| |
| |
| |
An Introduction to Early Childhood | |
| |
| |
| |
Working with Young Children | |
| |
| |
Early Care and Education | |
| |
| |
What Is Care? | |
| |
| |
What Is Education? | |
| |
| |
Some Purposes of Early Care and Education | |
| |
| |
Quality of Early Care and Education | |
| |
| |
Applying Child Development Principles | |
| |
| |
Reconceptualizing Early Childhood Education | |
| |
| |
Early Childhood Educators | |
| |
| |
Diverse Biographies and Cultural Identities | |
| |
| |
Real Voice: Efr�n Michael L�on, Las Cruces, New Mexico | |
| |
| |
Thoughtful Individuals | |
| |
| |
Professional Development | |
| |
| |
Educator Relationships with Other Adults | |
| |
| |
Working as Part of a Classroom Team | |
| |
| |
Working with Supervisors | |
| |
| |
Working with Others to Support Inclusion | |
| |
| |
Collaborating with Family Members | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Children and the Worlds They Inhabit | |
| |
| |
Our Rapidly Changing World | |
| |
| |
Globalization and Education | |
| |
| |
Culture | |
| |
| |
Ecological Theories | |
| |
| |
What Children Know and How | |
| |
| |
What Can We Provide for Young Children? | |
| |
| |
Consistency and Predictability | |
| |
| |
Practice That Supports Health | |
| |
| |
Respect and Equal Access | |
| |
| |
Real Voice: Joan Bibeau, Grand Rapids, Minnesota | |
| |
| |
Inclusion of Those with Disabilities and Special Needs | |
| |
| |
Work Against Poverty and Racism | |
| |
| |
Social Justice | |
| |
| |
The Developmental-Interaction Approach | |
| |
| |
Having a Voice | |
| |
| |
Joining with Others | |
| |
| |
Speaking Out for Children and Families | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Children Learning about the World through Relationships | |
| |
| |
Early Experience | |
| |
| |
Brain Development: The Neuroscience of Experience | |
| |
| |
Yin’s and Brad’s Early Experiences | |
| |
| |
Attachment, Relationships, and Experience | |
| |
| |
An Evolutionary Theory in Cultural Context | |
| |
| |
Relationship History = Attachment Quality | |
| |
| |
Classifying Attachment | |
| |
| |
Being Known | |
| |
| |
Real Voice: Meg Gillette, Birmingham, Alabama | |
| |
| |
Emotions and Self-Regulation | |
| |
| |
The Development of Emotions | |
| |
| |
Regulating Emotions | |
| |
| |
Theory of Mind | |
| |
| |
Applications to Classroom Practice | |
| |
| |
Self-Regulation in Classrooms | |
| |
| |
Social and Emotional Development in Classrooms | |
| |
| |
Electronic Screens: A Relationship? | |
| |
| |
Difficult Experiences and Challenging Conversations | |
| |
| |
| |
Children Understanding the World through Play | |
| |
| |
The Integrative Role of Play | |
| |
| |
Imagination | |
| |
| |
Communication of Meaning | |
| |
| |
Transformation of Thought | |
| |
| |
Problem Solving | |
| |
| |
Play in the Lives of Children | |
| |
| |
The Roots of Play | |
| |
| |
Play in the Preschool Years | |
| |
| |
Play in the Primary Grades | |
| |
| |
Qualities of Play | |
| |
| |
Intrinsic Motivation | |
| |
| |
Attention to Means over End | |
| |
| |
Freedom from Externally Imposed Rules | |
| |
| |
Self-Expression through Symbol and Metaphor | |
| |
| |
Categories of Play | |
| |
| |
Functional Play | |
| |
| |
Constructive Play | |
| |
| |
Dramatic Play | |
| |
| |
Games with Rules | |
| |
| |
Affective Components | |
| |
| |
Communicating and Integrating Emotions | |
| |
| |
Identity and Mastery | |
| |
| |
Playing for and about Power | |
| |
| |
Play and Difference | |
| |
| |
Play and Gender | |
| |
| |
Play and Culture | |
| |
| |
Play and Special Needs | |
| |
| |
Play Relationships in the Classroom | |
| |
| |
Play and Peer Relationships | |
| |
| |
Play and Teacher-Child Relationships | |
| |
| |
The Role of Play in a Democratic Society | |
| |
| |
Play, Imagination, and Social Change | |
| |
| |
Debates about Play | |
| |
| |
Real Voice: Melissa Dubick, Austin, Texas | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Foundations of Early Childhood Education | |
| |
| |
| |
Early Childhood Perspectives: Then and Now, Near and Far | |
| |
| |
Early Childhood around the World | |
| |
| |
Early Education in South Africa | |
| |
| |
Early Education in India | |
| |
| |
