For Further Reading
- Bronfenbrenner, U. (Ed.). (2005). Making human beings human: Bioecological perspectives on human development. Sage.
- Delpit, L. (2006). Other people's children: Cultural conflict in the classroom. The New Press.
- Edwards, C. P., & Gandini, L. (2015). Teacher research in Reggio Emilia: Essence of a dynamic, evolving role. Voices of Practitioners, 10, 89–103.
- Forman, G., & Hall, E. (2005). Working with children: The importance of observation in early education. Early Childhood Research and Practice, 7(2). Retrieved from http://ecrp.uiuc.edu/v7n2/forman.html
- Galman, S. C. (2012). Whose culture has capital? Class, culture, migration and mothering. Gender & Education, 24(5), 570–572.
- García, H. A., & Ramirez, N. (2015). Why race and culture matters in schools: Closing the achievement gap in America's classrooms. Journal of Negro Education, 84(1), 98–101.
- Gernhardt, A., Lamm, B., Keller, H., & Doge, P. (2014). Early child care teachers’ socialization goals and preferred behavioral strategies: A cross-cultural comparison. Journal of Research in Childhood Education, 28(2), 203+. Retrieved from http://proxy.library.upenn.edu:2084/apps/doc/A367300473/ITOF?u=upenn_main&sid=ITOF&xid=bf72bc35
- Hammond, Z. (2015). Culturally responsive teaching & the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Sage.
- Halgunseth, L. C., Moodie, S., Peterson, A., & Stark, D. R. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. National Association for the Education of Young Children and The Pew Charitable Trusts.
- Hayes, N., O’Toole, L., & Halpenny, A. M. (2017). Introducing Bronfenbrenner: A guide for practitioners and students in early years education. Routledge.
- Helm, J., Beneke, S., & Steinheimer, K. (2007). Windows on learning: Documenting young children's work (2nd ed.). Teachers College Press.
- Howard, T. C. (2018). Capitalizing on culture: Engaging young learners in diverse classrooms. Young Children, 73(5), 24–33.
- New, R. S. (2007). Reggio Emilia as cultural activity theory in practice. Theory Into Practice, 46(1), 5–13.
- Krasnof, B. (2016). Culturally responsive teaching: A guide to evidence-based practices for teaching all students equitably. Region X Equity Assistance Center. Retrieved from http://educationnorthwest.org/sites/default/files/resources/culturally-responsive-teaching.pdf
- Pack, J. (2016). Learning stories. Teaching Young Children, 9(2). Retrieved from http://www.naeyc.org/tyc/article/learning-stories.
- Riley-Ayers, S. (2014). Formative assessment: Guidance for early childhood policy makers (CEELO Policy Report). Center on Enhancing Early Learning Outcomes.
- Sandra, S. (2014). Introducing Freire: A guide for students, teachers, and practitioners. Routledge.
- Smith-Gilman, S. (2015). Culture matters: The arts, the classroom environment, and a pedagogy of Entewate’Nikonri:Sake : A study in a first nations pre-school. Canadian Review of Art Education: Research & Issues, 42(2), 53–68.
- Southcott, L. H. (2015). Learning stories: Connecting parents, celebrating success, and valuing children's theories. Voices of Practitioners, 10, 33–50.