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| Evolution of Early Childhood Education | |
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| |
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| View of Childhood: Past and Present | |
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| Ancient View of Childhood | |
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| Ancient Native American View of Childhood | |
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| Ancient Greek View of Childhood | |
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| Ancient Roman View of Childhood | |
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| Children as Miniature Adults | |
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| Child Guidance | |
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| Reformation Era (1400-1600) | |
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| Children as Sinful | |
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| African-American and Native American Children | |
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| Child Guidance | |
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| Native Americans | |
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| European Americans | |
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| Children as Blank Slates | |
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| Children as Children | |
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| Jean-Jacques Rousseau | |
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| Johann Heinrich Pestalozzi | |
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| Children as Children Continues | |
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| Native American Children | |
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| Child Guidance | |
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| African-American Children | |
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| Standardization of Childhood | |
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| Native American Children | |
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| Children with Disabilities | |
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| Child Guidance | |
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| |
| Modern Views of Childhood | |
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| |
| The Sensual Child | |
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| The Malleable Child | |
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| The Hurried Child | |
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| Child Guidance | |
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| Behavior Modification | |
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| Democratic Behavior Guidance | |
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| Children Today | |
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| Miniature Adults | |
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| Readiness | |
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| Child-Centered Learning Environments | |
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| Children as Our Future | |
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| Summary | |
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| |
| Enrichment Activities | |
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| |
| Self-Assessment | |
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| |
| For Further Reading | |
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| References | |
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| History of Social, Political, and Philosophical Trends | |
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| |
| Precolonial Times | |
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| Native Americans | |
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| European Influence | |
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| Colonial Era | |
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| Social-Political Environment | |
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| Early Childhood Education | |
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| Dame Schools | |
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| Latin Grammar Schools | |
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| Industrial Era | |
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| Social, Political Environment | |
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| Common Schools | |
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| Origin of the Testing Movement | |
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| Educating African-Americans | |
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| Educating Native Americans | |
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| Early Childhood Education | |
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| Origin of Kindergarten | |
