Mary Renck Jalongo is a professor at Indiana University of Pennsylvania, where she earned the university-wide outstanding professor award and coordinates the Doctoral Program in Curriculum and Instruction. She is co-editor of Springer's Educating the Young Child book series and has written, co-authored, or edited more than 25 books, including Early Childhood Language Arts (6th ed.) and Creative Thinking and Arts-Based Learning (5th ed.) with Pearson, and Major Trends and Issues in Early Childhood Education: Challenges, Controversies, and Insights (2nd ed.). In addition, she has written two books for the NAEYC (Learning to Listen, Listening to Learn; Young Children and Picture Books), edited two for ACEI, and earned various national awards for writing. Since 1995, Dr. Jalongo has served as editor-in-chief of the Early Childhood Education Journal.  Joan Packer Isenberg is Professor of Education at George Mason University in Fairfax, Virginia, where she has twice received the distinguished faculty award for teaching excellence and also served as an Associate Dean. She received her bachelor's and master's degrees in early childhood education from Wheelock College and her doctorate in elementary education from Rutgers University. She has taught preschool-, primary-, and elementary-age children and held administrative postions in both public and private school settings. As a writer, Dr. Isenberg has authored or co-authored 15 book and more than 50 journal articles. She has been a Visiting Scholar for the National Board for Professional Teaching Standards (NBPTS), where she led higher education initiatives and the reform of advanced master's degrees for practicing teachers, and has served on the NCATE Board of Examiners, as President and in other elected offices of the National Association of Early Childhood Teacher Educators (NAECTE), and in offices of the Metro Area Branch of the Association for Childhood Education International (ACEI). Her research interests  are in teachers' professional development, arts integration, and early childhood curriculum. She was the 2006 NAECTE recipient of the Pearson/Allyn and Bacon Outstanding Early Childhood Teacher Educator Award.

• 1 Becoming a Reflective Practitioner 2 Understanding History and Ethics 3 Understanding Early Childhood Programs 4 Understanding Diversity, Inclusion and Cultural Competence 5 Promoting Children’s Development 6 Fostering Children’s Engagement in Learning 7 Creating High-Quality Early Childhood Environments 8 Developing Curriculum 9 Planning for Children’s Learning 10 Assessing Children’s Learning and Documenting Progress 11 Guiding Children’s Behavior and Creating a Classroom Community 12 Building Supportive Relationships with Families and Communities

Mary Renck Jalongo is a professor at Indiana University of Pennsylvania, where she earned the university-wide outstanding professor award and coordinates the Doctoral Program in Curriculum and Instruction. She is co-editor of Springer's Educating the Young Child book series and has written, co-authored, or edited more than 25 books, including Early Childhood Language Arts (6th ed.) and Creative Thinking and Arts-Based Learning (5th ed.) with Pearson, and Major Trends and Issues in Early Childhood Education: Challenges, Controversies, and Insights (2nd ed.). In addition, she has written two books for the NAEYC (Learning to Listen, Listening to Learn; Young Children and Picture Books), edited two for ACEI, and earned various national awards for writing. Since 1995, Dr. Jalongo has served as editor-in-chief of the Early Childhood Education Journal.  Joan Packer Isenberg is Professor of Education at George Mason University in Fairfax, Virginia, where she has twice received the distinguished faculty award for teaching excellence and also served as an Associate Dean. She received her bachelor's and master's degrees in early childhood education from Wheelock College and her doctorate in elementary education from Rutgers University. She has taught preschool-, primary-, and elementary-age children and held administrative postions in both public and private school settings. As a writer, Dr. Isenberg has authored or co-authored 15 book and more than 50 journal articles. She has been a Visiting Scholar for the National Board for Professional Teaching Standards (NBPTS), where she led higher education initiatives and the reform of advanced master's degrees for practicing teachers, and has served on the NCATE Board of Examiners, as President and in other elected offices of the National Association of Early Childhood Teacher Educators (NAECTE), and in offices of the Metro Area Branch of the Association for Childhood Education International (ACEI). Her research interests  are in teachers' professional development, arts integration, and early childhood curriculum. She was the 2006 NAECTE recipient of the Pearson/Allyn and Bacon Outstanding Early Childhood Teacher Educator Award.

• 1 Becoming a Reflective Practitioner 2 Understanding History and Ethics 3 Understanding Early Childhood Programs 4 Understanding Diversity, Inclusion and Cultural Competence 5 Promoting Children’s Development 6 Fostering Children’s Engagement in Learning 7 Creating High-Quality Early Childhood Environments 8 Developing Curriculum 9 Planning for Children’s Learning 10 Assessing Children’s Learning and Documenting Progress 11 Guiding Children’s Behavior and Creating a Classroom Community 12 Building Supportive Relationships with Families and Communities