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2013 Illinois Early Learning and Development Standards

Illinois Early Learning & Development Standards
References/Resources

A

  • Adams, M. J. (1994). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
  • Althouse, R., Johnson, M. H., & Mitchell, S. T. (2003). The colors of learning: Integrating the visual arts into the early childhood curriculum. New York: Teachers College Press.
  • Andrews, A., & Trafton, P. R. (2002). Little kids—powerful problem solvers: Math stories from a kindergarten classroom. Portsmouth, NH: Heinemann.
  • Anstrom, K. (1997, Summer/Fall). Native language literacy: Is it just another option? National Clearinghouse for Bilingual Education, Early Childhood Update.

B

  • Barclay, K., Hutinger, P., Johanson, J., Bosworth, J., Hamlin, S., Richmond, … Settles, S. (1996). Emergent literacy program and support services. Macomb: Macomb Projects, Western Illinois University.
  • Baroody, A. J., & Coslick, R. T. (1998). Fostering children’s mathematical power: An investigative approach to K-8 mathematics instruction. Mahwah, NJ: Lawrence Erlbaum.
  • Baroody, A. J., & Dowker, A. (Eds.). (2003). The development of arithmetic concepts and skills: Constructing adaptive expertise. Mahwah, NJ: Lawrence Erlbaum.
  • Barratta-Lorton, M. (1977). Mathematics their way. Menlo Park, CA: Addison-Wesley.
  • Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12, 3–11.
  • Bialystok, E., & Feng, X. (2010). Language proficiency and its implications for monolingual and bilingual children. In A. Y. Durgunoğlu & C. Goldenberg (Eds.), Language and literacy development in bilingual settings (pp. 121–138). New York: Guilford Press.
  • Bowman, B. T. (1990). Educating language-minority children. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
  • Bowman, B. T., Donovan, M. S., & Burns,M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.
  • Boyd, J., Barnett, W. S., Bodrova, E., Leong, D. J., & Gomby, D. (2005, March). Promoting children’s social and emotional development through preschool (Preschool Policy Brief). New Brunswick, NJ: National Institute for Early Education Research, Rutgers University.
  • Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children.
  • Bredekamp, S., & Rosegrant, T. (Eds.). (1992). Reaching potentials: Transforming early childhood curriculum and assessment (Vol. 2). Washington, DC: Teaching Strategies.
  • Bridwell, N. (1995). Clifford the big red dog. New York: Cartwheel.
  • Burns, M. S., Griffin, P., & Snow, C. E. (Eds.). (1999). Starting out right: A guide to promoting children’s success. Washington, DC: National Academy Press.

C

  • Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education. New York: Teachers College Press.
  • Campbell, R. (1998). Looking at literacy learning in preschool settings. In R. Campbell (Ed.), Facilitating preschool literacy. Newark, DE: International Reading Association.
  • Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (1999). Children’s mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann.
  • Checkpoints for progress in reading and writing for teachers and learning partners. (1997). Developed by a Subgroup of the America Reads Challenge: READ*WRITE*NOW. United States Department of Education.
  • Child assessment profile. (1999). Chicago Public Schools.
  • Clements, D. H. (1999a). Geometric and spatial thinking in young children. In J. V. Copley (Ed.), Mathematics in the early years (pp. 66–79). Reston, VA: National Council of Teachers of Mathematics.
  • Clements, D. H. (1999b). The effective use of computers with young children. In J. V. Copley (Ed.), Mathematics in the early years (pp. 119–128). Reston, VA: National Council of Teachers of Mathematics.
  • Clements, D. H., & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. New York: Routledge.
  • Clements, D. H., Sarama, J., & DiBiase, A. M. (Eds.). (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Lawrence Erlbaum.
  • Collier, V. P., & Thomas, W. P. (2009, November). Educating English learners for a transformed world. Albuquerque, NM: Fuente Press.
  • Common Core State Standards. (2010). Standards for mathematical practice.
  • Common core state standards English language arts. (2010). National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, DC.
  • Conboy, B. T., & Kuhl, P. K. (2011). Impact of second-language experience in infancy: Brain measures of first- and second-language speech perception. Developmental Science, 14, 242–248.
  • Copley, J. V. (Ed.). (1999). Mathematics in the early years. Reston, VA: National Council of Teachers of Mathematics.
  • Copley, J. V. (2010). The young child and mathematics (2nd ed.). Washington, DC: National Association for the Education of Young Children.
  • Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.
  • Council of Chief State School Officers. (2013). The college, career, and civic life (C3) framework for social studies state standards: State guidance for enhancing the rigor of K–12 civics, economics, geography, and history. Washington, DC: Author.
  • Cross, C. T., Woods, T. A., & Schweingruber, H. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: National Academy Press.
  • Curry, N. E., & Johnson, C. N. (1990). Beyond self-esteem: Developing a genuine sense of human value. Washington, DC: National Association for the Education of Young Children.

