This book anchors the social studies as the central unifying force for young children. Teachers use the inquiry process to foster child development of social skills and citizenship ideals in their first classroom experiences. Curriculum is built starting with childrens natural curiosity to foster literacy in all its formspeaking, listening, reading, writing. Along the way, young children acquire knowledge and academic skills in civics, economics, geography and history. Shown throughout are ways to promote social learning, self-concept development, social skills and citizenship behaviors. Featured here are individually appropriate and culturally relevant developmental practices. Considered are the importance of family collaboration and funds of knowledge children bring to early care and education. Contributors to this edition bring expertise from bilingual, early education, literacy, special education and the social studies. Beginning with citizenship and community building the authors consider all aspects of teaching young children leading to a progression of capacity to engage civically in school and community.

Gayle Mindes, Ed.D., is professor emerita at DePaul University, where she was a faculty member for 25 years and served as associate dean, acting dean, and chair of the Teacher Education Department. She is author of several notable books, includingAssessing Young Children andSocial Studies for Young Children: Preschool and Primary Curriculum Anchor, Second Edition, as well as editor forTeaching Young Children with Challenging Behavior andContemporary Challenges in Teaching Young Children: Meeting the Needs of All Students.

Mark Newman, Ph.D. is professor of social studies education at National College of Education, National Louis University. He has written and edited articles and books on maps, photographs, primary sources, and various historical and geographical topics. He is co-author of a book on visual literacy. Newman has been awarded several National Endowment for the Humanities grants and was director of a Library of Congress Teaching with Primary Sources project. In 2016, he won the National Louis University Distinguished Teaching Award.

List of Figures

List of Tables and Textboxes

Foreword by Dominic F. Gullo, Ph.D.

Preface

Acknowledgments

About the Contributors

An Introduction to the Book: Why Should Social Studies Be the Curricula Anchor for Young Children?

Gayle Mindes, Ed.D.

1 Why Is Studying Social Studies Important for Young Learners?

Mark Newman, Ph.D.

2 How Are Literacy and Social Studies Inextricably Linked?

Marie Ann Donovan, Ed.D., and Gayle Mindes, Ed.D.

3How Can Social Studies Anchor the Curriculum?

Gayle Mindes, Ed.D.

4Childrens Literature for Childrens Social Studies

Marie Ann Donovan, Ed.D.

5Why Is the Evidence for Equitable and Effective Early Care and Education Programs an Essential Foundation for the Early Childhood Social Studies Teacher?

Iheoma U. Iruka, Ph.D.

6Meeting the Needs of Young Emergent Bilinguals

Xiaoning Chen, Ph.D.

7How Are We Including and Supporting All Children, Helping All Children Thrive?

Michelle Parker-Katz, Ph.D., and Amanda Passmore, Ph.D.

8How Does Social Studies Help Young Children Learn About Community and Citizenship?

Mark Newman, Ph.D.

9 How Are Young Children Involved in Civic Engagement?

Gayle Mindes, Ed.D.

Appendixes

A. General Lesson Planning

Amy Clark, Ph.D.

B. Integrated Unit Outline Planning Template

Amy Clark, Ph.D.

C. Investigation Planning Guide

Amy Clark, Ph.D.

D. Lesson Planning Template

Megan Schumaker-Murphy, Ed.D.

Glossary

References

Index