{"title":"PRECI 2026 Conference","description":"\u003cp\u003e\u003cimg src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/PRECI_2026_BANNER.png?v=1772578916\" alt=\"\" style=\"display: block; margin-left: auto; margin-right: auto;\"\u003e\u003c\/p\u003e","products":[{"product_id":"9781598570625","title":"Routines-Based Early Intervention","description":"\u003cp\u003eA proven model for family-centred intervention in natural environments, routines-based intervention is the approach thousands of professionals trust to improve the lives of young children and families. Now there's a definitive guide to this highly respected, theoretically sound model -- straight from the leading authority on routines-based intervention. Putting the wisdom and strategies from his popular workshops into book form for the first time, Robin McWilliam gives professionals a detailed framework for early intervention that addresses families' individual needs and helps children participate in daily routines. With the step-by-step guidance on each part of the routines-based intervention model, professionals in Part C programs will reach their key goals during visits to homes and child care settings.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414773989421,"sku":"9781598570625","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598570625.jpg?v=1782625670"},{"product_id":"9781598571745","title":"Handbook of Response to Intervention in Early Childhood","description":"\u003cp\u003eResponse to intervention (RTI) is improving student outcomes in K-12 classrooms across the country, but how can it best be applied in early childhood settings? Find out in this authoritative handbook, the first complete resource on what we know about using RTI to promote all young children's school and social success.  With cutting-edge research from more than 60 of today's leading experts, this foundational resource will be an essential reference for every early childhood administrator, whether program-, district-, or state-level. You'll get a comprehensive primer on RTI, including detailed information on its defining principles and features, its evidence base, specific RTI models, and program-level supports for implementing RTI. Then you'll get research-based knowledge and guidance to help you  implement specific tiered approaches to instruction and intervention, including Recognition \u0026amp; Response and the Teaching Pyramid use valid, reliable universal screening and progress monitoring measures use RTI to enrich literacy and math curriculum and instruction strengthen school-wide positive behaviour supports with an RTI framework integrate RTI and inclusion to strengthen education for students with disabilities adapt RTI to meet the needs of young dual language learners develop effective professional development to support RTI in early childhood engage families as active partners in the RTI process successfully sustain your RTI efforts throughout your next school year and beyond  Equally valuable as a key reference for administrators and a textbook for university courses, this cornerstone volume will help RTI flourish in early childhood settings-so every young child has the best chance for school success.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414775857197,"sku":"9781598571745","price":114.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598571745.jpg?v=1782625751"},{"product_id":"9781598572834","title":"Teaching Pyramid Observation Tool (TPOT (TM)) for Preschool Classrooms Manual","description":"\u003cp\u003eIf your programme is among the thousands using the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, this is the one tool you need to support teachers to effectively use the practices. 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TPOT (TM) helps programmes:  Support effective implementation of the proven PBIS-based Pyramid model Promote social-emotional competence in young children Implement strategies to prevent and address challenging behaviour Compare implementation across classrooms, teachers, and programmes Identify where teachers need extra professional development and support Guide coaching efforts  This is the one tool you need to make sure teachers are effectively putting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into practice. 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TPOT (TM) helps programmes:  Support effective implementation of the proven PBIS-based Pyramid model Promote social-emotional competence in young children Implement strategies to prevent and address challenging behaviour Compare implementation across classrooms, teachers, and programmes Identify where teachers need extra professional development and support Guide coaching efforts  This is the one tool you need to make sure teachers are effectively putting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into practice. 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Early interventionists will learn recommended practices for family-centered, evidence-based intervention and team collaboration, knowledge they'll use for the rest of their careers to ensure the best possible outcomes for infants and young children. (Also great for inservice professional development!)  