Seminal Books on Early Childhood Education

Seminal Books on Early Childhood Education

Guide Index

Introduction

This resource guide is a step towards developing a practical and authoritative early childhood education collection at the National Library Singapore and is useful for industry practitioners, educators and students pursuing early childhood education courses.

A total of 164 titles covering different aspects of early childhood education are listed under the following eight categories:

  Categories
1 Child development
2 Curriculum planning and design
3 Developmental psychology
4 Digital literacy
5 Inclusive early childhood education
6 Language, literacy and numeracy skills
7 Learning environment and classroom management
8 Philosophies and practices

These selected titles – which are listed alphabetically and grouped according to these eight categories – reflect the fundamental schools of thought in early childhood and are practical and credible publications that advocate the applications of educational theories. Books that are unavailable at the Lee Kong Chian Reference Library and NLB’s public libraries have been denoted as such.

Acknowledgements

We would like to thank the following for their insights, time and contributions to this resource guide:

Child Development

(listed in alphabetical order)

  • Allen, K. E. & Marotz, L. R. (2000). By the ages: Behavior & development of children pre-birth through eight. Albany, NY: Delmar Thomson Learning. (Not available in NLB libraries)

    This is a useful manual for new parents, caregivers and early childhood educators to learn about the social, intellectual and physical development of their new-born children up to eight years of age. The book chapters are neatly organised by age for quick and easy reference.

  • Barber, J. & Paul-Smith, S. (2010). Early years observation and planning in practice. London, UK: Practical Pre-School Books. (Not available in NLB libraries)

    This work offers a guide for early childhood education practitioners on how to observe children as they learn, details the observation methods in practice and provides instructions on how to monitor, assess, review and track cohort progress.

  • Berk, L. (2013). Child development. Boston: Pearson. Call no.: R 305.231 BER

    This popular text in its ninth edition, presents the current theories and research on child development written in an accessible and engaging manner and helps readers to assimilate parenting, educational and professional concerns. The book includes research-based, real-world and cross-cultural examples.

  • Boyd, D. & Bee, H. (2009). The growing child. London: Pearson. (Not available in NLB libraries)

    Targeted at undergraduate students, Boyd and Bee offers a student-focused text which discusses the influence of the environment on the physical, cognitive and socio-emotional development of the child.

  • Broderick, P. & Blewitt, P. (2015). The life span: Human development for helping professionals. Boston: Pearson. (Not available in NLB libraries)

    This volume adopts a scientific approach to life span development covering the biological psychological, social and cultural contexts. Professionals in the education, counseling and social work fields will find this text useful.

  • Church, E. B. (2016). Nurturing next-generation innovators: Open ended activities to support global thinking. Boston, MA: Gryphon House. (Not available in NLB libraries)

    Divided into four themes, the songs, games and activities in this book are aimed at getting children to practice their observational, perception and reasoning skills, while also enabling them to enhance their literacy, math, science, motor skills and social skills.

  • Dancy, R. B. (2006). You are your child’s first teacher: Encouraging your child’s natural development from birth to age six. Stroud, Gloucestershire: Hawthorn Press. Call no.: 649.1 BAL

    Drawing on the philosophy of Rudolf Steiner, founder of the Waldorf schools, Dancy explains how children (from birth to the age of 6) learn at different stages and includes commonsense advice for parents on nurturing the child’s physical and emotional development.

  • Daniels, D. H., Beaumont, L. J. & Doolin, C. A. (2007). Understanding children: An interview and observation guide for educators. Columbus, Ohio: McGraw-Hill Education. (Not available in NLB libraries)

    By observing and interviewing children, one can understand their behavioural and learning patterns and make inferences to the theories of early childhood education philosophers. This book also includes advice on the analysis of observational data and its applications for pedagogic instruction and parent-teacher meetings.

  • Featherstone, S. and Featherstone, P. (2010). 50 fantastic things to do with babies. London: A&C Black Publishers. Call no.: 372.21 FEA

    Parents will find the 50 purposeful individual and groups activities featured in this book fun and exciting to do with their young children (from soon after birth to around 20 months old) with clear simple instructions and suggestions on how to stimulate learning with the play session. Examples of activities include baby massage, exploration and hide-and-seek games.

  • Featherstone, S. & Featherstone, P. (2010). 50 fantastic things to do with toddlers. London: A&C Black Publishers. Call no.: 372.21 FEA

    In this book, parents, nursery and child care teachers will find 50 fun and simple activities suitable for toddlers between the ages of 1 to 3. Guided by the easy-to-follow instructions, the play activities are aimed at helping toddlers to develop essential skills at their own pace.

  • Fisher, J. (2002). Starting from the child: Teaching and learning from 3 to 8. Buckingham, England; Philadelphia: Open University Press. Call no.: 372.21 FIS

    Fisher proposes a framework incorporating early childhood education theories aimed at helping early years practitioners to best look after the learning needs of the children under their care. Included are suggestions on designing conducive learning environments and discussions of the role of play in learning.

  • Fox, M. (2008). Reading magic: Why reading aloud to our children will change their lives forever. Orlando, Fla.: Harcourt. Call no.: 649.58 FOX

    Fox discusses how reading aloud to children has a profound emotional and intellectual impact on their reading ability and offers practical guidance on the best time and place to have a read-aloud session as well as advice on choosing good books.

  • Galinsky, E. (2010). Mind the the making: The seven essential skills every child needs. New York: HarperStudio. Call no.: 305.231 GAL

    Galinsky identifies seven life skills that are crucial in helping children to make the best use of their inborn talents. She also offers guidance and suggestions on what parents can do to ignite their child’s passion to learn and accelerate their cognitive and emotional development.

  • Goldstein, S. & Brooks, R. B. (Eds.). (2006). Handbook of resilience in children. New York: Springer. Call no.: R 155.41824 HAN

    The contributors to this book address the issue of resilience in children in the context of environmental factors, child and adolescent disorders and the progression towards adulthood. Topics covered include resilience in maltreated children and adults and building resilience through school bullying prevention programmes.

  • Gordon, A. M., Browne, K. W. and Cruz, J. (2008). Beginnings and beyond: Foundations in early childhood education. Clifton Park, NY: Thomson Delmar Learning. Call no.: R 372.21 GOR

    This text covers the basics of early childhood education, beginning with the historical context and moving on to discuss developmental and learning theories, the role of teachers, creating a conducive learning environment and designing curriculum that supports children’s cognitive and language development and social, emotional and mental growth .

  • Goswami, U. (2014). Child psychology: A very short introduction. Oxford: Oxford University Press. Call no.: 155.4 GOS

    This is a short primer to get readers updated on the psychology of a child from birth to adolescence. Goswami highlights the importance of family, peers, school and the environment in shaping the child’s understanding of his physical, biological and social world.

  • Hirsh-Pasek, K., Golinkoff, R. M. & Eyer, D. (2004). Einstein never used flash cards: How our children really learn–and why they need to play more and memorize less. Emmaus, Pa.: Rodale; New York: Distributed to the book trade by St. Martin’s Press. Call no.: 305.231 HIR

    This book advocates the importance of having unstructured playtime to allow children to explore and discover their own interests. The authors believe in letting children take the initiative to learn on their own instead of cramming a whole host of structured activities to fill up their time.

  • Keenan, T. & Evans, S. (2009). An introduction to child development. Los Angeles ; Singapore : SAGE. Call no.: R 155.4 KEE

    This is a handy introductory text for undergraduate students pursuing courses in child development and developmental psychology. It covers the main theories of child development from infancy to adolescence and includes current debates in developmental psychology.

