Professional development for the early learning content social studies standards

Main Article Content

Laurie Katz Hatice Zeynep İnan Cynthia Tyson Adrienne Dixson Hyun-Young Kang


This article describes early childhood educators’ responses to a professional development
series aimed at helping them to understand and incorporate early learning standards for
social studies. While the primary aim of the professional development was to focus on the
social studies content standards, the secondary aim was to introduce early childhood
educators to culturally relevant pedagogical strategies that take into account the unique
learning needs of diverse children, particularly children of colour, English language
learners and children with special needs. The findings suggest that early childhood
educators can benefit from sustained professional development that not only addresses
content standards but also helps them to understand how to incorporate the standards into
their existing curriculum using developmentally and culturally appropriate pedagogy.


Download data is not yet available.

Article Details

How to Cite
KATZ, Laurie et al. Professional development for the early learning content social studies standards. International Electronic Journal of Elementary Education, [S.l.], v. 2, n. 2, p. 261-286, aug. 2017. ISSN 1307-9298. Available at: <>. Date accessed: 20 nov. 2019.


Banks, J. (1994). An introduction to multicultural education. Needham Heights,
MA: Allyn and Bacon.
Banks, J.A. (1997). Educating citizens in a multicultural society. New York:
Teachers College Press.
Berends, M. (2005). Survey methods in educational research. In J.L. Green, G.
Camilli & P. B. Elmore (Eds.), Handbook of complementary methods in
education research (pp.623-640). Mahwah, NJ: Lawrence Erlbaum
Bishop, R. S. (1999). African American children’s literature: Anchor, compass, and
sail. In A. Marek & C. Edelsky (Eds.), Reflections and connections: Essays in
honor of Kenneth S. Goodman’s influence on language education (pp. 355-
370). Cresskill, NJ: Hampton.
Bishop, R. S. (1997). Selecting literature for a multicultural curriculum. In V.
Harris (Ed.), Using multiethnic literature in the K-8 classroom (pp. 1-20).
Norwood, MA: Christopher-Gordon Publishers, Inc.
Bishop, R. S. (1992). Multicultural literature for children: Making informed
choices. In V.J. Harris (Ed.), Teaching multicultural literature in grades K-8
(pp.37-53). Norwood, MA: Christopher-Gordon Publishers, Inc.
Copple, C. & Bredekamp, S., (Eds.). (2009). Developmentally appropriate practice in
early childhood programs. Third Edition. Washington, DC: NAEYC.
Dowd, F. S. (1992). Evaluating children's books portraying Native American and
Asian cultures. Childhood Education, 68 (4), 219-224.
Harris, V. (1992) Using multiethnic literature in the K-8 classroom. Norwood, MA:
Christopher-Gordon Publishers, Inc.
Keifer, B. & Tyson, C. (2008). Charlotte Huck's children's literature: A brief guide.
Columbus, OH: McGraw Hill.
Lu, M. (1998). Multicultural children's literature in the elementary classroom
(Report No. RR93002011). Bloomington, IN: Office of Educational Research
and Improvement, U.S. Department of Education. (ERIC Document
Reproduction Service No. ED 423552)
NAEYC. (2005). NAEYC accreditation performance criteria: Universal an preschool
strands. Retrieved November 18, 2005, from
National Association for the education of young children [NAEYC] & The National
Association of Early Childhood Specialists in State Departments of Education
[NAECS/SDE]. (Adopted November 2002). Early learning standards:
Creating the conditions for success (A Joint position statement of NAEYC and
NAECS/SDE). Retrieved November 20, 2005, from
NCSS. (1994). Expectations of excellence: Curriculum standards for social studies.
Siver Springs, MD. National Council for the Social Studies.
Ohio Department of Education [ODE]. (2004). Early learning content standards.
Retrieved October 10, 2005, from
Polland, B. K. (2000). We can work it out: Conflict resolution for children. Berkeley,
CA: Tricycle Press.
Robert Wood Johnson Foundation (2009). The Interpretivist Paradigm. Retrieved
November 21, 2009, from
Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning. Alexandria, VA: Association for Supervision and
Curriculum Development.
Spradley, J. P. (1980). Participant observation. New York: Holt, Reinhart and