden mejorar ampliamente el lenguaje y el desarrollo de lectura de los niños tambien (Gromko, 2005), ya que se ha encontrado que las
habilidades musicales se correlacionan significativamente con la conciencia fonológica y el desarrollo de
la lectura (Sima, Trainor, Woodside y Levy, 2002). Retamos a los profesores a descubrir las joyas musicales en sus estantes de libros ya que enciendan la pasión por la música y la literatura para sus estudiantes! Con sólo unos cuantos consejos simples (véase más adelante), los profesores serán capaces de
compartir con éxito su amplia biblioteca de música.
Pasos para Tener Éxito
1. Dejar que los niños marquen el ritmo. Cuando el canten y lean libros, encontrar un tempo (velocidad)
que sea cómodo para los niños. Dado que su ritmo cardíaco es más rápido, un ritmo cómodo para los
niños a menudo se siente un poco rápido para los adultos. Al ajustar su tempo, profesores disminuirán
incidentes de comportamiento de los niños.
2. Supervisar la duración de las actividades para la edad apropiada. Cuanto más pequeños sean los ni
ños, más a menudo requerirán un cambio de posición. Una buena regla general es utilizar la edad del
niño como guía. Por ejemplo, después de tres minutos de estar sentado mientras el profesor está leyen
do y cantando el libro, un niño de tres años de edad, se beneficiará de un cambio en la posición del cuer
po. Incluso respiro breve o mínimo ajuste fomentará una mejor concentración.
page 26
haaeyc Advocate Winter Issue 2013
3. Recuerde que los niños pequeños están desarrollando la motricidad fina. Use movimientos sin complicaciones, y examine cuidadosamente las expectativas de juego con los dedos. Mientras que el tono y
el contenido de "La Pequeña Araña" son apropiadas para los niños pequeños, las habilidades motoras
finas que se requieren para trabajar en los movimientos de los dedos no lo son. Creen propuestas apropiadas a la edad que permiten a los niños a tener éxito, mientras ellos traducen los eventos del libro a
movimiento. O, mejor aún, que los niños sugieran los movimientos. Desarrollo de la motricidad fina
también se debe considerar al momento de elegir los instrumentos musicales. Instrumentos más grandes son para las manos pequeñas y pequeños instrumentos son para manos grandes
4. No se requiere habilidad musical. Un adulto no tiene que ser buen cantante para ser una estrella con
los niños. Los niños pequeños sólo quieren cantar. Por lo tanto, no deje que las inhibiciones personales
interfieran con pasar un buen tiempo. Más bien, se céntrese en hacer que el canto y la lectura sean emocionantes, atractivo y divertido!
Consejo de Enseñanza: Además de las muchas opciones exploradas aquí, hay canciones escritas con el
propósito específico de la construcción de habilidades de lenguaje y lectura. Letras y archivos de sonido
disponibles en numerosas categorías, alfabeto, consonantes y vocales sonidos, formas de letras, gramática, modismos, se pueden encontrar en http://www.literacyconnections.com/songs.php.
haaeyc Advocate
Summer Fall Issue 2013
Come Join Our Team for Committee Work!
Do you enjoy working with other early childhood educators?
Do you want to provide service to your profession and to our
organization?
This is your call!
HAAEYC is recruiting members to be more involved and serve.
If you are willing to volunteer on any HAAEYC committee,
please email us your specific area of interest:
Conference, Week of the Young Child, Advocacy,
Membership, Advocate, Website
[email protected]
page 28
haaeyc Advocate Winter Issue 2013
ECE Resources of Interest
NAEYC (National Association for the Education of Young Children) www.naeyc.org
TAEYC (Texas Association for the Education of Young Children) www.texasaeyc.org
Southern Early Childhood Association (SECA) www.southernearlychildhood.org
The Texas Early Care and Education Career Development System (TECECDS)
www.uth.tmc.edu/tececds
Center in Houston for Infant Learning and Development (CHILD)
www.DiscoverCHILD.org
Texas Head Start State Collaboration Office www.uth.tmc.edu/thssco
Collaborative For Children, Inc. www.collabforchildren.org
DePelchin Children's Center www.depelchin.org
Child Care Licensing www.tdprs.state.tx.us
Council for Professional Recognition www.cdacouncil.org
Neighborhood Centers, Inc. www.neighborhood-centers.org
haaeyc Advocate
Summer Fall Issue 2013
page 30
haaeyc Advocate Winter Issue 2013