Goffin’s review of what she labels a ‘defining moment‘ for the care and education of young children in our country is indeed provocative. She convincingly argues that the time has come for all of us involved in this complex field to resolve those issues crucial to the future of early childhood education.”
-Lilian G. Katz, professor emerita, Early Childhood and Parenting Collaborative, University of Illinois (2013 publication date)
Moving Beyond False Choices for Early Childhood Educators—A Compendium
By: Stacie G. Goffin and Laura Bornfreund
At a time when the importance of children’s access to high-quality early childhood education has gained national attention – across the states and in presidential debates – the early childhood education field is wrestling with the entangled issues of preparation and education, compensation and status, and workforce diversity and inclusivity. Over the past several decades, these issues have become ever more intertwined and competitive, creating a thorny knot increasingly difficult to disentangle.
To tackle how the early childhood education’s thorny knot might be disentangled, New America engaged early childhood education leaders, researchers, educators, and policy advocates to assess the field’s dilemma and propose new possibilities. In 2018, it launched Moving Beyond False Choices for Early Childhood Educators, a blog series that delved into the complexities, frictions, and mistrust embedded in the interplay of those issues. The series catalyzed a fieldwide conversation, prompting the opportunity for this expanded conversation in Moving Beyond False Choices for Early Childhood Educators—A Compendium.
Available from New America
Ready or Not: Early Care and Education’s Leadership Choices — Twelve Years Later
The first edition of Ready or Not: Leadership Choices in Early Care and Education (Ready or Not) made its mark in 2007 by boldly calling for a field-wide response to the question of “What defines and bounds early care and education (ECE) as a field of practice?” A dozen years later, this unanswered question remains pivotal to ECE’s understanding of its present and its aspirations for the future. Because the stakes for children and the ECE field have become increasingly urgent, Goffin and Washington reunited to revisit the field’s readiness to address its six field-defining questions. More than ever, these questions call for answers. Ready or Not, Early Care and Education’s Leadership Choices Twelve Years Later makes the case — yet once again — that the ECE field needs to tackle its adaptive and systemic challenges. Nothing less will enable it to shift the field’s developmental trajectory, fulfill its potential, and satisfy its obligations to children, families, and society.
Order from Teachers Colledge Press and Amazon or your favorite bookstore.
Professionalizing Early Childhood Education as a Field of Practice: A Guide to the Next Era
Where do you begin the important conversation about professionalizing early childhood education (ECE) as a field of practice? This book is the tool you need to advance the conversation and shape the future of ECE. Professionalizing Early Childhood Education as a Field of Practice provides an overview of the topic, a participant guide, a conversation workbook, and a facilitator guide to move the conversation forward. Each part supports deep thought and creative discussions to make the overall conversation meaningful and productive for the entire profession.
Don’t just sit back and listen – be a part of this important conversation!
Available from Redleaf Press and Amazon.
Leading for Our Profession — Early Childhood Education For A New Era
Available from Teachers College Press and Amazon.
Ready or Not: Leadership Choices in Early Care and Education
This is a pivotal moment in early childhood education’s evolution. Does the field have the collective will to engage in the adaptive and transformative work required to guide its future? Ready or Not: Leadership Choices in Early Care and Education calls the question: “What defines and bounds early care and education as a field?”, galvanizing the field to seize this defining moment in ECEs history as a field of practice. And, now it’s joined by Early Childhood Education for a New Era: Leading for Our Profession!
Their “intervention itself is artful from a leadership perspective” from the Foreword by Marty Linsky and Ronald Heifetz.
July 2011: Ready or Not named book that “shaped our profession” by readers of ExchangeEveryDay.
Available from Redleaf Press and Amazon.