LEARN THE FOUNDATIONS OF:  addressing the three OSEP Child Outcome Indicators: positive social-emotional skills, acquisition and use of knowledge and skills, and using appropriate behaviors to meet needs developing and implementing IFSPs weaving intervention services into a family's established routines empowering parents to successfully guide and support their child's development conducting interventions that support motor, cognitive, social-emotional, communication, and adaptive skills making the most of natural learning opportunities in natural environments working in effective teams with professionals from diverse disciplines meeting the specific needs of children with all disabilities and\/or risk areas, including autism, sensory disabilities, and cognitive and\/or motor disabilities   STUDENT-FRIENDLY FEATURES: \"Best Practice Highlights\" with specific intervention suggestions, helpful discussion questions, case studies in each chapter that illustrate the recommended strategies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414778413101,"sku":"9781598575699","price":91.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598575699.jpg?v=1782625869"},{"product_id":"9781598576528","title":"Teaching Pyramid Observation Tool (TPOT (TM)) for Preschool Classrooms Set","description":"\u003cp\u003eIf your program is among the thousands using the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, this is the one tool you need to support teachers to effectively use the practices. 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TPOT™ results show which practices are being implemented successfully—and what teachers need to focus on to ensure positive social-emotional outcomes for young children.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414778642477,"sku":"9781598576528","price":195.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598576528.jpg?v=1782625877"},{"product_id":"9781598576689","title":"Blended Practices for Teaching Young Children in Inclusive Settings 2\/e","description":"\u003cp\u003eAs more and more early childhood settings implement inclusive practices, teachers need to blend special and general education techniques to help all children learn. They'll find out how with the new edition of this bestselling text, which combines today's best practices for teaching young children with and without disabilities into one comprehensive approach.   Ideal for current and future early childhood educators working with children from ages 2 to 5, this comprehensive text provides explicit guidance on developing a successful curriculum framework, working effectively with families and other team members, tailoring instruction to each child's individual needs, and embedding learning opportunities that address all children's goals. Teachers will learn from the field's most current research, and they'll get a full continuum of strategies for teaching young children with diverse abilities. Practical information on authentic assessment and data-driven decision-making is also woven throughout the book.  An essential reference to keep and use for years to come, this book is every early childhood educator's guide to blending the best of special and general education, developing effective curricula, and improving outcomes for all children.  WHAT'S NEW  Increased focus on how to implement multi-tiered systems of support (MTSS) New chapters on applying blended practices in specific content areas: language, literacy, social-emotional skills, and math The latest on state and federal funding initiatives for early childhood-and how to maintain quality practices that align with these initiatives More guidance on determining the scope and sequence of what to teach children Current recommendations from key professional organizations like NAEYC and DEC, and their implications for teachers   USER-FRIENDLY FEATURES: Includes visual aids and sample forms, vignettes and practical examples that illustrate key concepts and guiding principles, helpful summaries for each chapter, case studies, and learning activities that challenge students to test and expand their knowledge.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414778904621,"sku":"9781598576689","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598576689.jpg?v=1782625895"},{"product_id":"9781598578010","title":"An Activity-Based Approach to Early Intervention 4\/e","description":"\u003cp\u003eEarly childhood professionals-learn the nuts and bolts of activity-based intervention (ABI), the trusted, child-directed approach for young children birth to 5. With the fourth edition of this classic textbook and professional guide-now expanded by 30%!-you'll discover how to embed learning opportunities in everyday activities to help children acquire and generalize functional skills and reach their developmental goals. You'll get a comprehensive introduction to the benefits, challenges, and foundations of ABI, and you'll find in-depth guidance on how to apply this popular approach with children in center- and home-based programs. Case stories, examples, and sample forms throughout clarify important points and procedures. Updated with practical new information on ABI training, implementation, and more, this book is a keystone of professional preparation for early interventionists and special educators.     