Early Education in the People’s Republic of China | |
| |
| |
Views of Childhood in Western History | |
| |
| |
Ancient Greece and Rome | |
| |
| |
Europe in Medieval Times | |
| |
| |
Seventeenth- and Eighteenth-Century Europe | |
| |
| |
Nineteenth-Century Europe and the United States | |
| |
| |
Twentieth-Century Europe and the United States | |
| |
| |
The Progressive Movement, 1890-1930 | |
| |
| |
Real Voice: Steve Vande Zande, Milwaukee, Wisconsin | |
| |
| |
Mid-Twentieth-Century America to Present Times | |
| |
| |
The Great Society and Head Start | |
| |
| |
Special Education: From Mainstreaming to Inclusion to Continuum of Services | |
| |
| |
Standardization, Accountability, and Testing | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Theories of Early Childhood: Explanations, Applications, and Critiques | |
| |
| |
What Is a Theory? | |
| |
| |
Real Voice: Amy Bolotin, Ridgefield, Connecticut | |
| |
| |
Michael’s Story | |
| |
| |
Theories Arise in Context | |
| |
| |
Psychoanalytic and Psychoanalytically Informed Theories | |
| |
| |
Freudian Theory | |
| |
| |
Freud’s Immediate Successors | |
| |
| |
Contemporary Psychoanalytically Informed Theories of Early Childhood | |
| |
| |
Evaluation of the Psychoanalytic Viewpoint | |
| |
| |
Revisiting Michael’s Head Start Using Psychoanalytic and Psychoanalytically Informed Theories | |
| |
| |
Behaviorist Theories | |
| |
| |
Social Learning Theory | |
| |
| |
Cognitive Behavioral Theory | |
| |
| |
Evaluation of Behaviorist Theory | |
| |
| |
Revisiting Michael’s Head Start Using Behaviorist Theories | |
| |
| |
Maturational Theories | |
| |
| |
Evaluation of Maturational Theories | |
| |
| |
Revisiting Michael’s Head Start Using | |
| |
| |
Maturational Theories | |
| |
| |
Constructivist Theories | |
| |
| |
Neo-Piagetian Theories | |
| |
| |
Evaluation of Piagetian and Neo-Piagetian Theory | |
| |
| |
Revisiting Michael’s Head Start Using Constructivist Theory | |
| |
| |
Contextualist Theories | |
| |
| |
Contemporary Contextualist Theories | |
| |
| |
Contextualist Theories and Early Childhood Education | |
| |
| |
Evaluation of Contextualist Theory | |
| |
| |
Revisiting Michael’s Head Start Using Contextualist Theory | |
| |
| |
Humanist Theories | |
| |
| |
Maslow’s Hierarchy of Needs | |
| |
| |
Humanist Theory and the Early Childhood Educator | |
| |
| |
Evaluation of Humanist Theory | |
| |
| |
Revisiting Michael’s Head Start Using Humanist Theory | |
| |
| |
Developmental Systems Theories | |
| |
| |
Transactional Model of Development | |
| |
| |
Dynamic Systems Theory | |
| |
| |
Identity Theories | |
| |
| |
Theories about Gender Identity and Gender Roles | |
| |
| |
Postmodern and Feminist Poststructuralist Theories | |
| |
| |
Theories of Racial and Ethnic Identity | |
| |
| |
Theories about Intelligence | |
| |
| |
Intelligence in the Psychological Literature | |
| |
| |
Multiple Intelligences | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Early Childhood Programming | |
| |
| |
Care and Education | |
| |
| |
The Role of Continuity | |
| |
| |
A Continuum of Care | |
| |
| |
Care and Education in the Home | |
| |
| |
Family, Friend, and Neighbor Care | |
| |
| |
Family Child Care | |
| |
| |
Nannies | |
| |
| |
Real Voice: Alexis Harper, Bellingham, Washington | |
| |
| |
Funding | |
| |
| |
Public Funding | |
| |
| |
Private Child Care | |
| |
| |
Full-Day Child Care | |
| |
| |
Center-Based Infant/Toddler Programs | |
| |
| |
Faith-Based Programs | |
| |
| |
Employer Involvement | |
| |
| |
Campus Child Care | |
| |
| |
Short-Term Child Care | |
| |
| |
Elementary Schools | |
| |
| |
Kindergarten | |
| |
| |
PK-3 Schools | |
| |
| |
Charter Schools and Vouchers | |
| |
| |
Homeschooling | |
| |
| |
Out-of-School Programs | |
| |
| |
Specialized Programs for Infants and Toddlers | |
| |
| |
Early Intervention | |
| |
| |
Infant Mental Health Services | |
| |
| |
Programs for Families | |
| |
| |
Parent-Child Programs | |
| |
| |
Home Visiting | |
| |
| |
Family Literacy Programs | |
| |
| |
Child Care Resource and Referral Agencies | |
| |
| |
Approaches: Explanation, Application, and Critiques | |
| |
| |
Some Early Approaches and Methods | |
| |
| |
More Recent Approaches | |
