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Bullying prevention starts with helping young children understand and accept diversity—the earlier the better. That's why your school team needs this ready-to-use resource, a simple, fun, and effective way to promote social acceptance in the critical early years of attitude development.
Perfect for K–2 classrooms, this book presents the field-tested, research-based Making Friends program, a toolbox of adaptable, practical strategies that fit right into your regular school day. You'll help students respect and accept each other's differences through three methods: 1) reading diversity-themed stories and conducting brief whole-class discussions; 2) forming small learning groups that encourage children from diverse backgrounds to play and interact; and 3) sharing the storybooks you read with families so they can continue discussions at home. Aligned with DEC/NAEYC recommended practices and the English Language Arts Common Core State Standards, this proven program will boost students' social and academic skills as you create a welcoming, inclusive, and culturally responsive classroom.
USE THIS PROGRAM TO
PRACTICAL MATERIALS: The book includes a complete package of reproducible, adaptable materials for implementing the Making Friends program, including a sample activity schedule, discussion guides, and forms to send home with families. You'll also get step-by-step directions on working the activities into your school day, extensive lists of diversity resources, vignettes that model positive interactions, and more.
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Dr. Paddy C. Favazza has a background and research focus in the areas of: the social inclusion, attitude development, and social and motor development with particular interest in curriculum development related to inclusion and motor development and, the use of motor skill programs for young children with disabilities as a vehicle for inclusion within the family, school and community in developing nations in a global context. Professor Favazza is a former teacher of young children with disabilities, an advocate for the rights and dignity of all children; committed to ensuring that curriculum and strategies used in early childhood have sound theoretical underpinnings, represent evidenced based practice, engage families and are culturally responsive.
Dr. Michaelene M. Ostrosky is the Head of the Department of Special Education at the University of Illinois at Urbana-Champaign. Her educational background and research focuses on early childhood special education with a particular interest in social emotional competence; social interaction and peer relationships; challenging behavior; and communication delays and disabilities. As a former teacher of young children with disabilities, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations.
Dr. Chryso Mouzourou is Senior Research Associate in the Department of Human Sciences at the Ohio State University. Her background and research include exploring perspectives on disabilities within communities, including families and schools, peer relationships, children's perspectives about disabilities, and cross-cultural constructions of disability as they manifest in and impact policy and practice. As a former teacher of children with diverse abilities, Professor Mouzourou is dedicated to ensuring that practitioners have access to best practices for children and their families, and that her writing and teaching reflect understanding of theoretical underpinnings and current research and practice.
Throughout his career, Dr. Odom has held positions as a preschool teacher, student teaching supervisor, program coordinator, teacher educator, and researcher. He has written many articles and chapters about programs for young children and their families and has served as the co-editor of five books on early childhood special education. Dr. Odom is an associate editor for Exceptional Children and is on the editorial board of Journal of Early Intervention, Topics in Early Childhood Special Education, Journal of Autism and Developmental Disabilities, and Early Childhood Research Quarterly. He received the Special Education Outstanding Research Award from the American Educational Research Association Special Education Special Interest Group in 1999, the Merle Karnes Contribution to the Field Award from the Division for Early Childhood of the Council for Exceptional Children (CEC) in 2001, and the Outstanding Special Education Research Award from CEC in 2007.
Dr. Odom's research interests include interventions and teaching approaches that promote social competence of young children, effective intervention approaches for children with autism, and early childhood curricula that promote children's school success.
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Book Description PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000. Seller Inventory # CA-9781598579215
Book Description Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days. Offers step-by-step guidance for facilitating positive social relationships between children with and without disabilities through three components: large group story reading and discussion; small group interactions called cooperative learning groups; and an optional home literacy component. Seller Inventory # B9781598579215
Book Description Paperback. Condition: Brand New. 1st edition. 152 pages. 10.75x8.25x0.50 inches. In Stock. Seller Inventory # __1598579215
Book Description PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000. Seller Inventory # CA-9781598579215