  • Marotz, L. R. (2015). Health, safety, and nutrition for the young child. Stamford, CT: Cengage Learning. Call no.: R 613.0432 MAR

    Marotz provides a guide for teachers on implementing effective classroom practices that aid in ensuring the health, safety and nutrition needs of infants up to primary level students. It discusses topics ranging from emergency and disaster preparedness and childhood obesity to bullying and children with special medical needs.

  • Martin, S. (2012). Take a look: Observation and portfolio assessment in early childhood. Ontario: Pearson Education Canada. (Not available in NLB libraries)

    Martin covers the spectrum of observation methods used to assess the learning behaviours of young children and provides advice on documenting, analysing and using the findings.

  • Mooney, C. G. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Minnesota: Redleaf Press. (on order for Lee Kong Chian Reference Library)

    This book introduces the philosophies of pioneering early childhood theorists, John Dewey, Maria Montessori, Erik Erikson, Jean Piaget and Lev Vygotsky and describes their applications to young children’s education.

  • Nilsen, B. A. (2004). Week by week: Documenting the development of young children. California: Wadsworth Publishing. (Not available in NLB libraries)

    This is an excellent tool to guide new and experienced teachers on the use and application of developmental observation methods including the recording, documentation and sharing of the findings.

  • Nixon, K. & Gould, K. (1999). Emerging: Child development in the first three years. Melbourne: Cengage Learning Australia. (Not available in NLB libraries)

    Written for both home-based and centre-based caregivers, this book describes the different stages in a young child’s development from birth to the age of three and discusses their characteristics in relation to development theories and research.

  • O’connor, A. & Daly, A. (2016). Understanding physical development in the early years. London: Routledge. (on order for Lee Kong Chian Reference Library)

    This book offers an in-depth examination of the theories and research on the physical development of young children and suggests activities that can facilitate and foster their ability to move physically and experience sensory delights.

  • Paludi, M. A. (2001). Human development in multicultural contexts: A book of reading. London: Pearson. (Not available in NLB libraries)

    Paludi explores the impact of culture on the human life cycle development (infancy, preschool, middle childhood, adolescence, and adulthood) and introduces readers to published research and studies that provides a multi-dimensional perspective of developmental psychology.

  • Santrock, J. W. (2009). Child development. Boston; Singapore: McGraw-Hill. Call no.: R 305.231 SAN

    This is a good introductory textbook covering the basics of child development. Thematically structured, Santrock covers a spectrum of topics such as prenatal development, motor, sensory and perceptual development, cognitive, language and emotional development and the social contexts of development.

  • Sharman, C., Cross, W. & Vennis, D. (2007). Observing children and young people. London: Bloomsbury Publishing. Call no.: 155.4 SHA

    The authors offer a guide on the use of observation techniques to assess and track a child’s learning progress and to help their carers structure activities that will best utilise the child’s abilities.

  • Shonkoff, J. P. & Phillips, D. A. (2000). From neurons to neighbourhoods: The science of early childhood development. Washington: National Academy Press. (Not available in NLB libraries)

    This book presents an evaluation of current scientific studies of early childhood development discussing issues such as nature versus nurture, quality of child care, impact of the family’s economic circumstances and issues of race and ethnic diversity on the well-being of young children.

  • Silberg, J. (2001). Games to play with babies. Beltsville, MD: Gryphon House. Call no.: 790.1922 SIL

    Silberg offers more than 240 delightful game suggestions that are designed to help parents and caregivers spend many happy and stimulating hours with their babies while helping them to learn language, coordination, counting and problem-solving skills.

  • Silberg, J. (2002). Games to play with toddlers. Beltsville, MD: Gryphon House. Call no.: 649.5 SIL

    The numerous games featured in this book designed to develop language, coordination, problem-solving and gross motor skills will provide hours of stimulating fun and enjoyment for parents and their young toddlers aged between 12 to 24 month olds.

  • Silberg, J. (2002). Games to play with two-year-olds. Beltsville, MD: Gryphon House. Call no.: 790.1922 SIL

    With colourful visuals and easy-to-follow instructions, the games in this book are aimed at helping children between two and three years of age to build confidence, develop coordination, social interaction and problem-solving skills.

  • Tobin, J., Hsueh, Y. & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. Chicago; London: The University of Chicago Press. Call no.: R 372.210951 TOB

    The different ways that preschoolers are taught in China, Japan and the United States is the focus of this book. The authors examine the pressures faced by school teachers and administrators to adapt to new demands to evolve while retaining traditional teaching practices.

  • Trawick-Smith, J. (2013). Early childhood development: A multicultural perspective. London: Pearson. (Not available in NLB libraries)

    Using a multicultural approach, Trawick-Smith focuses on the child’s early development from birth to age eight. Topics covered include prenatal development, physical growth and motor development, language acquisition, social and emotional development and cognitive development.

  • Woolfolk, A. & Perry, N. E. (2011). Child and adolescent development. London: Pearson. (on order for Lee Kong Chian Reference Library)

    Woolfolk and Perry provide good insights to the characteristics and developmental signposts of children and adolescents in their four major developmental stages: infancy and toddlerhood, early childhood, middle childhood and adolescents, detailing the changes and influences that impact physical, cognitive, social and emotional growth.

Curriculum Planning and Design

(listed in alphabetical order)

  • Althouse, R., Johnson, M. H. & Mitchell, S. (2003). The colors of learning: Integrating the visual arts into the early childhood curriculum. New York: Teachers College Press. (Not available in NLB libraries)

    This book promotes the inclusion of visual art in to the early childhood curriculum and provides advice for educators on how to encourage children to express their ideas and concepts learned through the medium of art.

  • Bergen, D. (1994). Assessment methods for infants and toddlers: Transdisciplinary team approaches. New York: Teachers College Press. (Not available in NLB libraries)

    Bergen examines how various professionals (medical personnel, psychologist, educators, therapists) and parents can work together to evaluate and formulate intervention programmes suited to the child’s special learning needs.

  • Edwards, L. C. (2002). The creative arts: A process approach for teachers and children. Upper Saddle River, N.J. : Merrill/Prentice Hall. Call no.: R 372.5044 EDW

    Edwards provides a guide for teachers to encourage preschoolers and primary level students to use the art medium (visual arts, dance and drama) to express their creative ideas and aspirations.

  • Gonzalez-Mena, J. (2008). Diversity in early care and education: Honoring differences. Boston: McGraw-Hill. (Not available in NLB libraries)

    Honouring diversity means putting aside biases and prejudices and respecting different belief systems and cultures. Divided into seven chapters, each chapter discusses different aspects of learning and reflecting on how to work with diversity issues and learn to understand and appreciate differences.

  • Gonzalez-Mena, J. & Eyer, D. W. (2015). Infants, toddlers, and caregivers: A curriculum of respectful, responsive, relationship-based care and education. New York, NY: McGraw-Hill Education. Call no.: 362.712 GON

    Using Magda Gerber’s and Dr Emmi Pikler’s pioneering “educaring” approach, this book provides an introduction to the care and education of infants from birth to the age of three, with emphasis placed on the value of play and exploration.

  • Hammond, R. A. (2009). Respecting babies: A new look at Magda Gerber’s RIE approach. Washington: Zero to Three. (Not available in NLB libraries)

    Centered around Magda Gerber’s RIE philosophy which advocates respect and trust in the baby to be an explorer and self-learner, this guidebook teaches parents and caregivers how to build secure relationships with their young children and offers advice on creating safe and secure environments that facilitate the child’s motivation to learn and experiment.