Goffin is comfortable with being provacative. She invites us to a challenging and perhaps difficult conversation. As you read, you can feel her passion and respect for the field and its history. You canalso sense the urgency. We need to begin these fieldwide discussions.It’s time. “
-Deb Flis, Director, Connecticut Accreditation Facilitation Project,Connecticut Charts a Course (2013 publication date)
Still More Publications Edited Volumes Articles and Chapters
Books
*Goffin, S. G. (in process). How Early Childhood Educators Came to be Marginalized: The Contributions of Gender, Race, Developmental Psychology, and Public Policy. New York: Routledge.
*Goffin, S. G., & Gaga, E. (2021). Early childhood education leadership development: A view of the current landscape, 4th edition. Boulder, CO: Goffin Strategy Group, LLC.
*Goffin, S. G. & Washington, V. (2019). Ready or not: Early care and education’s leadership choices —12 years later, 2nd edition. New York: Teachers College Press. [With Foreword by Marty Linsky and Ronald Heifetz]
*Goffin, S. G. (2015). Professionalizing early childhood education as a field of practice: A guide to the next era. Minneapolis: Redleaf Press.
*Goffin, S. G. (2013). Early childhood education for a new era: Leading for our profession. New York: Teachers College Press.
*Goffin, S.G., & Washington, V. (2007). Ready or not: Leadership choices in early care and education. New York: Teachers College Press. [With Foreword by Marty Linsky and Ronald Heifetz]
*Goffin, S.G., & Wilson, C. (2001). Curriculum models and early childhood education: Appraising the relationship, 2nd edition. New York: Merrill/Prentice Hall. [1st edition’s sole author, published 1994]
*Kagan, S.L., Goffin, S.G., Golub, S.A., & Pritchard, E. (1995). Toward systemic reform: Service integration for young children and their families. Fall Church, VA: National Center for Service Integration.
*Goffin, S.G. & Day, D.E. (Eds.). (1994). New perspectives in early childhood teacher education-Bringing practitioners into the debate. New York: Teachers College Press.
*Goffin, S.G., & Lombardi, J. (1988). Speaking out: Early childhood advocacy. Washington, D.C.: National Association for the Education of Young Children.
*Goffin, S. G., with Caccamo, J. (1986). In partnership with parents. Jefferson City, MO: Missouri State Department of Elementary and Secondary Education
*Goffin, S. G., Series Editor with Bornfreund, L. (2020). Moving beyond false choices for early childhood educators. A Compendium. Washington DC: New America.
*Goffin, S. G., & Ryan, S. (Eds.). (2008). Teaching in early care and education [Special Issue]. Early Education and Development, 19 (3).
*Goffin, S.G. (Ed.) (1996). Child development knowledge and early childhood teacher preparation: Assessing the relationship—A special collection. Early Childhood Research Quarterly 11 (2).
*Goffin, S. G. & David, D.E. (Eds.) (1994). New perspectives in early childhood teacher education: Bringing Practitioners Into the Debate. New York: Teachers College Press
*Goffin, S.G., Stegelin, D.A., & Walsh, D. J. (Eds.) (1992). Early childhood education and the public schools. Early Education and Development [Special Issue], 3 (2).
*Jensen, M.A., & Goffin, S.G. (Eds.) (1993). Visions of entitlement: The care and education of America’s
children. Albany, NY: SUNY Press.
*Goffin, S.G., & Stegelin, D.A. (Eds.). (1992). Changing kindergartens: Four success stories. Washington, D.C.: National Association for the Education of Young Children.
*Goffin, S.G., & Stegelin, D.A. (Eds.). (1992). Changing kindergartens: Four success stories.Washington, D.C.: National Association for the Education of Young Children.
*Murphy, D.G., & Goffin, S.G. (Eds.) (1992). Project Construct. A curriculum guide: Understanding the possibilities. Jefferson City, MO: Missouri Department of Elementary and Secondary Education.
*Goffin, S. G. & Washington, V. (November-December 2020). What lies ahead for our field: ECE’s leadership choices. Exchange, #256, 30-32.
