diverse times. Despite burgeoning sociocultural diversity, many early childhood classrooms (pre-K to grade 2) offer a one-size-fits-all curriculum in which learning is too often assessed by standardized tests. In contrast, Genishi and Dyson proclaim diversity as the new norm. They feature stories of children whose language learning is impossible to standardize and teachers who do not follow scripts. These master teachers observe, informally assess, respond to, and grow with their students?some of whom are rapid language learners and some of whom become speakers, readers, and writers at “child speed.” Much of this learning, regardless of tempo, is found within the language-rich contexts of play. Chapters focus on children’s ways of communicating through varied modes, including the use of nonverbal expression; languages such as Spanish, English, and the variant of English known as African American Language; and multiple media. Throughout the text there is a resistance to labels such as “at risk” and a much-needed advocacy for child-sensible practices in a world where diversity is indeed the “new norm.”

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