  • Helm, J. H. (2014). Becoming young thinkers: Deep project work in the classroom. New York: Teachers College Press. (on order for Lee Kong Chian Reference Library)

    Helm focuses on strategies which early childhood educators can use to create more meaningful project work assignments to further engage children, nurture their creativity and help them to articulate their ideas.

  • Helm, J. H. & Katz, L. G. (2016). Young investigators: The project approach in the early years. New York: Teachers College Press. (Not available in NLB libraries)

    This book introduces teachers to the use of projects to help children to learn concepts and skills. It includes a teacher project planning journal to guide teachers through project milestones and deliverables.

  • Hohmann, M. & Weikart, D.P. (2002). Educating young children: Active learning practices for preschool and child care programs. Ypsilanti, Mich.: High/Scope Press, High/Scope Educational Research Foundation. Call no.: RUR 371.39 HOH

    Available upon request at any of NLB’s libraries. Please refer to the library membership guide on how to request for RUR materials.

    A useful instructional manual for preschool teachers and students on conducting active learning programmes based on the HighScope approach. The book provides detailed strategies for establishing a suitable physical setting, team planning and scheduling, the reviewing process and roles for family involvement.

  • Hynes-Berry, M. (2012). Don’t leave the story in the book: Using literature to guide inquiry in early childhood classrooms. New York, NY Teachers College Press. (on order for Lee Kong Chian Reference Library)

    The author provides a manual for using children’s literature to impart skills of inquiry to young children in early childhood classroom settings. She also provides a criteria guideline for selecting the best fiction and non-fiction children’s literature.

  • Roopnarine, J. L. & Johnson, J. E. . (2013). Approaches to early childhood education. Singapore: Pearson Education South Asia Pte Ltd.

    Available upon request at the Lee Kong Chian Reference Library from PublicationSG. Please refer to the FAQ on PublicationSG for more details.

    The compilation of essays in this book written by industry experts, examines the history, philosophy, development and implementation of major curriculum models in early childhood instruction and learning, such as the Montessori education, the Project Approach and the Reggio Emilia approach.

  • Kostelnik, M. J. et al. (2015). Developmentally appropriate curriculum: Best practices in early childhood education. Boston: Pearson. Call no.: 371.210973 KOS

    This book provides research-based guidelines that cover all aspects of classroom learning and curriculum development for children between the ages of three and eight.

  • Kovach, B., Patrick, S. & Briley, L. (2012). Being with infants and toddlers: A curriculum that works for caregivers. Washington: Child Care Exchange. (on order for Lee Kong Chian Reference Library)

    This is a useful “how to” guide for parents and caregivers on learning how to interact with very young children. It includes the developmental philosophies of Emmi Pikler, Magda Gerber, Erik Erikson and Maria Montessori and covers topics such as caregiving routines, discipline and classroom management, infant and toddler literacy checklist and environmental design.

  • McLachlan, C., Fleer, M. & Edwards, S. (2013). Early childhood curriculum: Planning, assessment, and implementation. Cambridge: Cambridge University Press. (on order for Lee Kong Chian Reference Library)

    This book discusses contemporary approaches to curriculum design and implementation pertaining to infants, toddlers and young children. It focuses on the domain areas such as the arts, language and literacy, science, math and information and communication technology.

  • McCaslin, N. (2006). Creative drama in the classroom and beyond. London: Pearson Publishing. (Not available in NLB libraries)

    McCaslin encourages teachers to incorporate drama into school classrooms and focuses on using art form as a teaching tool for students as well as adult learners.

  • Pinar, W. F. (Ed.). (2003). International handbook of curriculum research. Mahwah, N.J. : L. Erlbaum Associates. Call no.: R 375.00072 INT

    This volume is a compilation of over 30 essays surveying scholarly developments and school curriculum initiatives in 28 countries. Major insights are provided on the global state of curriculum development, reform, trends and research.

  • Roche, M. (2014). Developing children’s critical thinking through picturebooks: A guide for primary and early years students and teachers. Arbingdon, UK: Routledge. Call no.: 370.152 ROC

    Targeted at early childhood education teachers and students, the author demonstrates how picture books can be used to help children develop critical thinking skills, oral language ability and visual literacy.

  • Schwartz, S. L. & Copeland, S. M. (2010). Connecting emergent curriculum and standards in the early childhood classroom: Strengthening content and teaching practice. New York: Teachers College, Columbia University. (Not available in NLB libraries)

    This book provides lists of content ideas to help pre-school and kindergarten teachers structure a curriculum that allows children to perform various activities involving drama, sand and water, expressive arts and language.

  • Schiller, P. (2003). The complete resource book for toddlers and twos: Over 2000 experiences and ideas. North Carolina: Gryphon House. (Not available in NLB libraries)

    The activities and experiments in this book are designed for children between one to three years of age to help language skills, cognitive, social, emotional and physical development.

  • Seefeldt, C. (Ed.). (1999). The early childhood curriculum: Current findings in theory and practice. New York: Teachers College Press. Call no.: R 372.190973 EAR

    A useful resource for students of early childhood education, curriculum planners and industry practitioners, this third edition presents an overview of curriculum trends and explores the different teaching strategies covering play, reading, math, science, music and art and movement.

  • Sowell, E. J. (2004). Curriculum: An integrative introduction. London: Pearson Publishing. (Not available in NLB libraries)

    This practical book combines theory and practice to discuss curriculum development, implementation and assessment. Sample curriculum projects are also included.

  • Sparling, J. & Lewis, I. (2008). The creative curriculum learning games: Birth-12 months. Bethesda, Maryland: Teaching Strategies. (Not available in NLB libraries)

    The games featured in this book are aimed at getting parents to interact with their children from birth to one year of age while helping them to develop physically, emotionally and intellectually. These games are also designed to be played both at home and in child care facilities.

  • Sparling, J. & Lewis, I. (2008). The creative curriculum learning games: 12-24 months. Bethesda, Maryland: Teaching Strategies. (Not available in NLB libraries)

    The games featured in this book are aimed at getting parents to interact with their children between one and two years of age while helping them to develop physically, emotionally and intellectually. These games are also designed to be played both at home and in child care facilities.

  • Sparling, J. & Lewis, I. (2008). The creative curriculum learning games: 24-36 months. Bethesda, Maryland: Teaching Strategies. (Not available in NLB libraries)

    The games featured in this book are aimed at getting parents to interact with their children between two and three years of age while helping them to develop physically, emotionally and intellectually. These games are also designed to be played both at home and in child care facilities.

  • Tabors, P. O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language. Baltimore, Md.: Paul H. Brookes Pub. Co. Call no.: RSEA 372.6521044 TAB

    This guidebook equips teachers with research-based teaching practices, observation checklists and assessment techniques to meet the needs of second language learners in today’s learning environment.

    Developmental Psychology

    (listed in alphabetical order)

  • Balter, L. & Tamis-LeMonda, C. S. (2006). Child psychology: A handbook of contemporary issues. New York: Psychology Press. Call no.: R 155.4 CHI

    The authors examine the research on the cognitive, emotional and social development of infants, children and adolescents. It includes a discussion on ecological influences on children’s development such as the impact of family, peer relations, race and ethnicity and poverty.

  • Damon, W. & Lerner, R. M. (2006). Handbook of child psychology. Hoboken, N.J.: John Wiley & Sons. Call no.: R 155.4 HAN

    The authoritative four-volume work spans the breath of the child psychology field and covers the theoretical models of human development, cognition, perception and language, social, emotional and personality development and child psychology in practice.