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| Progressive Movement | |
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| Social, Political Environment | |
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| The Testing Movement | |
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| Educational Theories | |
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| Progressive Educators | |
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| Early Childhood Programs | |
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| Schooling for Children of Color | |
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| Schooling for Children with Disabilities | |
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| Nursery Schools | |
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| Bank Street | |
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| Kindergarten | |
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| Montessori Education | |
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| |
| The Child Study Movement | |
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| |
| Social, Political Environment | |
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| |
| The Testing Movement | |
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| Early Childhood Theories | |
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| Constructivism | |
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| Behaviorism | |
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| Self-Actualization Theory | |
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| Maturationism | |
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| Early Childhood Programs | |
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| Children with Disabilities | |
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| Waldorf Schools | |
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| Post World War II and the Great Society | |
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| Social, Political Environment | |
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| The Great Society | |
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| Early Childhood Theories | |
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| Behaviorism | |
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| |
| Psychosocial Theory | |
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| |
| Early Childhood Programs | |
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| |
| Reggio Emilia | |
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| |
| High/Scope | |
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| |
| Head Start | |
| |
| |
| Children with Disabilities | |
| |
| |
| Accountability Movement | |
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| |
| Social, Political Environment | |
| |
| |
| The Testing Movement | |
| |
| |
| Early Childhood Programs | |
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| |
| Open Education | |
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| |
| Electronic Age | |
| |
| |
| Social, Political Environment | |
| |
| |
| The Testing Movement | |
| |
| |
| Early Childhood Theories | |
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| |
| Early Childhood Programs | |
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| Summary | |
| |
| |
| Enrichment Activities | |
| |
| |
| For Further Reading | |
| |
| |
| Professional Development Resources | |
| |
| |
| Self-Assessment | |
| |
| |
| References | |
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| |
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| Governance of Early Care and Education: Past and Present | |
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| Oversight for Early Care and Education | |
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| |
| Administrative Reform | |
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| Scientific Management | |
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| Nursery Schools | |
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| Governance of Early Care and Education Today | |
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| |
| Critique of Centralized Governance | |
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| |
| Federal Policies Affecting Early Childhood Education | |
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| |
| Postwar Years | |
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| |
| Children with Disabilities | |
| |
| |
| The Era of the Great Society | |
| |
| |
| The Era of Accountability | |
| |
| |
| Entering the Twenty-First Century | |
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| |
| The History of Bilingual Education | |
| |
| |
| The Relationship of Church and State | |
| |
| |
| Colonial Era | |
| |
| |
| Industrial Era | |
| |
| |
| History of Roman Catholic Schools | |
| |
| |
| The Progressive Era | |
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| |
| The Twentieth Century | |