*Goffin, S. G., & Washington, V. (July-August 2019). Leadership choices await early care and education practitioners. Exchange, 41 (4), 8, 9, 12-13.
*Goffin, S. G. (2016 January/February). To be or not to be degreed: Are we focusing the right question? Exchange, 30-33.
*Winton, P. J., Snyder, P., & Goffin, S. G. (2016). Beyond the status quo: Rethinking professional development for early childhood teachers In L. Couse & S. L. Recchia (Eds.) Handbook of early childhood teacher education. New York: Routledge.
*Goffin, S. G., & Barnett, W. S. (2015). QRIS as change agent. Quality Rating and Improvement Systems (QRIS) as Change Agent [Special Issue]. Early Childhood Research Quarterly, 30, 179-182.
*Goffin, S. G., & Rous, B. (2015). Revisiting early childhood education governance choices. In S. L.
*Kagan & R. Gomez (Eds.), Governance of early childhood education: Polemics and possibilities (pp. 165-175). NY: Teachers College Press.
*Goffin, S. G., & Janke, M. (2013). 2013 early childhood education leadership development compendium: A view of the current landscape. Washington, DC: Goffin Strategy Group. (Available at www.goffinstrategygroup.com]
*Goffin, S.G. (2012). Beyond systemic structures: Penetrating to the core of an early care and education system. In S. L. Kagan & K.Krauez (Eds). Early childhood systems: Looking back, Looking forward (pp. 267-282). New York: Teachers College Press.
*Bredekamp, S., & Goffin, S. G. (2012). Making the case: Why credentialing and certification matter.
*In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of early childhood education (pp. 584- 604). New York: Guilford Press.
*Goffin, S.G., Martella, J., & Coffman, J. (2011). Vision to Practice: Setting a New Course for Early Childhood Governance. Washington, DC: Goffin Strategy Group. [Available at
www.goffinstrategygroup.com]
*Regenstein, E., & Goffin, S.G. (September 7, 2010). How Early Childhood Advisory Councils can Succeed at Gubernatorial Transitions. An EducationCounsel EdBrief. Chicago, IL: EducationCounsel.
[Available at www.goffinstrategygroup.com].
*Goffin, S.G. (2009). Field-Wide Leadership: Insights from Five Fields of Practice. Washington, DC: Goffin Strategy Group.
*Goffin, S. G., & Means, K. M. (2009). Leadership in Early Childhood Care and Education: A View of the Current Landscape. Washington, DC: Goffin Strategy Group.
*Goffin, S.G., & Washington, V. (July/August 2008). Leadership choices in early care and education. Exchange, pp. 24-27.
*Goffin, S.G. (2007). Implementing New York’s Universal Prekindergarten Program: An exploratory study of systemic impacts. A challenge to conventional thought: A commentary. Early Education and Development, 18 (4), 1-4.
*Goffin, S. G. (2007). Accreditation of early childhood programs. In R.S. New & M. Cochran (Eds.). Early childhood education: An international encyclopedia (Vol. 1, pp. 5- 9). Westport, CT: Praeger.
*Goffin, S.G., & Washington, V. (2007). History of U.S. early childhood care and education, In R.S. New & M.Cochran (Eds.), Early childhood education: An international encyclopedia (Vol. 2, pp. 417 – 423).
Westport, CT: Praeger.
*Goffin, S.G. (2005). NAEYC Accreditation: Insights gained from the reinvention of NAEYC’s accreditation system. Commissioned paper for Conference on Ensuring Quality in Early Childhood Services: International Approaches, Berlin, Germany.
*Goffin, S. G. (2002). Recommendations for the next era of NAEYC’s accreditation system from the National Commission on Accreditation Reinvention. Young Children, 57 (3), 75-83.
*Goffin, S.G. (2002). Succeeding with accreditation. Conference Proceedings of the 10th International Symposium: The accreditation of early childhood care and education (pp. 9-23). Seoul, South Korea.