  • Donohue, C. (2016). Family engagement in the digital age: Early childhood educators as media mentors. Arbingdon, UK: Routledge. (on order for Lee Kong Chian Reference Library)

    Donohue explores how early childhood educators can use technology to engage with and empower parents and caregivers to guide their children’s development. It includes case studies, success stories and best practices on how educators can serve as media mentors.

  • Farenga, S. J. & Ness, D. (Eds.). (2005). Encyclopedia of education and human development. Armonk, N.Y.: M.E. Sharpe. Call no.: RUR 370.3 ENC

    Available upon request from any of NLB’s libraries. Please refer to the library membership guide on how to request for RUR materials.

    This three-volume set provides a thorough treatment of important themes in education and human development, with a focus on contemporary educational policies and issues. The historical, social and political contexts are given for each entry. Of particular relevance is Section III on “Levels in educational practice”, discussing early childhood education and the chapters on inclusive childhood and youth education and health and parenting issues in Section IV.

  • Hieneman, M., Childs, K. & Sergay, J. (2006). Parenting with positive behavior support: A practical guide to resolving your child’s difficult behavior. Baltimore, Maryland: Brookes Publishing. (Not available in NLB libraries)

    This practical handbook provides clear and simple guidelines for parents to implement the positive behavior support process to assess their child’s behaviour in order to prevent problems, encourage behavioural changes and manage the consequences.

  • Magg, J. W. (1996). Parenting without punishment: Making problem behavior work for you. Philadelphia: The Charles Press. (Not available in NLB libraries)

    Offering commonsense advice, this readable book will be useful for parents who need help with tackling their children’s problem behaviours. Using real-life examples, the principles of behavioural analysis are explained clearly and shown how they can be applied to a wide spectrum of behavioural problems.

  • Hieneman, M., Childs, K. & Sergay, J. (2006). Parenting with positive behavior support: A practical guide to resolving your child’s difficult behavior. Baltimore, Maryland: Brookes Publishing. (Not available in NLB libraries)

    This practical handbook provides clear and simple guidelines for parents to implement the positive behavior support process to assess their child’s behaviour in order to prevent problems, encourage behavioural changes and manage the consequences.

  • Magg, J. W. (1996). Parenting without punishment: Making problem behavior work for you. Philadelphia: The Charles Press. (Not available in NLB libraries)

    Offering commonsense advice, this readable book will be useful for parents who need help with tackling their children’s problem behaviours. Using real-life examples, the principles of behavioural analysis are explained clearly and shown how they can be applied to a wide spectrum of behavioural problems.

  • Mahler, M. S., Pine, F. & Bergman, A. (1975). The psychological birth of the human infant: Symbiosis and individuation. New York: Basic Books. Call no.: R 155.422 MAH

    This classic text offers a psychoanalytic approach to understanding the psychological develpment of children and infants. Based on an observational study of five children following their development from seven months to three years of age, the book focuses on how the separation between mother and child occurs and how the child begins to form his own identity.

  • Meece, J. L. & Eccles, J. S. (Eds.). (2010). Handbook of research on schools, schooling, and human development. New York: Routledge. Call no.: R 370.72 HAN

    This book discusses how schools influence children’s development from the perspectives of classroom interactions, teacher-student relationships, educational and social psychology, and educational policies.

  • Pashler, H. (Ed.). (2002). Steven’s handbook of experimental psychology. New York: John Wiley & Sons, 2002. Call no.: R 150 HAN

    Research on neuroscience and experimental psychology is extensively covered in this four-volume set, covering categories such as sensation and perception, memory and cognitive processes and learning, motivation and emotion.

  • Payne, K. J. (2015). The soul of discipline: The simplicity parenting approach to warm, firm, and calm guidance – from toddlers to teens. New York: Ballantine Books. (on order for Public Libraries)

    Payne offers practical yet heartfelt advice for parents on establishing boundaries to steer their children through the growing pains of life.

  • Reynolds, C. R. & Gutkin, T. B. (Eds.). (1999). The handbook of school psychology. New York: John Wiley. Call no.: R 370.15 HAN

    This volume collates contributions by scholars on varied aspects of school psychology covering the scientific foundations of school psychology, psychological and educational assessments and interventions that child-focused and systems-based.

  • Salkind, N. J. (Ed.). (2006). Encyclopedia of human development. Thousand Oaks, Calif.: Sage Publications. Call no.: R 155.03 ENC

    This three-volume encyclopedia with over 600 entries provides a comprehensive treatment of the different stages of human development, covering the physical, social, psychological and emotional development from prenatal, infancy, childhood, adolescence, adulthood to old age.

  • Siegel, D. J. & Bryson, T. P. (2015). The whole-brain child workbook: Practical exercises, worksheets and activities to nurture developing minds. Wisconsin: PESI Publishing & Media. (Not available in NLB libraries)

    Combining theory with practical interventions, this book offers educational activities for parents, educators and clinicians to help children grow into emotionally matured and intellectually discerning individuals.

  • Smart, D. (2007). Tailoring parenting to fit the child. Melbourne: Australian Institute of Family Studies. (Not available in NLB libraries)

    This paper offers an overview of how the characteristics of a child are moulded by his parents and how parenting styles can be adjusted to fit children with different personalities.

  • Weiner, I. B. (Ed.). (2003). Handbook of psychology, Vol 6. New York: Wiley. Call no.: R 150 HAN

    Volume six of this encyclopedic 12-volume set focuses on developmental psychology spanning the entire human lifespan from infancy to adolescence and old age. Of particular interest are Chapters two and three on infancy and childhood covering topics such as infant perception and cognition, parent-infant communication in cultural context, emotion and personality development and social relationships in middle childhood.

Digital Literacy

(listed in alphabetical order)

  • Donohue, C. (2014). Technology and digital media in the early years: Tools for teaching and learning. Arbingdon, UK: Routledge. (on order for Lee Kong Chian Reference Library)

    Donohue provides strategies, best practices and resources to guide early childhood educators on the effective and appropriate use of technology to facilitate the digital literacy development in children.

  • Price, D. (2013). Open: How we’ll work, live and learn in the future. UK: Crux Publishing. (on order for Lee Kong Chian Reference Library)

    Futurist David Price believes that openness or the willingness to share one’s best practices or know-how and allowing others to turn them into actionable products will be the trend in the future and will have a great impact on success that people will achieve at work and in school in the future.

  • Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass. Call no.: R 371.3344678 STA

    This practical guide advocates strategies that are grounded in theories on educational psychology, cognition, motivation and learning to equip new and experienced online educators with the necessary skills to help learners enhance their online learning experience.

Inclusive Early Childhood Education

(listed in alphabetical order)

  • Barkley, R. A. (Ed.). (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: The Guilford Press. Call no.: R 618.928589 ATT

    This is an excellent authoritative reference that covers the assessment, diagnosis and treatment of attention-deficit/hyperactivity disorder (ADHD) in children, teenagers and adults. It also includes recent research in genetics, neuropsychology, brain imaging and applications of the latest intervention treatments.

  • Chinn, S. (Ed.). (2015). The Routledge international handbook of dyscalculia and mathematical learning difficulties. Abingdon, Oxon; New York, NY: Routledge. Call no.: R 618.9285889 ROU

    This book comprises the insights, advice and knowledge from over 50 experts on mathematics learning difficulties and disabilities. They discuss the key skills involved in learning mathematics, how IT can aid students with learning disabilities to master basic mathematical concepts and how mathematics should be taught in schools.

  • Frederickson, N. & Cline, T. (2002). Special education needs, inclusion and diversity: A textbook. Buckingham, England; Philadelphia: Open University Press. Call no.: R 371.90941 FRE

    An essential text for special needs education teachers and specialists, this book focuses on the need for inclusion while respecting the right for diversity. The authors discuss the varied issues in special needs education such as new methods for assessment and teaching, strategies for helping students cope with their different learning difficulties and in meeting their emotional, social and mental health needs.

