The Division for Early Childhood

Take a look at our newest Monograph. The collection of articles contained in Monograph 11 describe specific strategies that will assist practitioners to partner with families to envision the brightest possible futures for all children and to develop the highest quality programs and facilitate inclusive communities and optimal learning. These articles address the values, beliefs, and practices inherent within the DEC Recommended Practices.

(Peterson, Fox,and Santos, 2009)

Birth-8: This Monograph provides inspiring ideas to build social competence in young children. Find out more about research in this intriguing area and learn practical tips to support your approach to challenging behavior.

(Horn and Jones, 2006)

Learn more about effective, evidence-based ways to deliver early intervention services. Practitioners, program administrators, and families will benefit from the latest information on assessment and intervention practices, teaming models, family services and supports, and monitoring outcomes.

(Peterson. Fox and Blasco, 2008)

This newest monograph is intended to support early educators and others working with infants toddlers and young children with special needs in designing and implementing comprehensive curricula that are linked to state outcomes, early learning guidelines, and/or standards. Also provides content on the interpretation and use of outcomes.

(Horn, Peterson and Fox, 2007)

Birth-5: This addition to the YEC Monograph Series addresses the support of early literacy development in young children. Specific topics include: creating literacy-rich environments; practical strategies for supporting literacy development; using storybooks and story book reading; and embedding language and literacy across classroom routines.

(Horn and Jones, 2005)

Birth-5: The 6th addition to the YEC Monograph Series highlights the importance of working together across disciplinary boundaries in early intervention and early childhood special education. Contains practical strategies needed to create powerful interdisciplinary and interagency collaborations, give caregivers the support they need to address families' priorities, work effectively with culturally and linguistically diverse families.

(Horn, Ostrosky and Jones, 2004)

Birth-8: Creating a common direction and utilizing collaboration and teamwork among adults, can mean success to a young person. The articles in this book demonstrate effective strategies that increase the sharing of responsibility and open communication between parents and professionals. Each of the strategies focuses on the assets and strengths of families—creating a positive foundation from which to work.

(Horn, Ostrosky and Jones, 2003)

Birth-8: Committed to proven practices, YEC Monograph Series 4 provides caregivers with practical ideas and strategies to conduct meaningful assessments of young children who are disabled, have developmental delays, or are gifted/talented. Articles provide insight to information gathering, and examine assessment as it relates to: intervention planning; family involvement; social, behavioral, and functional planning; program evaluation, and more.

(Ostrosky and Horn, 2002)

Birth-8: This monograph focuses on effective and doable teaching strategies for young children with special needs. The volume's eight articles highlight teaching practices for a variety of curriculum content.

(Sandall and Ostrosky, 2001)

Birth-8: With IDEA '97 prompting inclusive settings for children with disabilities, it is important to consider the natural settings in which these children are being taught and cared for - child care centers and preschools in particular. This monograph addresses the importance of natural environments and inclusion.

(Sandall and Ostrosky, 2000)

Birth-8: Most challenging behaviors can be addressed without removing young children from inclusive settings. This monograph shows how you can more effectively prevent, identify, and address challenging behaviors by taking a positive approach. Articles cover topics like staying on task, transitioning to the next activity, learning positive social interactions, and communicating wants and needs appropriately.

(Sandall and Ostrosky, 1999)