[Also delivered as opening keynote address]
*Goffin, S.G. (2002). Creating the next era of NAEYC Accreditation. Conference Proceedings of the 10th International Symposium: The accreditation of early childhood care and education (pp. 259- 274).
Seoul, South Korea. [Also delivered as closing keynote address]
*Goffin, S.G. (2001). Whither early childhood education in the next century? Education across a century: The centennial volume Part 1. (pp. 140-163). One Hundredth Yearbook of National Society for the Study of Education. Chicago, IL: National Society for the Study of Education.
*Goffin, S.G. (2000). The role of curriculum models in early childhood education (No. EDO-PS-00-8). Champaign, IL: Clearinghouse on Elementary and Early Childhood Education.
*Goffin, S. G. (1998). Assessing enduring challenges at the century’s close. Early Years, 18 (2), 6-10.
*Goffin, S. G., Wilson, C., Hill, J., & McAnich, S. (1997). Policies of the early childhood field and its public: Seeking to support young children and their families, In J.P. Isenberg & M. R. Jalongo (Eds.),
Major trends and issues in early childhood education: Challenges, controversies, and insights (pp. 13-28). New York: Teachers College Press.
*Goffin, S.G. (1996). Child development knowledge and early childhood teacher preparation: Assessing the relationship—A special collection. Early Childhood Research Quarterly 11, 117-133.
*Davis, M.D., & Goffin, S.G. (1994). Program improvement in early childhood education: Facilitating the change process. Journal of Early Childhood Teacher Education, 15 (1), 2 – 7.
*Day, D. E., & Goffin, S. G. (1994). Beginning new relationships between classroom practitioners and early childhood teacher educators. Journal of Early Childhood Teacher Education, 15 (3), 12 – 13.
*Goffin, S. G. (1993). Epilogue: Beyond visions of entitlement: Some personal reflections In M. A. Jensen, & S. G. Goffin (Eds.). Visions of entitlement: The care and education of America’s children (pp.
287 – 292). Albany, NY: SUNY Press.
*Goffin, S.G. (1992). Challenging the status quo: Serving as critical change agents. In S.G. Goffin & D.A. Stegelin (Eds.), Changing kindergartens: Four success stories (pp. 99 – 108). Washington, D.C.:
National Association for the Education of Young Children.
*Goffin, S.G. (1992). Creating change with the public schools: Reflections of an early childhood teacher educator. In D. A. Stegelin (Ed). Early childhood education: Policy issues for the 1990s (pp 155-173). Norwood, N.J.: Ablex.
*Goffin, S.G. (1992). Federal legislation of importance to early childhood education: A chronology. In
L. Williams & D. Fromberg (Eds.), Encyclopedia of early childhood education (pp 58-64). New York:
Garland Publishing.
*Goffin, S.G. (1992). To be or not to be an advocate: Is that really the question? Dimensions, 18 (2), 23-24.
*Goffin, S. G. (1992). Early childhood education and the public schools: Restructuring the relationship. Early Education and Development, 3, 81 – 82.
*Goffin, S. G. (1992). How can I choose among curriculum possibilities for young children? In Murphy, D.G., & Goffin, S.G. (Eds.), Project Construct. A curriculum guide: Understanding the possibilities (pp. 108-114). Jefferson City, MO: Missouri Department of Elementary and Secondary Education.
*Goffin, S. G. (1992). Early childhood education and the public schools: The necessity for building relationships. Early Education and Development, 3, 83-85.
*Goffin, S. G. (1991). Special Book Review Feature. We are not champions of a newly discovered cause: Rediscovering the heroines of early childhood education. Young Children, 47 (1), 62-64.
*Goffin, S.G. (1991). Supporting change in a school district’s early childhood programs: A story of growth. Early Child Development and Care, 70, 5-16.
*Goffin, S.G., & Myers, M. (1991). A landscape of concern: A national survey of position papers on children’s issues. Child Welfare, 70, 529 – 540.