  • Hall, T., Meyer, A. & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. New York: The Guilford Press. (on order for Lee Kong Chian Reference Library)

    This book describes practical ways of applying the principles of universal design for learning across different subjects and grades to meet the needs of all learners including the creative use of technology for special needs students.

  • Hallowell, E. M. & Ratey, J. J. (2010). Answers to distraction. New York: Anchor Books. Call no.: R 616.8589 HAL

    Written in a question-and-answer format, this book contains the most frequently asked questions about Attention Deficit Disorder (ADD). Parents, teachers, health-care professionals can find information on virtually every aspect of ADD, from identifying the neurological condition to treatment and advice on living with ADD.

  • Harwell, J. M. & Jackson, R. W. (2008). The complete learning disabilities handbook: Ready-to-use strategies & activities for teaching students with learning disabilities. San Francisco, Calif.: Jossey-Bass. Call no.: R 371.92 HAR

    This is a good resource for special education teachers and parents offering a smorgasbord of activities to keep learning disabled students engaged and stimulated. Included are assessment tools for different types of learning disabilities, suggestions to motivate and encourage reluctant learners, lesson plans and classroom management strategies.

  • Lim, L. & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw-Hill. Call no.: RSING 371.9095957 EDU

    Written in the context of Singapore’s educational paradigm, this book focuses on how learners of diverse abilities and needs can be nurtured and supported within the mainstream schools.

  • Macintyre, C. (2015). Identifying additional learning needs in the early years. London; New York: Routledge. Call no.: 371.00941 MAC

    A useful companion for early years practitioners, this book explains the learning difficulties experienced by children with special needs, such as autism, dyslexia and attention deficit disorder, and provides suggestions on how to care for children with additional learning needs.

  • Reid, G. et al. (Eds.). (2008). The SAGE handbook of dyslexia. Los Angeles; London: SAGE. Call no.: R 371.9144 SAG

    With contributions from scholars and practitioners, this book presents the theories and current research on dyslexia and examines the genetic causes of dyslexia, the impact of learning on individuals with this learning disability, the role of parents in helping their children to overcome barriers to learning and how dyslexia affects students in universities and working adults.

  • Reid, G. (Ed.). (2009). The Routledge companion to dyslexia. London; New York: Routledge. Call no.: R 371.9144 ROU

    This text provides an overview of the current research and future development trends on dyslexia, covering areas such as neurobiology, literacy acquisition, numeracy and multilingualism. It also discusses learning disability assessment and identification, barriers to learning, inclusion and models of instruction.

Language, Literacy and Numeracy Skills

(listed in alphabetical order)

  • Alasuutari, M., Markstrom, A. & Vallberg-Roth, A. (2014). Assessment and documentation in early childhood education. Abingdon, UK: Routledge. (on order for Lee Kong Chian Reference Library)

    The authors describe the various methods of systematic child documentation which includes assessment of the early childhood curriculum and the active involvement of teachers and parents in the assessment and documentation process.

  • Anning, A., Cullen, J. & Fleer, M. (2004). Early childhood education: Society and culture. London SAGE. Call no.: R 372.21 EAR

    The authors adopt a sociocultural and historical approach to early childhood education theories. The book tackles four main themes: the dynamics of learning and teaching, the nature of knowledge, assessment and evaluation and quality.

  • Berger, E. H. & Riojas-Cortez, M. (2015). Parents as partners in education: Families and schools working together. London: Pearson. (Not available in NLB libraries)

    The ninth edition of this book provides a comprehensive coverage of how schools and parents can collaborate in the holistic development of their child’s learning and highlights successful parent involvement programmes that cater to multicultural and multilingual needs.

  • Burke, K. (2009). How to assess authentic learning. California, US: Corwin. (Not available in NLB libraries)

    Burke provides different assessment methods and techniques to help teachers design differentiating assessment modules to help students of varying learning abilities and motivate them to perform better.

  • Carr, M. (2001). Assessment in early childhood settings: Learning stories. Thousand Oaks, California: Sage Publishing. (Not available in NLB libraries)

    Carr combines theory with practice to show how using children’s real-life experiences to assess their learning dispositions at a young age can help them to build a foundation for life-long learning as they progress through and beyond the education system.

  • Charlesworth, R. (2000). Experiences in math for young children. Albany, N.Y.: Delmar. Call no.: R 372.7 CHA

    Charlesworth explores the developmental phases of mathematics learning for young children from birth to the age of eight and focuses on how mathematics can be integrated with music, arts, science and social studies. The author includes naturalistic, informal and structured activities to help students learn about problem solving.

  • Clements, D. H. & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach. Abingdon, UK: Routledge. (on order for Lee Kong Chian Reference Library)

    This book provides an in-depth coverage of research on how children learn mathematics, with a special focus on developmental trajectories, a useful schema for educators teaching mathematics to young children.

  • Coiro, J. et al. (Eds.). (2008). Handbook of research on new literacies. New York; London: Lawrence Erlbaum Associates; Taylor & Francis Group. Call no.: R 302.2244 HAN

    This book presents research on new literacies that demonstrate the interconnection between literacy and technology. Some of the issues explored include the role of the Internet as an information source, multimedia literacy, community and culture in cyberspace, the changing landscape of reading and comprehension in online environments and mobile gaming and learning.

  • Covey, S. R. (2008). The leader in me: How schools and parents around the world are inspiring greatness, one child at a time. London: Simon & Schuster. Call no.: 303.3407 COV Covey presents a leadership programme designed to help children to be more effective, goal oriented and purposeful. The book also provides examples of how students have been transformed by adopting the seven habits programme.

  • Dahlberg, G., Moss, P. & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation. London; New York: Routledge. Call no.: R 372.21 DAH

    Drawing on research from Canada, Sweden and Italy, the authors place issues of early childhood in the global context of sociology, philosophy, ethics and politics in the world today.

  • Davies, A. (2011). Making classroom assessment work. Indiana: Solution Tree. (Not available in NLB libraries)

    Davies explains the difference between assessment of learning and assessment for learning and advocates getting both parental and community involvement to make classroom assessments more effective. Students are also encouraged to make their own self-assessments and set their own individual learning goals.

  • Edwards, C. Gandini, L. & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation. Santa Barbrara, Calif.: Praeger. Call no.: 372.21094543 HUN

    The essays in this volume provide an overview of the Reggio Emilia Approach, teaching methods, school and system organisation and the use of classroom environment.

  • Fiore, L. B. (2012). Assessment of young children: A collaborative approach. London: Routledge. (Not available in NLB libraries)

    Fiore delves in to a variety of collaborative assessment approaches such as using observation, sampling and documentation to monitor children’s progress in school and the interaction between teachers and students.

  • Flinders, D. J. & Thornton, S. J. (Eds.). (2012). The curriculum studies reader. London: Routledge. (on order for Lee Kong Chian Reference Library)

    This anthology reflects the spectrum of classic and contemporary readings on curriculum studies with discussions of issues such as globalisation and innovations in curriculum development.

  • McAfee, O., Leong, D. J. & Bodrova, E. (2016). Assessing and guiding young children’s development and learning. Boston: Pearson Education. Call no.: 372.1264 MAC

    This book provides guidance on how to conduct and apply formative and summative classroom assessments to devise a curriculum which meets and supports the learning needs of children. It also covers the legal, ethical and professional responsibilities of teachers in assessment and suggests ways of communicating and collaborating using assessment processes and results.

