Kemp, A. T., Preston, J., Page, C. S., Harper, R., Dillard. B., Flynn, J., & Yamaguchi, M. (2014). Technology and teaching: A conversation among faculty regarding the pros and cons of technology. The Qualitative Report, 19(6), 1–23.
Lara-Cinisomo, S., Fuligni, A. S., Daugherty, L., Howes, C., & Karoly, L. (2009). A qualitative study of early childhood educators’ beliefs about key preschool classroom experiences. Early Childhood Research & Practice, 11(1), 1–8.
Nakpodia, E. D. (2011). Early childhood education: Its policy formation and implementation in Nigerian educational system. African Journal of Political Science and International Relations, 5(3), 159–163.
Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37(5), 335–343.
Piasta, S. B., Logan, J. A. R., Pelatti, C. Y., Capps, J. L., & Petrill, S. A. (2015). Professional development for early childhood educators: Efforts to improve math and science learning opportunities in early childhood classrooms. Journal of Educational Psychology, 107(2), 407–422.
Rose, J., & Rogers, S. (2012). Principles under pressure: Student teachers’ perspectives on final teaching practice in early childhood classrooms. International Journal of Early Years Education, 20(1), 43–58.
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