D

  • Danko-McGhee, K. (2006). Nurturing aesthetic awareness in young children: Developmentally appropriate art viewing experiences. Art Education, 59(3), 20–35.
  • DEC recommended practices: Indicators of quality in programs for infants and young children with special needs and their families. (1993). DEC Task Force on Recommended Practices. Reston, VA: Council for Exceptional Children.
  • Dehaene, S. (1997). The number sense: How the mind creates mathematics. New York: Oxford University Press.
  • Derman-Sparks, L., & the A.B.C. Task Force. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children.
  • Dichtelmiller, M. L., Jablon, J. R., Marsden, D. B., & Meisels, S. J. (2001). Preschool-4: Developmental guidelines (4th ed.). New York: Pearson Early Learning.
  • Dodge, D. T., & Colker, L. J. (1996). The creative curriculum for early childhood (3rd ed.). Washington, DC: Teaching Strategies.
  • Duke, N. (2003). Reading to learn from the very beginning: Information books in early childhood. Young Children, 58(2), 14–20.

E

  • Early childhood education and the elementary school principal: Standards for quality programs for young children (2nd ed.). (1998). Alexandria, VA: National Association of Elementary School Principals.
  • Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
  • Elkind, D. (1998). Reinventing childhood: Raising and educating children in a changing world. Rosemont, NJ: Modern Learning Press.
  • Epstein, A. S. (2001). Thinking about art: Encouraging art appreciation in early childhood settings. Young Children, 56(3), 38–43.
  • Espinosa, L. M. (2009). Getting it right for young children from diverse backgrounds: Applying research to improve practice. Upper Saddle River, NJ: Pearson.
  • Espinosa, L. M., & García E. (2012, November). Developmental assessment of young dual language learners with a focus on kindergarten entry assessments: Implications for state policies. Center for Early Care and Education Research—Dual Language Learners (CECER-DLL). Chapel Hill: The University of North Carolina.

F

  • Fosnot, C. T., & Dolk, M. (2001). Young mathematicians at work: Constructing number sense, addition and subtraction. Portsmouth, NH: Heinemann.
  • Fromboluti, C. S., & Seefeldt, C. (1999). Early childhood: Where learning begins – geography. National Institute on Early Childhood Development and Education, Office of Educational Research and Improvement, U.S. Department of Education.

G

H

  • Hartup, W. W. (1992). Having friends, making friends, and keeping friends: Relationships as educational contexts. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
  • Haugland, S. W., & Wright, J. L. (1997). Young children and technology: A world of discovery. Boston: Allyn & Bacon.
  • Haylock, D., & Cockburn, A. D. (2008). Understanding mathematics for young children: A guide of foundation stage and lower primary teachers. Thousand Oaks, CA: Sage.
  • Heidemann, S., & Hewitt, D. (1992). Pathways to play: Developing play skills in young children. St. Paul, MN: Redleaf Press.
  • Hiebert, E. H., Pearson, P. D., Taylor, B. M., Richardson, V., & Paris, S. G. (1998). Every child a reader: Applying reading research in the classroom. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.
  • Hohensee, J. B., & Derman-Sparks, L. (1992). Implementing an anti-bias curriculum in early childhood (ERIC Digest EDO-PS-92-8). Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
  • Hohmann, M., & Weikert, D. P. (1995). Educating young children: Active learning practices for preschool and child care programs. Ypsilanti, MI: HighScope Press.
  • Holt, B.-G. (1993). Science with young children (Rev. ed.). Washington, DC: National Association for the Education of Young Children.
  • Hulit, L. M., Howard, M. R., & Fahey, K. R. (2010). Born to talk: An introduction to speech and language development (5th ed.). Boston: Pearson.

I

J

  • Jablon, J. R., Marsden, D. B., Meisels, S. J., & Dichtelmiller, M. L. (1994). The work sampling system: Omnibus guidelines – preschool through third grade (3rd ed.). Ann Arbor, MI: Rebus Planning Associates.
  • Jenkins, S., & Page, R. (2003). What do you do with a tail like this? Boston: Houghton-Mifflin.

K

  • Kaiser, B., & Rasminsky, J. S. (1999). Meeting the challenge: Effective strategies for challenging behaviors in early childhood environments. Ottawa, ON: Canadian Child Care Federation.
  • Kamii, C. (1982). Number in preschool & kindergarten. Washington, DC : National Association for the Education of Young Children.
  • Katz, L. G. (1993a). Distinctions between self- esteem and narcissism: Implications for practice. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
  • Katz, L. G. (1993b). What can we learn from Reggio Emilia? In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education (pp. 19–40). Westport, CT: Ablex.
  • Katz, L. G., & McClellan, D. E. (1997). Fostering children’s social competence: The teacher’s role. Washington, DC: National Association for the Education of Young Children.
  • Kellogg, R. (1970). Analyzing children’s art. Palo Alto, CA: National Press Books.
  • Kendall, F. E. (1996). Diversity in the classroom: New approaches to the education of young children. New York: Teachers College Press.
  • Koralek, D., & Mindes, G. (2006). Spotlight on young children and social studies. Washington, DC: National Association for the Education of Young Children.
  • Kuhl, P. K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5, 831–843.

