Machine generated contents note: ch. 35 A Call to Action. ch. 1 "But Rainbows Aren't Real!" -- ch. 2 "Is That the End of the Story?" -- ch. 3 "Doggy Is Dead" -- ch. 4 "He Opened the Lights!" -- ch. 5 "Pee in Her Mouth? Oh, Yuck!" -- ch. 6 "I Got a Whistle! I Got a Whistle!" -- ch. 7 "Knock-Knock" "Who's There?" "I Don't Know. Who?" -- pt. 2 Fictional Narrative Misunderstandings -- ch. 8 "Where Are the Babies?" -- ch. 9 "Why Didn't They Show Us the Baby?" -- ch. 10 "But I Saw Her Go Outside!" -- ch. 11 "Lisa Found His Button!" -- ch. 12 "On the Escalator!" -- ch. 13 "But It's Susie's Chair Now" -- ch. 14 "She's in the Closet! Look in the Closet!" -- ch. 15 "But It Was on the Bed!" -- ch. 16 "I Think They Are Baking Cookies!" -- ch. 17 "The Stray Cat Is in His Backpack" -- ch. 18 "He Fell" -- pt. 3 Literacy Skill Misunderstandings -- ch. 19 "Those Are Great As and Hs, Sara" -- ch. 20 "Hey! Look At My Fantastic E!" -- ch. 21 "Yes! Your S Looks Like Mine" -- ch. 22 "Are These All the Letters in the Whole Wide World?" -- ch. 23 "You Can Write Your Name Better than That" -- ch. 24 "Hey, Look! I Wrote Dog and Chocolate Candy? -- ch. 25 "I Did Do That Sound. Listen" -- ch. 26 "No! I Want to Put the A Down Here, Close to R" -- ch. 27 "No! That's Not My Name" -- ch. 28 "This Isn't Working Right!" -- pt. 4 Number and Science Concept Misunderstandings -- ch. 29 "Get More Chairs. Oh, No! I Should Put Some Back!" -- ch. 30 "Hey! Now You Have More, and That's Not Fair" -- ch. 31 "One, Two, Three, Four, Five ... Twelve!" -- ch. 32 "No, I Don't Know. I Need to Count the Dots" -- ch. 33 "The Gate Didn't Move Because It Was Not Unlatched" -- ch. 34 "That Looks Like a Hole in His Shell!" -- ch. 35 "Hey! My Spray Bottle Is Broken!" -- A Call to Action.
Summary:
Better understanding of how our youngest students' minds work, the authors assert, leads to better instruction. They make the case that achievement gaps are caused not by differences in cognitive capacity but by knowledge gaps between students with demographic differences, such as those between students from low-income and high-income families. The authors demonstrate that well-designed, developmentally appropriate preschool activities not only instill beginning literacy and basic numeracy skills for all students but can also set the foundations for greater knowledge content and afford opportunities for higher-level thinking. This broader and deeper approach to early learning is crucial to sustaining later elementary progress.
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