| |
| |
Making Approaches Your Own | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Knowing All Children “From the Inside Out”: The Observation, Assessment and Teaching Cycle | |
| |
| |
| |
Children, Development, and Culture | |
| |
| |
Understanding and Applying Child Development Principles | |
| |
| |
Basic Principles of Development | |
| |
| |
Influences on Development | |
| |
| |
Domains of Development | |
| |
| |
Physical Growth and Motor Development | |
| |
| |
Social-Emotional Development | |
| |
| |
Cognitive Development | |
| |
| |
Language and Literacy | |
| |
| |
Children with Special Needs | |
| |
| |
When Difference Requires Diagnosis | |
| |
| |
Universal Design | |
| |
| |
Real Voice: Sabrina Rotonda Irvin, San Jose, California | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Observation: The Roots of Practice | |
| |
| |
Observing and Recording | |
| |
| |
Noticing and Describing Details | |
| |
| |
Watching, Listening, and Analyzing | |
| |
| |
Describing, Not Deciding | |
| |
| |
Teaching Reflectively | |
| |
| |
Reasons to Observe and Record | |
| |
| |
To Become a Skillful Learning Partner | |
| |
| |
To Frame Experiences and Interactions | |
| |
| |
To Communicate with Families and Colleagues | |
| |
| |
To Develop Professionally | |
| |
| |
The How of Observing and Recording | |
| |
| |
What to Observe and Record | |
| |
| |
Respecting Confidentiality | |
| |
| |
Being Aware of and Examining Biases | |
| |
| |
Real Voice: Elaine Chu, New York, New York | |
| |
| |
Observing Continuously over Time | |
| |
| |
The Practicalities of Observing and Recording | |
| |
| |
Selecting Methods | |
| |
| |
Analyzing Data | |
| |
| |
Synthesizing Findings | |
| |
| |
Making Observation and Recording Work | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Early Childhood Assessment | |
| |
| |
The Roots of Assessment | |
| |
| |
Assessment and Evaluation | |
| |
| |
Formative and Summative Assessment | |
| |
| |
The Assessment Cycle | |
| |
| |
Building Relationships | |
| |
| |
Gathering Information | |
| |
| |
Interpreting Information and Deciding What to Do | |
| |
| |
Taking Action | |
| |
| |
The Purposes of Assessment | |
| |
| |
Evaluative Decisions | |
| |
| |
Curricular Decisions | |
| |
| |
Goals and Objectives | |
| |
| |
Assessment in a School Context | |
| |
| |
Keeping the Focus on Children | |
| |
| |
Observation Is the Foundation of Assessment | |
| |
| |
Assessment Tools | |
| |
| |
Assessing Children from Birth to Three | |
| |
| |
Evaluating Three- to Eight-Year-Old Children’s Performance and Progress | |
| |
| |
Creating Portfolios of Children’s Work | |
| |
| |
Externally Imposed Assessments | |
| |
| |
Historical Context | |
| |
| |
Early Learning Standards | |
| |
| |
Accountability and Power | |
| |
| |
Tests and Young Children | |
| |
| |
Communicating Assessment Results | |
| |
| |
Reports to Families | |
| |
| |
Reports to Colleagues | |
| |
| |
Real Voice: Joanne Frantz, Columbus, Ohio | |
| |
| |
Feedback to Children | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Working with Children and Their Families: Applying What We Know | |
| |
| |
| |
Infants, Toddlers, and Two-Year-Olds | |
| |
| |
Life with Infants, Toddlers, and Two-Year-Olds | |
| |
| |
A Dynamic Period | |
| |
| |
Development Is Bumpy | |
| |
| |
Influences on Development | |
| |
| |
Attachment and Separation All Day Long | |
| |
| |
Program Support for Attachment | |
| |
| |
Real Voice: Jonnia R. Jackson, Chicago, Illinois | |
| |
| |
Separation in the First Few Weeks-and Beyond | |
| |
| |
How the Environment Supports Attachment | |
| |
| |
The Day with Infants, Toddlers, and Two-Year-Olds | |
| |
| |
Playing and Learning | |
| |
| |
Play, Friendship, and Interaction | |
| |
| |
Planned Experiences | |
| |
| |
Planning Space for Infants, Toddlers, and Two-Year-Olds | |
| |
| |
Keeping Children Safe | |
| |
| |
Features of Space | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Preschoolers and Kindergartners | |
| |
| |
Life with Preschoolers and Kindergartners | |
| |
| |
Physical Development | |
| |
| |
Social-Emotional Development | |
| |
| |
Cognition | |
| |
| |
What Preschoolers and Kindergartners Learn and How | |
