Learning through Supervision and Mentorship to Support the Development of Infants, Toddlers and their Families: A Source Book

This sourcebook presents findings and recommendations of a multidisciplinary work group organized by Zero To Three. The group’s purpose was (1) to improve understanding of supervision and mentorship as critical elements in the training of practitioners who work with infants, toddlers and their families and (2) to suggest strategies for incorporating supervision and mentorship into training and practice institutions and systems. This publication identifies reflection, collaboration, and regularity as essential features of effective supervision and mentorship in the infant/family field. It provides detailed descriptions of supervision and mentorship, as seen from the perspectives of students, teachers, front-line practitioners, supervisors, mentors, and administrators.

Available from:
ZERO TO THREE
Publications Division
Telephone: 1-800-899-4301

The Program for Infant/Toddler Caregivers:
Module I Trainer’s Manual: Social-Emotional Growth and Socialization

One of a series of four Trainer’s Manuals, this publication provides an easy-to-follow guide for effectively presenting video and print materials in the Program for Infant/Toddler Caregivers’ module on social-emotional growth and socialization. Annotated lesson plans outline adult learning activities, support materials, and training video content. Prepared text for handouts and overhead transparencies are included in a loose-leaf binder-insert format.

Available from:
California Department of Education
Bureau of Publications, Sales Unit
P.O. Box 271
Sacramento, CA 95812-0271
Telephone: (916) 445-1260

Teaching Adults: An Active Learning Approach

Written by Elizabeth Jones, this book explores how to support adult learning about child development and early education. It offers a rich array of stories that illustrate how adults respond to different active learning experiences. Dr. Jones emphasizes that child development theory is best learned through action and interaction, through making connections to one’s own experience. The book illustrates how people who are going to become teachers of young children can learn in the same way they will teach. Numerous examples from Dr. Jones classroom teaching highlight learning through play, including playing with possibilities, being flexible, staying loose when things go wrong, being curious, thinking creatively, and problem solving.

Available from:
National Association for Education of Young Children
1509 16th St., N.W.
Washington, DC 20036-1426
Telephone: 1-800-424-2460