  • Miller, J. P. (2010). Whole child education. Toronto: University of Toronto Press. Call no.: 370.112 MIL

    Miller proposes three facets of providing a holistic education for children: transmission, transaction and transformation. The book includes practical examples from teachers who have implemented Miller’s ideas in their own curriculum.

  • Miller, L., Cable, C. & Goodliff, G. (Eds.). (2010). Supporting children’s learning in the early years. London: Routledge. (Not available in NLB libraries)

    The articles in this book discuss the current theories and research on learning environments, the social, emotional, literacy, mathematical and musical developments of children as well as their rights and wellbeing.

  • Neuman, S. B. & Dickinson, D. K. (2003). Handbook of early literacy research, Volume 1. New York: Guilford Press. (on order for Lee Kong Chian Reference Library)

    Volume One of this three-part series covers topics such as the major theories of early literacy, understanding learning disabilities and the cultural and socioeconomic contexts of literacy development.

  • Neuman, S. B. & Dickinson, D. K. (2007). Handbook of early literacy research, Volume 2. New York: Guilford Press. (on order for Lee Kong Chian Reference Library)

    Volume Two expands on the topics covered in Volume One and includes new topics such as teacher-child relationships, vocabulary development and Vygotskian theory.

  • Neuman, S. B. & Dickinson, D. K. (2011). Handbook of early literacy research, Volume 3. New York: Guilford Press. (on order for Lee Kong Chian Reference Library)

    Volume Three brings to the fore new research perspectives on English language learning and includes topics such as phonological awareness, approaches to early intervention and teacher professional development.

  • Powers, J. (2016). Parent engagement in early learning: Strategies for working with families. St Paul, Minnesota: Redleaf Press. (on order for Lee Kong Chian Reference Library)

    Powers offers advice for early childhood educators and care providers on how to build stronger communication links with parents and engage them in their child’s educational process.

  • Robinson, P. & Ellis, N. C. (Eds.). (2008). Handbook of cognitive linguistics and second language acquisition. New York: Routledge. Call no.: R 410 HAN

    This academic text gives a thorough introduction to the mechanics of cognitive linguistics in the first two sections of the book with the last and longest section focusing on the relationship between cognitive linguistics and second language acquisition.

  • Stone, C. A. et al (Eds.). (2004). Handbook of language and literacy: Development and disorders. New York: Guilford Press. Call no.: R 371.914 HAN

    Suited for academic researchers ad practitioners, this book examines the link between oral language and reading development and reviews current theories and practices in literacy acquisition and includes discussions on learning disorders, assessment and intervention.

  • Wright, R. J. (2010). Multifaceted assessment for early childhood education. Thousand Oaks, California: Sage Publishing. (Not available in NLB libraries)

    Targeted at early childhood educators, Wright presents key concepts and a range of appraising methods for assessing young children and includes assessment methods for children with special needs and English language learners.

Learning Environment and Classroom Management

(listed in alphabetical order)

  • Cochran-Smith, M. et al (Eds.). (2008). Handbook of research on teacher education: Enduring questions in changing contexts. New York: Routledge; Manassas, Va.: Co-published by the Association of Teacher Educators. Call no.: R 370.711 HAN

    This handbook focuses on teacher education research and groups the material into nine sections that discusses questions such as settings and roles in teacher education, teacher recruitment, selection and retention and continuing professional development for teachers.

  • Crone, D. A. & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press. Call no.: R 371.393 CRO

    This practitioner text provides step-by-step guidance for educators on providing effective behaviour support for students who require specialised attention. Case studies on assessing student behavior and on designing and implementing behavior support plans are included.

  • Dudek, M. (2012). Spaces for young children: A practical guide to planning, designing and building the perfect space. London: National Children’s Bureau. (on order for Lee Kong Chian Reference Library)

    Dudek provides a practical and empowering guide for early childhood educators who work with building planners and architects to collaboratively design the best spaces for children to play and learn. Topics covered include the risks and challenges of a safe environment and the process of design and construction.

  • Gilman, R., Huebner, E. S. & Furlong, M. J. (2009). Handbook of positive psychology in schools. New York; London: Routledge. Call no.: R 370.15 HAN

    This book provides a comprehensive review of how positive attitudes and emotions impact the social and emotional development of students and their achievement in schools. It also examines how positive psychology can be applied in school settings and in educational policies to help students cultivate intrapersonal and interpersonal skills.

  • Gudwin, D. M. & Salazar-Wallace, M. D. (2009). Mentoring and coaching: A lifeline for teachers in a multicultural setting. California: Corwin Press. (Not available in NLB libraries)

    This book tackles the challenges faced by new teachers assigned to teach in culturally and linguistically diverse school settings. It also includes practical examples of how mentors can effectively guide and coach novice teachers.

  • Hillman, C. B. (2006). Mentoring early childhood educators: A handbook for supervisors, administrators, and teachers. UK: Heinemann. (Not available in NLB libraries)

    Hillman shares a supervisory model that enables mentors to effectively coach and transfer classroom management and pedagogic skills to novice and preservice teachers.

  • Isbell, C. & Isbell, R. (2003). The complete learning spaces book for infants and toddlers: 54 integrated areas with play experiences. Beltsville, M.D.: Gryphon Publishing. Call no.: 372.16 ISB

    This book offers ideas for planning and designing creative learning spaces that function as effective learning environments for young children. Each learning space design includes layout illustrations, recommended props and activities.

  • Puckett, M. B. (2002). Room to grow: How to create quality early childhood environments. North Carolina: Gryphon House. (Not available in NLB libraries)

    Puckett presents the functional and practical guidelines for planning, designing and maintaining quality environments that best suits the needs of young learners.

  • Sullivan, D. R. (2009). Learning to lead: Effective leadership skills for teachers of young children. London: Redleaf Press. (Not available in NLB libraries)

    Targeted at early childhood educators, Sullivan helps teachers to identify and develop their leadership abilities and apply them in the classroom settings to nurture leadership in their students.

  • Wong, H. K. & Wong, R. T. (2001). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications. Call no.: R 371.102 WON

    Targeted at experienced educators, school administrators and soon-to-be teachers, this book offers a useful and practical guide to classroom management and behavioral management techniques with real-life strategies and procedures that can be applied for different classroom scenarios.

Philosophies and Practices

(listed in alphabetical order)

  • Apple, M. W., Ball, S. J. & Gandin, L. A. (2010). The Routledge international handbook of the sociology of education. London; New York: Routledge. Call no.: R 306.43 ROU

    The collection of 37 essays in this book provide varied perspectives on the sociology of education covering issues pertaining to changing societal and family structures, economic developments, social class conflicts and social inequalities.

  • Apple, M.W., Au, W. & Gandin, L. A. (2009). The Routledge international handbook of critical education. New York, N.Y.: Routledge. Call no.: R 375.115 ROU

    The 35 essays in this book contributed by scholars in the education sector discuss the impact of education on the economy, politics and culture, covering topics such as social movements, critical research methodology and theories on pedagogic practice.

  • Ackoff, R. L. & Greenberg, D. A. (2008). Turning learning right side up: Putting education back on track. Upper Saddle River, N.J. : Wharton School Pub. Call no.: R 370.1 ACK

    Ackoff and Greenberg question the fundamental purpose of education and delve into issues like how people learn, the values that should be taught in 21st century classrooms and building lifelong learners from pre-school to workplace and beyond.

  • Bloom, P. J., Hentschel, A. & Bella, J. (2013). Inspiring peak performance competence, commitment, and collaboration. New Jersey: New Horizon Press. (on order for Lee Kong Chian Reference Library)

    This book provides five strategies to build teacher competence and confidence including promoting a culture for professional learning.