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| |
| Separation of Church and State Today | |
| |
| |
| Summary | |
| |
| |
| Enrichment Activities | |
| |
| |
| For Further Reading | |
| |
| |
| Professional Development Resources | |
| |
| |
| Self-Assessment | |
| |
| |
| References | |
| |
| |
| |
| Early Childhood | |
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| |
| |
| The Role of Early Childhood Educators in Children's Lives | |
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| |
| Preparing to Be an Early Childhood Educator | |
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| |
| Child Care and Pre-K Programs | |
| |
| |
| Grades K-3 | |
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| |
| Professional Development | |
| |
| |
| Philosophies of Learning | |
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| |
| Brain-Based Development | |
| |
| |
| Multiple Intelligences | |
| |
| |
| Constructivism | |
| |
| |
| Behaviorism | |
| |
| |
| Maturation | |
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| |
| Appropriate Practices | |
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| |
| Developmentally Appropriate Practice | |
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| |
| Culturally Relevant Practice | |
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| |
| The Value of Play | |
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| Play and Social-Emotional Development | |
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| |
| Play and Cognitive Development | |
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| |
| Your Role in Supporting Children's Play | |
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| |
| Support from Outside the Play | |
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| |
| Support from Inside the Play | |
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| |
| Curriculum Development | |
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| |
| Infants and Toddlers | |
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| |
| Children Ages 3-8 | |
| |
| |
| Integrated Curriculum | |
| |
| |
| Advocacy | |
| |
| |
| Summary | |
| |
| |
| Enrichment Activities | |
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| |
| For Further Reading | |
| |
| |
| Professional Development Resources | |
| |
| |
| Self-Assessment | |
| |
| |
| References | |
| |
| |
| |
| Infants and Toddlers | |
| |
| |
| Developmental Characteristics of Infants and Toddlers | |
| |
| |
| Language Development | |
| |
| |
| Theories of Language Acquisition | |
| |
| |
| Stages of Language Development | |
| |
| |
| Reading to Infants and Toddlers | |
| |
| |
| Language Is Cultural | |
| |
| |
| Delayed Language Development | |
| |
| |
| Cognitive Development | |
| |
| |
| Egocentrism | |
| |
| |
| Reasoning | |
| |
| |
| Physical Development | |
| |
| |
| Social-Emotional Development | |
| |
| |
| Impulse Control | |
| |
| |
| Attachment | |
| |
| |
| Temperament | |
| |
| |
| Play | |
| |
| |
| Supporting Infant and Toddler Play | |
| |
| |
| Programs for Infants and Toddlers | |
| |
| |
| Child Care | |
| |
| |
| Reggio Emilia | |
| |
| |
| Early Head Start | |
| |
| |
| Montessori | |
| |
| |
| Creating an Antibias Environment | |
| |
| |
| Summary | |
| |
| |
| Enrichment Activities | |
| |
| |
| For Further Reading | |
| |
| |
| Professional Development Resources | |
| |
| |
| Self-Assessment | |
| |
| |
| References | |
| |
| |
| |
| Preschool and Kindergarten | |
| |
| |
| Developmentally and Culturally Appropriate Programs for Three- to Five-Year-Olds | |
| |
| |
| Language Development | |
| |
| |
| Cognitive Development | |
| |
| |
| Social-Emotional Development | |
| |
| |
| Physical Development | |
| |
| |
| Programs for Three- to Five-Year-Olds | |
| |
| |
| Head Start | |
| |
| |
| High/Scope | |
| |
| |
| Bank Street | |
| |
| |
| Reggio Emilia | |
| |
| |
| Waldorf | |
| |
| |
| Montessori | |
| |
| |
| Teaching Antibias Attitudes | |
| |
| |
| Child Care | |
| |
| |
| Types of Child Care | |
| |
| |
| Center Based Child Care | |
| |
| |
| Employer Sponsored Care | |
| |
| |
| Home Child Care | |
| |
| |
| Church or Temple Care Centers | |
| |
| |
| Nannies | |
| |
| |
| Quality in Child Care | |
| |
| |
| Funding Quality Care | |
| |
| |
| Kindergarten | |
| |
| |
| Readiness | |
| |
| |
| Retention and Academic Redshirting | |
| |
| |
| Benefits Cannot Be Consistently Substantiated | |
| |
| |
| Sociocultural Issues | |
| |
| |
| Developmental Kindergartens and Transitional First Grade | |
| |
| |
| Entrance Age | |
| |
| |
| An Alternative | |
| |
| |
| Half-Day/Full-Day Kindergarten | |
| |
| |
| Kindergarten Curriculum | |
| |
| |
| Summary | |
| |
| |
| Enrichment Activities | |
| |
| |
| For Further Reading | |
| |
| |
| Professional Development Resources | |
| |
| |
| Self-Assessment | |
| |
| |
| References | |
| |
| |
| |
| Early Childhood: The Primary Grades | |
| |
| |
| Developmental Considerations for Primary Grade Children | |
| |
| |
| Language and Literacy Development | |
