lyndacohen_772866b.jpg Lynda A. Cohen Lynda A. Cohen plaque2.jpg

Cohen's Corner is a collection of educational materials from the library of the late Lynda A. Cohen, an adjunct professor of early childhood education at Wright State University. Lynda was a lifelong advocate for quality education for young children and was best known for her ability to initiate and spearhead new projects in the Miami Valley. She was a past president of the Dayton Association for Young Children and for 30 years served as director of early childhood education at the Dayton Jewish Community Center in Trotwood.

Baker, A.C. (2004). Relationships, the heart of quality care: Creating community among adults in early care settings. Washington, DC: NAEYC.
When adult connections are caring and strong, parents, caregivers, and directors are empowered to work together to help children thrive. The authors detail the understandings and attitudes that support such care, as well as the strategies and policies necessary to bring it about.

Barbour, C. (2005). Families, schools, and communities: Building partnerships for educating children, 3rd ed. Upper Saddle River, NJ: Pearson.
Updated topics include information about diverse families, political and governmental involvement in schools, effects of media and expansion of educational models and programs.

Bredekamp, S. (1992). Reaching Potentials. Washington, DC: NAEYC.
To help children reach their potentials as learners, early childhood educators must transform curriculum and assessment to convey important knowledge form the disciplines in meaningful ways, to reflect what is known about the developmental characteristics of young learners, and to attend to the specific needs and interests of individual children.
    • Appropriate curriculum and assessment for young children, v.1
    • Transforming early childhood curriculum and Assessment, v.2

Bronson, M.B. (1995). The right stuff -- for children birth to 8: Selecting play materials to support development. Washington, DC: NAEYC.
The handbook covers what play and learning materials are most beneficial for children of different ages and the key features to look for in each item.

Carlson, F.M. (2006). Essential touch: Meeting the needs of young children. Washington, DC: NAEYC.
Carlson discusses the types of touch, i.e. physical, cognitive and social/emotional, and how it can be incorporated safely in early childhood settings.

Carlsson-Paige, N. (1985). Helping young children understand peace, war, and the nuclear threat. Washington, DC: NAEYC.
This resource offers parents and teachers ways to assist children growing up in the nuclear age. Although we no longer live under this threat, the suggestions given are applicable in today's war-charged society.

Chenfield, M.B. (2007). Celebrating young children and their teachers. St. Paul, MN: Redleaf Press.
The author urges teachers to keep their lights alive by reflecting on the magic of their students and on the importance of their calling.

Chenfield, M.B. (2001). Teaching by heart: For teachers and others who follow their hearts. St. Paul, MN: Redleaf Press.
Author Chenfield shares the stories of amazing teachers, the children they inspire, and the infinite possibilities of the creative classroom.

Cook, R.E. (2004). Adapting early childhood curricula for children in inclusive settings, 6th ed. Upper Saddle River, NY: Pearson.
The philosophy of this text emphasizes that the goal of early intervention is to optimize each child's learning potential and daily well-being, as well as to increase opportunities for the child to function effectively in the community.

Dunst, C.J. (1994). Supporting and strengthening families, v.1: Methods, strategies and practices. Cambridge, MA: Brookline Books.
This collection of papers addresses the theory, methods, strategies and practices involved in adopting an empowerment and family-centered resource approach to supporting families and strengthening individual and family functioning.

Early learning - primary content standards for mathematics. (2008). Columbus, OH: Ohio Department of Education.
This title provides a set of clear, rigorous expectations for all students and provides teachers with clearly defined statements of what students should know and be able to do as they progress through school

Garber, S.W. (1993). Monsters under the bed and other childhood fears: Helping your child overcome anxieties, fears, and phobias. New York: Villard Books.
This book introduces parents to the fears common in children from infancy through adolescence, including fear of social events, cars, airplanes, heights, enclosed spaces, insects, and the weather, among others. It explains the difference between a normal fear and phobia, what now to do with a frightened child, how to desensitize a child to his/her fear, how to overcome a long-lasting fear and when to respond to a child's fear.

Goldberg, S. (1997). Parent involvement begins at birth: Collaboration between parents and teachers of children in the early years. Boston: Allyn & Bacon.
In this innovative guide covering the full preschool age range, the author presents dynamic parent involvement model built on a foundation of public-school-based parent education seminars and home-based infant-toddler play-and-learn activities. The goal is to ensure that children begin their school experience ready to laern and to become competent, confident learners.