L

  • Linder, T. (1990). Transdisciplinary play-based assessment. Baltimore: Paul H. Brookes.
  • Lowenfeld, V. (1975). Creative and mental growth (6th ed.). New York: McMillan.

M

  • Martin, B. (1989). Chicka chicka boom boom. Boston: Simon & Schuster Books for Young Readers.
  • McDonald, D. T. (1979). Music in our lives: The early years. Washington, DC: National Association for the Education of Young Children.
  • Merriam Webster Dictionary online. (n.d.)

N

O

  • Opitz, M. F. (Ed.). (1998). Literacy instruction for culturally and linguistically diverse students. Newark, DE: International Reading Association.

P

R

  • Ratey, J. (2008). Spark: The revolutionary new science of exercise and the brain. New York: Little, Brown.
  • Reading and writing in every grade: New standards primary literacy standards. (1999). National Center on Education and Economy and the University of Pittsburgh.
  • Resnick, L. B., & Sow, C. E. (2009). Speaking and listening for preschool through third grade. Newark, DE: International Reading Association.
  • Richardson, K. (2012). How children learn number concepts: A guide to the critical learning phases. Bellingham, WA: Math Perspectives Teacher Development Center.

S

  • Schickedanz, J. A. (1999). Much more than ABCs: The early stages of reading and writing. Washington, DC: National Association for the Education of Young Children.
  • Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334–370). New York: Macmillan.
  • Second step: A violence prevention curriculum. Preschool–kindergarten (Ages 4–6). Teacher’s guide. (1997). Seattle, WA: Committee for Children.
  • Shephard, R. J. (1997). Curricular physical activity and academic performance. Pediatric Exercise Science, 9, 113–126.
  • Sherwood, E. A., Williams, R. A., & Rockwell, R. E. (1990). More mudpies to magnets: Science for young children. Mount Ranier, MD: Gryphon House.
  • Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75, 428–444.
  • Sinclair, H., & Sinclair, A. (1986). Children’s mastery of written numerals and the construction of basic number concepts. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 59–74). Hillsdale, NJ: Lawrence Erlbaum.
  • Smith, S. S. (2001). Early childhood mathematics (2nd ed.). Needham Heights, MA: Allyn & Bacon.
  • Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
  • Sophian, C. (1999). Children’s ways of knowing. In J. V. Copley (Ed.), Mathematics in the early years (pp. 11–20). Reston, VA: National Council of Teachers of Mathematics.
  • Sosa, A. S. (1993). Questions and answers about bilingual education. San Antonio, TX: Intercultural Development Research Association.
  • Sprung, B., Froschi, M., & Campbell, P. B. (1985). What will happen if … young children and the scientific method. New York: Educational Equity Concepts.

T

V

  • Van de Walle, J. A., & Lovin, L. (2006). Teaching student-centered mathematics: Grades K–3 (Vol. 1). New York: Allyn & Bacon.
  • Virgilio, S. J. (2006). Active start for healthy kids: Activities, exercises, and nutritional tips. Champaign, IL: Human Kinetics.
  • Virgilio, S. J. (2012). Fitness education for children: A team approach. Champaign, IL: Human Kinetics.

W

  • Weikert, P. S. (1982). Teaching movement and dance: A sequential approach to rhythmic movement. Ypsilanti, MI: HighScope Press.
  • Wiese, H. (2003). Numbers, language, and the human mind. Cambridge: Cambridge University Press.
  • Winnett, D. A., Rockwell, R. E., Sherwood, E. A., & Williams, R. A. (1996). Discovery science, explorations for the early years, prekindergarten. Menlo Park, CA: Addison-Wesley.

Additional Resources

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Tools for Teachers

Links to resources for the Illinois Early Learning and Development Standards created by the Early Childhood Center of Professional Development in Arlington Heights.

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llinois Early Learning and Development Standards for Preschool (ages 3 to kindergarten enrollment age)

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The content of the IEL Web site does not necessarily reflect the views or policies of the Illinois Early Learning Project, the University of Illinois at Urbana-Champaign, or the Illinois State Board of Education; nor does the mention of trade names, commercial products, or organizations imply endorsement by the Illinois Early Learning Project, the University of Illinois at Urbana-Champaign, or the Illinois State Board of Education.

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