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COPYRIGHTED MATERIAL Praise for Teaching Twos and Threes “Although this book is full of wonderful activities for twos and threes, it goes far beyond a typical activity book by allowing teachers to follow the child’s lead and design a curriculum based on the natural behaviors and curiosities of this unique age group. This is the type of book that will support teachers who want to grow along with twos and threes. It’s a fresh resource that encourages a reflective creative practice.” Carol Garboden Murray, director of the Bard College Nursery School, NYSAEYC-​credentialed early learning trainer, and author of Simple Signing with Young Children “Teaching Twos and Threes goes above and beyond providing a curriculum. Deborah offers specific and authentic—and, most of all, respectful—advice that fully captures the delight in experiencing this extraordinary age group. Her cre- ative strategies present inspired, individualized ideas for helping nurture chil- dren as they grow into confident problem solvers. As a caregiver of two-year-olds, I immediately began applying the ideas found in this book to my own classroom on the very same day that I read it! Deborah is truly an expert in her field, and Teaching Twos and Threes would make a perfect textbook or refresher course for new and veteran educators alike.” Kelly Zechmeister-Smith, MEd, North Campus Children’s Center, University of Michigan “Deborah Falasco’s to-the-point, easy-reading curriculum planning book for twos and threes will be very helpful to educators and child care providers who may wonder or have been struggling with how to create a comprehensive curriculum for young children. It promotes a variety of ways to support children’s learning while they are playing. Unlike other curriculum books, Falasco supports her curriculum ideas with information on child development as well as the benefits of the curriculum and learning areas. It is a must-have book for educators and child care providers of young children.” Ayuko Uezu Boomer, MSEd, early childhood specialist, Shirley G. Moore Laboratory School, University of Minnesota COPYRIGHTED MATERIAL