  • Brock, A. (Ed.). (2015). The early years reflective practice handbook. London: Routledge. Call no.: 372.2 EAR

    The essays in this volume examine the various issues pertaining to early childhood education such as reflective practice theory and research, curriculum and pedagogy, social policy and continuing professional development.

  • Bronfenbrenner, U. (Ed.). (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks: SAGE Publications. Call no.: R 155.9 MAK

    This book containing twenty-three essays provides a perspective on Bronfenbrenner’s bioecological theory of human development and examines how human beings can shape the environment physically, socially, technologically and culturally to optimise their genetic potential.

  • Brooker, L., Blaise, M. & Edwards, S. (Eds.). (2014). The SAGE handbook of play and learning in early childhood. Los Angeles: SAGE Reference. (on order for Lee Kong Chian Reference Library)

    Offering diverse perspectives from around the world, the chapters in this volume focus on the theory and philosophy of play and learning, the role of play in pedagogy and play contexts.

  • Campbell, D. M. et al. (2013). How to develop a professional portfolio: A manual for teachers. London: Pearson. (on order for Lee Kong Chian Reference Library)

    A useful “how to” manual to craft a portfolio that showcases the unique talents and growth potential of a teaching professional.

  • Craig, D. V. (2009). Action research essentials. New Jersey: Jossey-Bass. (Not available in NLB libraries)

    Craig provides a comprehensive overview of action research and makes it applicable across various disciplines by including examples from education, social work, psychology, sociology, nursing, medicine and counselling.

  • Curtis, D. & Carter, M. (2000). The art of awareness: How observation can transform your teaching. St. Paul, Minn.: Redleaf Press. Call no.: R 372.1102 CUR

    The authors propose using observation as a technique to discover how children learn and how the documented data can be used to make lessons more appealing to children of different personalities and abilities.

  • Denzin, N. K. & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. Thousand Oaks, Calif.: Sage. Call no.: R 001.42 SAG

    The authors examine different aspects of qualitative research covering the ethics and politics in qualitative research, philosophies, social justice and action research, methods of collecting and analysing research data and the art of interpretation, evaluation and presentation.

  • Dewey, J. (2007). Democracy and education. Middlesex: Echo Library. Call no.: R 370.1 DEW

    This was originally written in 1916 and is considered a seminal work on public education today. Dewey advocates that education is a necessity for social and individual progression and presents a logical argument for people to be empowered through education so that they can be fully equipped to participate in a democratic society.

  • Farquhar, S. & Fitzsimons, P. (2008). Philosophy of early childhood education: Transforming narratives. Malden, Mass.: Blackwell Pub. Call no.: R 371.2101 PHI

    New insights to the theories, practices and policies in early childhood education are featured in this volume which is a compilation of seven essays contributed by educators teaching in different parts of the world.

  • Farrell, A., Kagan, S. L., & Tisdall, E. K. M. (2016). The SAGE handbook of early childhood research. London: Sage Publications. Call no.: R 305.231072 SAG

    With contributions from experts in the field, this volume offers a comprehensive global coverage of the current theory, research, policy and practice in early childhood education.

  • Farrenga, S. J. & Ness, D. (2005). Encyclopedia of education and human development. Vol 1-3. Armonk, N.Y.: M.E. Sharpe. Call no.: RUR 370.3 ENC

    Available upon request from any of NLB’s libraries. Please refer to the library membership guide on how to request for RUR materials.

    This three-volume reference compendium provides a comprehensive coverage of the main themes in educational psychology, human development and learning. The encyclopedia is organised into five sections with discussions on constructs of learning, social and political issues in education, different stages of education and learning disabilities. It also includes 20 biographical essays on the people who have made significant contributions in the education arena.

  • Feeney, S., Freeman, N. K. & Pizzolongo, P. J. (2012). Ethics and the early childhood educator. Washington, US: National Association for the Education of Young Children. (Not available in NLB libraries)

    Issues pertaining to ethical conduct for early childhood educators are covered in detail in this book and the authors also discuss ethical responsibilities of educators toward children, families, colleagues, community and society.

  • Fleer, M. (2013). Play in the early years. Cambridge: Cambridge University Press. (on order for Lee Kong Chian Reference Library)

    Fleer, a globally recognised expert in early childhood pedagogy looks at the latest research and theories concerning play, learning and development in childcare centres, schools, homes and community groups.

  • Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Melbourne: Cambridge University Press. (Not available in NLB libraries)

    Divided into three parts, this book discusses how early childhood development and learning are influenced by culture and institutions. It takes a close examination of the role of play in the lives of children at home and in schools.

  • Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: BasicBooks. Call no.: RCLOS 153.9 GAR

    Available upon request at the information counter on Level 11 of the Lee Kong Chian Reference Library According to Gardner, intelligence is manifested in various forms and types, some of which are not recognisable by standard IQ and SAT tests, such as language, interpersonal, intrapersonal and kinesthetic intelligences. This is useful reading for educators to understand how different environments and cultures help to promote the development of different kinds of intelligences and learning abilities in individuals.

  • Gardner, H. (1980). Artful scribbles: The significance of children’s drawings. New York: Basic Books. Call no.: R 155.413 GAR

    Gardner explores the correlation between art and children’s emotional, social and cognitive development. Using observational studies and accompanying illustrations, the author presents six stages in the development of artistic ability from infanthood to adolescence.

  • Gobet, F. & Chassy, P. (2011). Foundations of cognitive psychology. UK: McGraw-Hill Education. (on order for Lee Kong Chian Reference Library)

    This book offers an overview of the basic concepts of cognitive psychology surrounding information that is processed through cognitive perception, memory, thinking and language articulation.

  • Hall, K. et al. (2015). Loris Malaguzzi and the Reggio Emilia experience. London: Bloomsbury. Call no.: R 370.92 HAL

    This volume examines the history and context of the Reggio Emilia preschool philosophy and explores and analyses the curriculum and discourses of this educational approach which advocates multiway collaboration among teachers, parents, children and the community.

  • Hughes, F. P. (1999). Children, play and development. Boston: Allyn and Bacon. Call no.: RUR 305.231 HUG

    Available upon request from any of NLB’s libraries. Please refer to the library membership guide on how to request for RUR materials.Hughes examines the importance and influence of playing on the physical, emotional, social and intellectual development of children from babyhood to adolescence. The book highlights the differences in play among girls and boys and illustrates the value of play vividly through real-life case studies.

  • Johnson, J. A. (2010). Keeping your smile: Caring for children with joy, love and intention. Minnesota: Redleaf Press. (Not available in NLB libraries)

    Johnson provides a good resource to help early childhood educators to manage stress and offers activities and tips on how to avoid burnout while working with children on a daily basis.

  • Jones, E. (2007). Teaching adults: Active learning for early childhood educators. New Work: National Association for the Education of Young Children. (Not available in NLB libraries)

    Jones focusses on using creative and innovative teaching methods to train early childhood educators by empowering them through choices and by building relationships with them.

  • Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Upper Saddle River, New Jersey: Pearson Education Ltd. Call no.: 370.1523 KOL

    Kolb expounds on the experiential learning theory (ELT) and examines its application to higher education, organisation and lifelong learning. He also explores the correlation between ELT with neuroscience, learning patterns and pedagogical practice.