Implement ABI in multiple settings with diverse groups of young children, including kids with disabilities and those at risk Create multiple and varied learning opportunities within young children's natural routines and interactions Seamlessly link screening, assessment, goal development, intervention, and evaluation Develop individualized IFSP and IEP goals Observe children before and after intervention to determine next steps Understand and address the challenges of establishing evidence-based practices Work as a team with other professionals and families  WHAT'S NEW:  New chapters on conducting high-quality child observations, applying ABI in centers and in homes, and using ABI with children who have significant disabilities Expanded information on key topics, including training paraprofessionals on ABI and keeping families involved  Updated course companion website with PowerPoint slides, study questions, and application activities\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414779101229,"sku":"9781598578010","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598578010.jpg?v=1782625901"},{"product_id":"9781681252438","title":"Teaching Pyramid Infant-Toddler Observation Scale (TPITOS (TM)) for Infant-Toddler Classrooms: Set","description":"\u003cp\u003eA child's early teachers and caregivers play a vital role in supporting social-emotional development-and that's why more and more center-based infant and toddler programs are adopting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children. 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The observer completes three types of items:  1) Observational Items (practices and environmental factors noted during the observation),  2) Interview Items (practices scored based on the teacher's responses during the interview), and  3) Red Flags (practices that are not consistent with the Pyramid Model). 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Like the popular first edition, this book walks you step-by-step through the five characteristics of successful coaching practices: observation, action, reflection, feedback, and joint planning. You'll learn about the essential qualities of effective coaches and discover how to adjust your coaching techniques to meet the specific needs of early childhood educators, parents, and caregivers. And you'll get cutting-edge new content inspired by user feedback, including updated research, the latest evidence-based practices, and almost 80 pages of sample scripts and scenarios that help you support families of children with a wider variety of diagnoses. With this practical guide to proven coaching techniques, you'll be ready to help both professionals and families support the learning and development of all young children.    What's New   More scripts and scenarios that show what coaching looks and sounds like in the real world A Coaching Scenario Matrix to help you find relevant examples in seconds  New chapter on coaching for early intervention service coordinators More guidance on coaching throughout the IFSP process New examples that address common coaching challenges Expanded guidance on the process of coaching coaches Answers to key questions from the authors' popular training sessions Practical forms now available as fillable PDFs for download Updated research on the effectiveness of coaching    Practical Materials: Downloadable tools include the Coaching Plan, Framework for Reflective Questioning, Coaching Practices Rating Scale, and Coaching Log.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414789881901,"sku":"9781681252568","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252568.jpg?v=1782626330"},{"product_id":"9781681253411","title":"Building Blocks for Teaching Preschoolers with Special Needs 3\/e","description":"\u003cp\u003eThe third edition of Building Blocks provides readers with a framework for successful and meaningful inclusion of preschoolers with special needs. 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Specifically, the chapter will focus on four main issues within early childhood that are directly related to racial equity: suspensions\/expulsions, instructional practices, teacher-child relationships, and lack of access to high-quality early childhood education. In addition, the authors will highlight several key barriers that inhibit the work of equity and justice work within early learning programs: egos; siloed efforts; laws and bills; and nice white people. This chapter is intended to provide context for the rest of the book. Having a common understanding of the issues and barriers allows early childhood educators to better address racial inequities.     Chapter 2: Racial Healing as a Pathway to Equity   Authors: Ebonyse Mead and Jen Neitzel   In this chapter, the authors will discuss how racial healing serves as a pathway to equity in early childhood. We all, Black and White, have been victimized and traumatized by racism and white supremacy in very different ways. For Black children and families, they experience overt racism and discrimination and oppression within our nation's various institutions. As such, they can internalize notions of racial inferiority (e.g., shame, confusion, aspiring to whiteness). On the other hand, White children and families can absorb racial superiority in which they view their experiences as the norm, not being aware of racism within our society unless they choose to. The authors also will discuss the four phases of racial healing: acknowledgement, engagement, atonement, and restoration. Moving through the phases is necessary if we are to heal as individuals and a society. This racial healing paves the way for achieving equity and justice in early childhood.     