Reviews
Kathleen Meeker, Ph.D., Associate Professor, Special Education, University of Washington - March 4, 2019
"The third edition of Building Blocks will be a career-long companion for early childhood professionals. It is a rare gem of a text: it is ideal for pre‐service college courses, while also offering rich resources for in‐service professional development and at‐a‐glance tools for busy teams. Its comprehensive, thoughtful, and systematic approach gives professionals the real tools they need to make a positive impact with each and every child, family, and colleague. I cannot wait to use this new edition in our teacher education program and professional development offerings."
Jennifer Grisham-Brown, Ed.D., Professor, Faculty Director, Early Childhood Laboratory, University of Kentucky - February 28, 2019
"I am pleased to see that the new edition of Building Blocks contains many of the elements from the second edition that are so helpful to teachers who work in inclusive classrooms (e.g., useful forms, vignettes, suggestions for modifications according to activities in a child's day). However, there are excellent additions that make it worthwhile to acquire the 3rd edition of Building Blocks. Notably, the authors have added information on STEAM and executive functioning. Both are topics that are regularly considered in today's early childhood programs. I am especially excited about the professional development modules that will accompany the book when purchased. Building Blocks has been a useful text for our undergraduate Interdisciplinary Early Childhood Education certification program. Having modules available that match the topics of the book will prove very useful for faculty who choose the book as a text for their classes."
Erin Barton, Ph.D., Associate Professor, Department of Special Education, Vanderbilt University - February 28, 2019
"Building Blocks is an invaluable resource for anyone working in the fields of early childhood education and early childhood special education. I have used Building Blocks framework in my teaching, research, and consultation work and I look forward to integrating this newest edition. The authors have yet again produced an eloquently written text that demonstrates their deep understanding of both research and effective practices for all children with and without disabilities. The easily accessible practices and tools in Building Blocks are needed for teachers to deliver effective, data-based instruction for all children. I expect Building Blocks will advance the field in regards to the meaningful inclusion of children with disabilities such that we really do celebrate the diversity of all young children."
Kathryn Hoover, Ph.D., Early Childhood Special Education, Radford University - February 28, 2019
"Building Blocks uses clear and understandable language while teaching the complex principles and strategies for teaching young children with disabilities in inclusive settings. It is very reader‐friendly, and covers a wealth of important content. The case study method of applying the content is an excellent way for students to work with the principles they read about, and I have found this extremely effective in teaching pre‐service and in-service students."
Sarika Gupta, Ph.D., Assistant Professor, Department of Special Education, Hunter College CUNY - February 28, 2019
"Many teachers want to support preschoolers with delays and disabilities in their classrooms, but they may not be sure how to do this well. This edition of Building Blocks helps dedicated teachers understand why this is important and how they can reframe their planning to be more intentional and effective, while maintaining a concrete focus on appropriate and desired outcomes. This is a necessary resource in building teacher persistence and resilience around inclusion."
Elizabeth Steed, Ph.D., University of Colorado Denver - February 28, 2019
"The 3rd edition of Building Blocks provides another update to this invaluable resource for educators to plan strategies and adaptations for young children with disabilities to meaningfully participate in and contribute to early childhood classrooms. An important addition includes the description of strategies to support early literacy and STEAM skills accross routines for young children with disabilities."