  • Koster, J. B. (2009). Growing artists: Teaching the arts to young children. Clifton Park, NY: Thomson Delmar Learning. Call no.: R 372.5044 KOS

    Koster starts off by enumerating the numerous benefits of the arts in helping children to learn creatively. She goes on to explain how the arts can be incorporated into the school curriculum and also introduces the type of activities that are guaranteed to stimulate children’s imagination and will enable them to explore their artistic inclinations.

  • Levinson, D. L., Cookson, P. W. & Sadovnik, A. R. (Eds). (2002). Education and sociology: An encyclopedia. New York: RoutledgeFalmer. Call no.: R 306.43 EDU

    This work presents an alphabetical compilation of essays on contemporary research and trends on sociology and education. Key topics covered include affirmative education, home schooling, educational assessment, the economics of education and gender and social equality.

  • Lynn, M. & Dixson, A. (Eds.). (2013). Handbook of critical race theory in education. Arbingdon, UK: Routledge. (on order for Lee Kong Chian Reference Library)

    This reference work is a compilation of 28 articles written by experts in the field of Critical Race Theory (CRT). Divided into three parts, the book examines issues pertaining to race and racial inequality in educational research innovations, education policies and the critical race research.

  • Macintyre, C. (2015). Understanding children’s development in the early years: Questions practitioners frequently ask. New York: Routledge. Call no.: 372.21 MAC

    Through real-life case studies, MacIntyre aims to enhance the reader’s understanding of very young children by addressing issues such as how to nurture and enhance a child’s social, emotional, moral, intellectual and motor development.

  • MacNaughton, G. & Hughes, P. M. (2008). Doing action research in early childhood studies: A step-by-step guide. Maidenhead: McGraw-Hill International (UK) Ltd. (Not available in NLB libraries)

    This book introduces and evaluates the various approaches to action research and provides a 16-step walkthrough on the process of conducting an action research project. The authors also explore related issues such as ethics, validity and critical reflection.

  • Mah, R. (2008). The one-minute temper tantrum solution: Strategies for responding to children’s challenging behaviors. Thousand Oaks, Calif.: Corwin Press. Call no.: 370.1528 MAH

    Mah helps to uncover the reasons behind a child’s tantrums and other types of disruptive behaviour and offers guidance and strategies to help teachers manage aggressive behaviour exhibited by children.

  • Meece, J. & Eccles, J. S. (Eds). (2010). Handbook of research on schools, schooling, and human development. New York: Routledge. Call no.: R 370.72 HAN

    This book documents the role that schools play in children’s development including the influence exerted by teachers over their students and how the schools’ organisational structures and educational policies impact children’s emotional, psychological and social growth.

  • Paige-Smith, A. (2011). Developing reflective practice in the early years. UK: Open University Press. (on order for Lee Kong Chian Reference Library)

    The author advocates that early childhood practitioners continually reflect on their own practice to enhance their professional development and performance at work. This book also explores the role of practitioners in relation to inclusion, the children’s well-being and partnership with parents.

  • Piaget, J. (2007). The child’s conception of the world. Lanham, Md.: Rowman& Littlefield. Call no.: R 155.4 PIA

    Piaget explores the developmental stages of how children being to reason and form their own perceptions of reality as well as how they make causal connections between actions and events.

  • Piaget, J. & Inhelder, B. (1969). The psychology of the child. London: Routledge & K. Paul. Call no.: RUR 155.4 PIA

    Available upon request from any of NLB’s librararies. Please refer to the library membership guide on how to request for RUR materials.

    This academic work traces the cognitive development of a child from birth to adolescence, elaborating on the different transitional stages of how a child begins to understand and perceive the world through a process of assimilation and accommodation.

  • Pianta, R. C. et al. (Eds.). (2015). Handbook of early childhood education. New York: The Guilford Press (on order for Lee Kong Chian Reference Library)

    This volume brings together expert opinions and discourses on the practice and policy of early childhood education. It covers issues such as children’s school readiness, instructional practices and the socio-emotional development of children in pre-school and primary schools.

  • Saracho, O. (Ed.). (2014). Handbook of research methods in early childhood education: Research methodologies, Volume 1. North Carolina: Information Age Publishing. (on order for Lee Kong Chian Reference Library)

    This is volume one of a two-part set containing a spectrum of research techniques which researchers, practitioners and students can use to conduct research and collect data in the field of early childhood education.

  • Saracho, O. (Ed.). (2014). Handbook of research methods in early childhood education: Review of research methodologies, Volume 2. North Carolina: Information Age Publishing. (on order for Lee Kong Chian Reference Library)

    This is volume two of a two-part set containing a spectrum of research techniques which researchers, practitioners and students can use to conduct research and collect data in the field of early childhood education.

  • Smidt, S. (2013). Introducing Malaguzzi: Exploring the life and work of Reggio Emilia’s founding father. Milton Park, Abingdon, Oxon ; New York: Routledge. Call no.: R 370.92 SMI

    Malaguzzi is the acknowledged founder of the Reggio Emilia educational approach used in preschools throughout the world today. Smidt explores five themes in Malaguzzi’s philosophy such as the importance of relationships, listening and documentation, welcoming questions from children, encouraging free expression of creativity and ensuring that children have access to early childhood education.

  • Stamm, J. (2016). Boosting brain power: 52 ways to use what science tells us. North Carolina: Gryphon House Publishing. (on order for Public Libraries)

    Stamm provides 52 activities – one for every week in a year to equip teachers with new ways to stimulate healthy brain growth in children and prepare them for the journey towards adulthood.

  • Winton, P. J., McCollumn, J. A. & Catlett, C. (Eds.). (2008). Practical approaches to early childhood professional development: Evidence, strategies, and resources. Washington, DC: Zero to Three Press. (Not available in NLB libraries)

    This book offers a planning resource for the professional development of early childhood education and early intervention. Topics covered include the importance of learning needs assessment and follow-up, family-centred practices and cultural and linguistic diversity.

  • Wood, E., Broadhead, P. & Howard, J. (2010). Play and learning in the early years, from research to practice. London: Sage. (Not available in NLB libraries)

    This book examines the theoretical perspectives on play and highlights play research, policy and practices pertaining to early school settings

Accessing National Library Board Singapore Resources

Accessing the Print Materials

You can search the library catalogue (for physical materials) in the library and from home (https://catalogue.nlb.gov.sg/). The easy search function allows you to search/browse by author, title, keyword, subject and ISBN/ISSN whereas the advanced search allows you to narrow your searches to specific media types or language holdings. In both instances, you will also be able to limit your search to search only specific libraries by clicking on the “limit by branch” option.

To search Lee Kong Chian Reference Library’s Holdings

If you wish to search for only materials available in the Lee Kong Chian Reference Library, please always click on the “Limit by Branch” button at the bottom of the page, after you have keyed in your search term. This brings you to a new page whereby you will be able to select the library of your choice. Choose “Lee Kong Chian Reference Library” and select “yes” under the “Display only items available in the selected branch below” and then click on search.

Things to note:

Once you have identified the title that you need, please double check through the following information and write down the necessary info:

  1. The “Status” of the item: the item is not available in the library, if the status displayed is “in transit”, “in process” or “not ready for loan”.

  2. Double check that the item is in Lee Kong Chian Reference Library under “Branch”.

  3. Write down the Location Code and the Call Number of the item. This helps you to locate the item within Lee Kong Chian Reference Library. Please refer to the table below for more information (Note: Please feel free to approach the counter staff for help in locating the books.)

Author

Sharon Teng

The information in this resource guide is valid as at August 2017 and correct as far as we are able to ascertain from our sources. It is not intended to be an exhaustive or complete history on the subject. Please contact the Library for further reading materials on the topic.

All Rights Reserved. National Library Board Singapore 2017.

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