| |
| |
Social Studies as Core Curriculum | |
| |
| |
Language and Literacy | |
| |
| |
Real Voice: Rafael Pe�a, Las Vegas, Nevada | |
| |
| |
Activities and Materials | |
| |
| |
Technology | |
| |
| |
Classrooms for Preschoolers and Kindergartners | |
| |
| |
Planning Authentic Experiences | |
| |
| |
Scheduling and Predictability | |
| |
| |
The Space | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
First, Second, and Third Graders | |
| |
| |
Life with First, Second, and Third Graders | |
| |
| |
Physical and Cognitive Changes | |
| |
| |
Social-Emotional Changes | |
| |
| |
What Children Learn in the Early Grades | |
| |
| |
Social Studies | |
| |
| |
Real Voice: Sal Vascellero, New York, New York | |
| |
| |
Language and Literacy | |
| |
| |
Math and Science | |
| |
| |
Planning Curriculum | |
| |
| |
Ways to Plan | |
| |
| |
Planning the Schedule | |
| |
| |
Using Space | |
| |
| |
Print Rich, Not Print Noisy | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Linking to Home and Community | |
| |
| |
| |
Partnering with Twenty-First-Century Families | |
| |
| |
Some Background and Definitions | |
| |
| |
Historical Roots of Family Involvement | |
| |
| |
Defining the Terms: Family Involvement, Partnerships, and Parent Education | |
| |
| |
Parent Education and Family Support Programs | |
| |
| |
Benefits and Challenges of Teacher-Family Partnerships | |
| |
| |
Benefits for Children | |
| |
| |
Real Voice: Melisa McNery, Blytheville, Arkansas | |
| |
| |
Benefits and Challenges for Families | |
| |
| |
Benefits and Challenges for Teachers | |
| |
| |
Family Diversities | |
| |
| |
Ethnicity, “Race,” and Socioeconomic Class | |
| |
| |
Linguistic Diversity and Culture | |
| |
| |
Fathers | |
| |
| |
Family Configurations | |
| |
| |
Knowing about Families | |
| |
| |
Will This Information Help My Work with Children? | |
| |
| |
Finding Optimal Distance | |
| |
| |
Recognizing and Building on Family Strengths | |
| |
| |
Establishing Relationships with Families | |
| |
| |
Building Trust | |
| |
| |
Approaches to Working with Families | |
| |
| |
Interactions with Families | |
| |
| |
Beginning the School Year | |
| |
| |
Back-to-School Nights | |
| |
| |
Parent-Teacher Conferences | |
| |
| |
Community Gatherings | |
| |
| |
Encouraging Families to Volunteer | |
| |
| |
Information Sharing between Teachers and Families | |
| |
| |
Teacher-Initiated Information Exchange | |
| |
| |
Parent-Initiated Information Exchange | |
| |
| |
Sharing Information with the Whole Group of Parents | |
| |
| |
Addressing Serious Issues | |
| |
| |
Collaborating with Other Professionals | |
| |
| |
Referrals to Community Agencies and Other Helping Professionals | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
Policy Issues and Early Childhood Practice | |
| |
| |
Policy | |
| |
| |
History of Early Childhood Education Policy | |
| |
| |
Attitudes about the Role of the Family in the Early Years | |
| |
| |
Early Care versus Education/Targeted versus Universal | |
| |
| |
Social, Economic, and Health Status of Children | |
| |
| |
Why Policy Makers Are Interested in Early Childhood Education | |
| |
| |
The Power of Brain Research | |
| |
| |
Changing Families | |
| |
| |
The Achievement Gap and School Readiness | |
| |
| |
Why Early Childhood Professionals Should Be Involved in Policy | |
| |
| |
Quality of Early Childhood Programs | |
| |
| |
Credentials of Early Childhood Professionals | |
| |
| |
Compensation of Early Childhood Professionals | |
| |
| |
Access to Professional Development | |
| |
| |
What Happens in the Early Childhood Classroom | |
| |
| |
Working for Change on the State Level | |
| |
| |
Early Learning Systems Initiatives | |
| |
| |
School Readiness Initiatives | |
| |
| |
State Prekindergarten Initiatives | |
| |
| |
Professional Development and Compensation Initiatives | |
| |
| |
Professional and National Organizations and Agencies | |
| |
| |
Real Voice: Eva Hansen, Fayetteville, North Carolina | |
| |
| |
Summary | |
| |
| |
Further Activities | |
| |
| |
| |
NAEYC Code of Ethical Conduct | |
| |
| |
| |
Convention on the Rights of the Child | |
| |
| |
References | |
| |
| |
Glossary | |
| |
| |
Credits | |
| |
| |
Index | |