Chapter 3: Creating a Shared Language   Authors: Jen Neitzel and Ebonyse Mead   In this chapter, the authors will provide explanations and a better understanding of key terms in racial equity work. It is essential that educators, administrators, and policy makers have a shared language when addressing equity and justice in early childhood. Currently, many terms are used incorrectly or interchangeably, which can serve as a barrier to collectively working towards lasting change. Key terms to be discussed include diversity, equity, inclusion, different types of racism, prejudice, discrimination, power, and oppression. When educators have a good understanding of these key terms, they are better able to articulate and address the inequities that currently exist within early childhood.     Chapter 4: Anti-Blackness in Early Childhood   Authors: Ebonyse Mead and Devonya Govan-Hunt   This chapter defines anti-blackness and includes a discussion of the origins of anti-blackness and how it manifests in society. A discussion of how anti-blackness shows up in education is provided and strategies to deconstruct anti-blackness in education is shared. This chapter provides reflective activities for teachers to critically think about ways to combat anti-blackness in education.     Chapter 5: Whiteness and White Supremacy Culture   Author: Jen Neitzel   This chapter will focus on the concept of whiteness and white supremacy culture. Deconstructing whiteness individually and in early childhood should be a key focus of ongoing equity efforts. Whiteness is simply a framework for understanding society and how White people operate on a daily basis. For example, White individuals often unknowingly view their experiences as the norm within society (e.g., success, behavior, dress, appearance, language). These notions of whiteness also exist within early learning programs in the forms of assessments and curricula developed within a White worldview about what quality looks like. Whiteness also dictates how we view children showing respect, interacting with caregivers, and behaving. When we have a better understanding about practices that are grounded in whiteness, we can deconstruct them and replace them with more equitable practices.     Chapter 6: Historical and Racial Trauma   Authors: Jen Neitzel, Justin Perry, and Leondra Garrett   This chapter provides a better understanding of both historical and racial trauma. The authors will focus on the social construction of race, as well as how the long and complicated history of the United States. Specifically, content will focus on the American Genocide, slavery, and Jim Crow. Having a better understanding of our nation's history allows us to understand the various barriers that have been put in place over time and the ramifications on the mental health of Black children and families. In addition, the authors will provide content related to current day racial trauma, including its effects on Black children and families. The chapter will end with specific strategies that can be used to address historical and racial trauma in early learning programs.     Chapter 7: Suspensions and Expulsions in Early Childhood Education   Rosemarie Allen and Walter Gilliam   This chapter will focus on the ongoing inequities in early childhood disciplinary practices. Specifically, the authors will focus on data collected by the Office of Civil Rights, U.S. Department of Education that highlighted the disproportionality in suspensions and expulsions between young Black and White children. A discussion about the specific factors that uphold these disparities, including implicit bias, inadequate policies, and lack of ongoing professional development related to culturally responsive behavior management. The chapter will conclude with specific strategies that can be used to address disproportionate suspensions and expulsions in classrooms and at the policy level.     Chapter 8: Inequities in Early Intervention   Author: TBD   This chapter will focus on the current equities in early intervention. For example, there are clear disparities in identification for and access to early intervention services for young Black children and their families. The author will discuss how to address these inequities and provide specific strategies for system leaders and practitioners that can be used to improve identification and access for Black children.     Chapter 9: Culturally Responsive Anti-Bias Practices   Authors: Ebonyse Mead and Tameka Ardrey   This chapter defines culturally responsive anti-bias education (CRAB) including the components and principles of CRAB. This chapter focuses on the importance of teachers embedding CRAB into the daily life of the classroom to create an equitable learning environment where all children can thrive. In this chapter, the authors discuss the need to create classrooms in which the cultural aspects of children of color are included in the learning environment. Teachers will learn how to embed culturally responsive anti-bias education into their instructional practices, including creating lesson plans with a focus on CRAB and developing curriculum using the principles of CRAB. Examples of CRAB activities are shared to help teachers have a working knowledge if implementing CRAB in the overall classroom environment.     