Michelle L. Rupiper is currently an Associate Professor of Practice and the Director of the Ruth Staples Child Development Laboratory at the University of Nebraska-Lincoln where she has taught since 1994. She has served as a classroom teacher for infants through school-aged children as well as directed community-based programs during her career. Her belief that children deserve well-prepared, competent teachers who understand how children learn and are equipped to meet their needs has resulted in her conducting numerous national, regional and state presentations as well as presentations to faculty in Kenya, Mongolia, Australia and China. She is active in several professional organizations, having served on the National Affiliate Council of NAEYC, president of Midwest AEYC and Nebraska AEYC and on the board of the National Coalition for Campus Children’s Centers.

Anne K. Soderman taught young children for seven years before completing her doctorate and joining the faculty at Michigan State University. For 28 years she taught courses on early childhood curriculum and assessment. During that time, she received the Distinguished Faculty award and served as Acting Chair, also consulting with educators in curriculum and assessment nationally and in over 27 international settings. She has co-authored five books and numerous journal articles on literacy and assessment. For the past six years, she has been working with teachers and administrators in Beijing, China, creating an international school that now serves families and children from more than 25 nations and enrolled in nursery through grade four.  

A lice Phipps Whiren has had an extensive career in early education teaching pre-kindergarten children, working with Head Start, consulting with several full-time childcare programs, and supervising the laboratories of Michigan State University where she has taught pre-service education students in courses related to professional practice. A prolific writer, she has co-authored several texts for early childhood teachers including: Guiding Children’s Social Development and Learning, 7^th ed., (Cengage Learning, 2012), Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education, 5^th ed., (Pearson, 2011), and Children with Special Needs:  Lessons for Early Childhood Professionals (Teachers College Press, 2002).

Chapter 1 – Ready, Set, Go! : Teaching in Developmentally Appropriate Programs

Chapter 2 — What You Need to Know to Help Children Grow: Preparing to Teach

Chapter 3 – More than a Referee: Effective Child Guidance Strategies

Chapter 4 — Teacher, Teacher, What Do You See: Observing and Documenting Children’s Learning

Chapter 5 – Roadmaps to Success: Lesson Plans as Teaching Tools

Chapter 6 — Up Close and Personal: Teaching Children in Small Groups

Chapter 7 – Centered on Learning: Creating and Maintaining Activity Areas Indoors and Outside

Chapter 8 — All Together: Teaching Children in Whole Groups

Part 2: The Curriculum

Chapter 9 – The Aesthetic Domain: Celebrating the Artist Within

Chapter 10 — The Affective Domain: Exploring the Inner Self

Chapter 11 – The Cognitive Domain Part 1: Nurturing Young Scientists

Chapter 12 — The Cognitive Domain Part 2: Fostering Mathematical Thinking

Chapter 13 – The Language Domain: Enhancing Communication

Chapter 14 — The Physical Domain

Chapter 15 – The Social Domain: Interacting with Others

Part 3: Moving Forward

Chapter 16 - Projects and Themes

Appendix A – Sample Lesson Plans

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