Schneider, Jenifer. (2016). The Inside, Outside, and Upside Downs of Children’s Literature: From Poets and Pop-Ups to Princesses and Porridge. Open Education Resources. https://louis.oercommons.org/courses/the-inside-outside-and-upside-downs-of-children-s-literature-from-poets-and-pop-ups-to-princesses-and-porridge The following links of ancillary materials were adapted to support teacher preparation and children's literature courses for Elementary and Early Childhood Education majors. 

Early childhood is a critical time in development. Many outcomes, both positive and negative, have their beginnings in these years. It is vital that children’s health and safety be protected. High-quality early care and education programs can play a valuable role in improving outcomes for children.

Table of Contents
Preface

Section I: Introduction
Chapter 1: Children’s Well-Being and Early Childhood Education

Section II: Safety
Chapter 2: Preventing Injury & Protecting Children’s Safety
Chapter 3: Creating Safe Indoor Environments
Chapter 4: Creating Safe Outdoor Environments
Chapter 5: Caring for Minor Injuries and Preparing for and Managing Emergencies
Chapter 6: Child Maltreatment

Section III: Health
Chapter 7: Promoting Good Health & Wellness
Chapter 8: Prevention of Illness
Chapter 9: Supportive Health Care
Chapter 10: Children with Special Health Care Needs
Chapter 11: Children’s Mental Health

Section IV: Nutrition
Chapter 12: Basic Nutrition for Children
Chapter 13: Protecting Good Nutrition and Physical Wellness
Chapter 14: Providing Good Nutrition
Chapter 15: Menu Planning and Food Safety

EDU 111 - Teaching Math & Science to Young Children - Textbook

Chapter 1: Early Learning
Chapter 2: Math & Science Connections
Chapter 3: Theory & Teacher Effectiveness
Chapter 4: Special Needs
Chapter 5: Standards & Assessment
Chapter 6: Lesson Planning
Chapter 7: Centers & Environment
Chapter 8: Teaching Science Content
Chapter 9: Teaching Math Content
Chapter 10: Hands-on Learning
Preparing a Research Paper

If we want to impact the world of children who have experienced trauma then we must change not only ourselves and our classroom, but we must change our schools, our organisations, and our systems of care for children. We must all speak out for these children who have no voice to bring awareness of new educational and mental health approaches to children who will become tomorrow’s failed adults unless they receive our understanding and our help.

For whatever reason you have been attracted to this book, you have come to the right place. You may at times put it down and wonder if the challenge is too great, but trust me it is not. If you stay engaged with this book and with a child who has experienced trauma then you will learn new understandings, new ideas and new ways to reach the mind, the heart and the soul of young people who need our support and our love.

Table of Contents
I. Understand and empathise
II. Observe and reflect
III. Prevent and contain
IV. Connect and validate
V. Teach and reinforce
VI. Survive and thrive