Helm, J.H., ed. (2003). The power of projects: meeting contemporary challenges in early childhood classrooms -- strategies & solutions. Washington, DC: NAEYC.
This timely volume will help teachers on the front line to tackle the key challenges they face in today's classrooms with children ages 3-8. The authors show how good project work can provide solutions to problems that seem overwhelming to many teachers of young children.

Jalongo, M.R. (2000). Learning to listen, listening to learn: Building essential skills in young children. Washington, DC: NAEYC.
Using clear language and real-life examples, author Jalongo explains why being an effective listener is a challenge -- for adults as well as children -- and provides research-based suggestions for improving listening in the classroom and at home.

Lasky, L. (1982). Art: Basic for for young children. Washington, DC: NAEYC.
Children learn many things through art, such as discipline, aesthetics, how the world looks, how to express their knowledge and feelings in a socially acceptable way, and more. This practical book tells how and why, all in one.

Looking at the basics of developmentally appropriate practice. (2006). Washington, DC: NAEYC.
This film articulates and illustrates the core concepts of developmentally appropriate practice in simple, memorable ways, including classroom examples and other techniques. Based on Carol Copple and Sue Bredekamp's book for NAEYC, Developmentally Appropriate Practice. (DVD, 41 min.)

McDonnell, J.J. (2003). An introduction to persons with moderate and severe disabilities: Emotional and social issues, 2nd ed. Boston: Allyn & Bacon.
This book is designed as an introduction to some of the crucial emotion and social issues that still confront people with moderate and severe disabilities on their path to full community membership.

Owocki, G. (2001). Make way for literacy! Teaching the way young children learn.
The author offers effective guidelines for creating a classroom community that supports children's developing literacies.

Paley, V.G. (1981). Wally's stories: Conversations in the kindergarten. Cambridge, MA: Harvard University Press.
This is Paley's lively account of her kindergarten classroom -- a classroom where children are encouraged to learn by using their fantasies and stories.

Rivkin, M.S. (1995). The great outdoors: Restoring children's right to play outside. Washington, DC: NAEYC.
The author sounds the call for schools and communities to restore children's outdoor play opportunities, gives inspiring examples of play spaces across the U.S., and offers practical ideas for brinign the great outdoors to your school.

Rogers, F. (1994). You are special: Words of wisdom from America's most beloved neighbor. New York: Viking Press.
A collection of Rogers' signature sayings and wise, succinct, straightforward thoughts is organized by themes, all enriched by personal memories of growing up.

Schickedanz, J.A. (2004). Writing in preschool: Learning to orchestrate meaning and marks.
Providing early writing experiences for children allows them to experience the joy associated with writing while mastering key aspects of literacy. This book provides a detailed picture of preschooler's writing development.

Schiffer, M. (1969). The therapeutic play group. New York: Grune & Stratton.
Classic title about the values and implementation of play group therapy for children.

Schiller, P. (2005). The practical guide to quality child care. Upper Saddle River, NJ: Pearson.
This manual includes practical techniques and tools such as checklist, evaluation forms, sample letters to families, a center staff manual, and other time-saving guidelines and forms for facilitating the management of a child care program.

Shelton, J.C. (1993). Puppets, poems & songs. Carthage, IL: Fearon Teacher Aids.
This book brings original and classic poetry and songs to live through spirited puppet characters. Each puppet presentation includes a poem or song card, puppet patterns and step-by-step assembly directions.

Smith, C.A. (2004). Raising courageous kids: Eight steps to practical heroism. Notre Dame, IN: Sorin Books.
In this groundbreaking guide for parents, Dr. Smith shows how to nurture the virtue of everyday courage in children and shows parents that while we can't protect our children from every peril, we can prepare them to face challenges with courage.

Stern-LaRosa, C. (2000). The Anti-Defamation League's hate hurts: A guide for adults and children. New York: Scholastic.
Hate Hurt is the ADL's definitive handbook for adults and children on confronting and conquering bias and encouraging appreciation for our differences.

Taccogna, J., ed. (2003). Powerful teaching: Developmental assets in curriculum and instruction. Minneapolis, MN: Search Institute.
This resource empowers educators at al levels to infuse developmental assets into teaching.

Taylor, B.J. (2002). Early childhood program management: People and procedures, 4th ed. Columbus, OH: Merrill Prentice Hall.
This text addresses the need for out-of-home care, the provision of quality care, and the value of a harmonious balance between the two.

Teaching Tolerance. (1997). Starting small: Teaching tolerance in preschool and the early grades. Montgomery, AL: Southern Poverty Law Center.
The vision of community that the early childhood classroom provides can color children's ideas about and expectations about equity, cooperation and citizenship for a lifetime.