Chapter 10: Culturally Responsive Family Engagement   Authors: Ebonyse Mead and Devonya Govan-Hunt   This chapter begins with a discussion of why traditional methods of family engagement are insufficient for families of color. A discussion of the barriers to engaging with racially and ethnically diverse families follows. In this chapter, the authors will define culturally responsive family engagement and why this approach to engaging families is preferred. This chapter will highlight the 10 Diversity Informed Tenets and how these tenets can be applied to effectively engaging racially and ethnically diverse families. Teachers will learn specific strategies for engaging racially and ethnically diverse families in early learning programs.     Chapter 11: Addressing Equity in Early Childhood Data Systems   Authors: Dore LaForrett and Iheoma Iruka   Early childhood education (ECE) programs and systems are increasingly using data collection and data systems in myriad ways to gather information about children, families, and the ECE workforce; to understand and improve program quality; and to make decisions about ECE practices and policies. With increasing attention to advancing equity goals in ECE (National Association for the Education of Young Children [NAEYC], 2019), there are ample opportunities to use data and data systems to go beyond identifying disparities in ECE and address them. However, in this chapter we argue that current uses of data collection and data systems within ECE are instead exacerbating inequities, largely because they typically are not designed using equity-aligned approaches and goals from inception, or because the users are conditioned to adhere to the status quo rather than challenge how it reinforces inequities. As a result, current practices lead to missing, misused, and incomplete data - especially when they do not consider the cultural wealth of children, families, and communities - which subsequently undermine equity goals and lead to ill-informed decision-making related to practices and policies. Our goals for this chapter are to describe 1) commonly used data collection efforts and systems in ECE; 2) how misuses of data collection efforts and systems exacerbate inequities within ECE; and 3) how an equity-aligned use of data and data systems can avoid misuses that exacerbate inequities and instead dismantle inequities within the ECE field. To accomplish these goals, we will utilize recent work on how to embed a racial equity perspective in research (e.g., Andrews et al., 2019; Nelson et al., 2020) to critically examine common uses of data and data systems in ECE (e.g., classification of children and eligibility determination, suspension and expulsion decisions and reporting, portfolio vs. standardized assessment approaches, program quality assessments) and their implications for exacerbating inequities in ECE. We also will draw from a recent to call to action for addressing 14 priorities to dismantle systemic racism in ECE (Meek et al., 2020) to illustrate the application of an equity-aligned approach to using data and data systems. We will conclude with a brief discussion of how an equity-aligned approach to data and data systems has the potential to bring transformative change in ECE practices and policies.      Chapter 12: Positive Identity Development in Young Children   Authors: Ebonyse Mead and Aisha White   This chapter begins with a discussion of positive identity development for young children. A discussion of the importance of building a positive racial identity development to help develop children's social-emotional competency follows. This chapter details the negative messages children of color and Black children, in particular, receive from society (i.e., schools, books, media, etc.) about who they are including their worth, ability, etc. To counter the negative messages children of color, receive, a discussion of racial socialization is included as a method to build positive racial identity development. In this chapter, teachers will learn specific strategies to affirm children's racial and ethnic identity in the classroom as well as in lesson planning.     Chapter 13: A Transformed Early Childhood System   Authors: Jen Neitzel and Ebonyse Mead   This chapter will help readers envision what a transformed early childhood system might look like. Specifically, early educators need to reframe the way we view education by placing an emphasis on the intellectual and spiritual growth of our children. In addition, early learning programs must be places for healing for all who enter - children, families, teachers, and staff. A transformed early education system also means that we need to alter what we teach and how we teach it. This is what Dr. King referred to as a \"true revolution of values\" (King, 1968). As such, policy makers will need to re-evaluate everything within the current early childhood system, including revising academic\/learning standards and how we measure achievement; new curricula that are focused on providing culturally responsive anti-bias practices; and new definitions of high-quality and ways for measuring it. A transformed early childhood system also emphasizes individualism over collectivism, both within classrooms and programs. The chapter will end with specific strategies for early childhood educators, administrators, and policy makers to begin bringing about change within their spheres of influence.     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