| |
| |
| Cognitive Development | |
| |
| |
| Physical Development | |
| |
| |
| Social-Emotional Development | |
| |
| |
| Antibias Classrooms in the Primary Grades | |
| |
| |
| Literacy Learning | |
| |
| |
| Antibias Instructional Strategies | |
| |
| |
| Integrating Content about Diversity into the Curriculum | |
| |
| |
| Curriculum and Effective Teaching in the Primary Grades | |
| |
| |
| Child-Centered Environment | |
| |
| |
| Explicit Instruction | |
| |
| |
| Direct Instruction | |
| |
| |
| Balanced Literacy | |
| |
| |
| National Reading Panel Report | |
| |
| |
| Extension of Programs for 3- to 5-Year-Olds into Primary Grades | |
| |
| |
| Play in the Primary Grades | |
| |
| |
| Before and After School Programs | |
| |
| |
| Classroom and Calendar Configurations in Primary Grades | |
| |
| |
| Multiage Grouping | |
| |
| |
| Looping | |
| |
| |
| Homeschooling | |
| |
| |
| Year-round and Traditional Schools | |
| |
| |
| Educating Homeless Children | |
| |
| |
| Summary | |
| |
| |
| Enrichment Activities | |
| |
| |
| For Further Reading | |
| |
| |
| Professional Development Resources | |
| |
| |
| Self-Assessment | |
| |
| |
| References | |
| |
| |
| |
| Guiding and Assessing Young Children | |
| |
| |
| |
| Guiding Children's Behavior in Early Childhood Settings | |
| |
| |
| Encouraging Environments | |
| |
| |
| Infants | |
| |
| |
| Toddlers | |
| |
| |
| Preschoolers and Kindergarteners | |
| |
| |
| Primary Grade Children | |
| |
| |
| Managing Environments and Guiding Behavior | |
| |
| |
| General Considerations for Guiding Behavior | |
| |
| |
| Choices | |
| |
| |
| Praise | |
| |
| |
| Punishment | |
| |
| |
| Developmentally Appropriate Guidance Strategies | |
| |
| |
| Infants | |
| |
| |
| Toddlers | |
| |
| |
| Preschoolers and Kindergarteners | |
| |
| |
| Primary Grade Children | |
| |
| |
| Children with Special Needs | |
| |
| |
| Cultural Considerations | |
| |
| |
| Individualism vs. Collectivism | |
| |
| |
| Understanding Roles | |
| |
| |
| Supporting Nonviolent Behavior | |
| |
| |
| Bullying | |
| |
| |
| Summary | |
| |
| |
| Enrichment Activities | |
| |
| |
| For Further Reading | |
| |
| |
| Self-Assessment | |
| |
| |
| References | |
| |
| |
| |
| Assessing the Child in Early Childhood Settings | |
| |
| |
| Types of Assessment in Early Childhood Settings | |
| |
| |
| Observation | |
| |
| |
| Anecdotal Records and Field Notes | |
| |
| |
| Audio/Video and Photographic Recordings | |
| |
| |
| Checklists | |
| |
| |
| Portfolios | |
| |
| |
| Reflection | |
| |
| |
| Purposes | |
| |
| |
| Age Appropriate Portfolios | |
| |
| |
| Home Visits | |
| |
| |
| The Work Sampling System | |
| |
| |
| Standardized Tests | |
| |
| |
| Linking Assessment and Curriculum | |
| |
| |
| Assessment Issues | |
| |
| |
| Align Assessment with the Nature of the Child | |
| |
| |
| Infants and Toddlers | |
| |
| |
| Preschool, Kindergarten, and Primary Grade Children | |
| |
| |
| Standardized Testing in Early Childhood Settings | |
| |
| |
| Developmental Considerations | |
| |
| |
| Inappropriate Labels | |
| |
| |
| High-Stakes Testing | |
| |
| |
| Cultural Issues in Assessment | |
| |
| |
| Culturally and Linguistically Diverse Children | |
| |
| |
| Barriers to Accurate Assessment | |
| |
| |
| Culturally Appropriate Assessment | |
| |
| |
| Assessing Children and Programs | |
| |
| |
| Summary | |
| |
| |
| Enrichment Activities | |
| |
| |
| For Further Reading | |
| |
| |
| Self-Assessment | |
| |
| |
| References | |
| |
| |
| |
| Children Who Are Linguistically Diverse | |
| |
| |
| The Challenge | |
| |
| |
| The Controversy | |
| |
| |
| Linguistic Differences | |
| |
| |
| Dialects | |
| |
| |
| Dialect Errors: Points to Consider | |
| |
| |
| Black English | |
| |
| |
| Role of the Early Childhood Educator | |
| |
| |
| Accents | |
| |
| |
| Sign Language | |
| |
| |
| Speakers of Languages Other than English | |
| |
| |
| Bilingual Education | |
| |
| |
| English as a Second Language | |
| |
| |
| Nonverbal Communication | |
| |
| |
| Acquiring a Second Language | |
| |
| |
| Theories of Second Language Acquisition | |
| |
| |
| Language Acquisition Stages | |
| |
| |
| Factors Affecting Second Language Acquisition: Social, Emotional, and Cognitive | |
| |
| |
| Loss of the First Language | |
| |
| |
| Summary | |
| |
| |
| Enrichment Activities | |
| |
| |
| For Further Reading | |
| |
| |
| Professional Development Resource | |
| |
| |
| Self-Assessment | |
| |
| |
| References | |
| |
| |
| |
| Supporting and Advocating for Young Children in the Twenty-first Century | |
| |
| |
| |
| Children with Special Needs | |
| |
| |
| Causes of Exceptionalities | |
| |
| |
| Genetic | |
| |
| |
| Prenatal Conditions | |
| |
| |
| Birth and Postbirth Complications | |
| |
| |
| Exceptionalities and the Role of Early Childhood Educators | |
| |
| |
| Assessment of Exceptionalities | |
| |
| |
| Labeling | |
| |
| |
| Attention Deficit Hyperactivity Disorder | |
| |
| |
| The Role of Early Childhood Educators | |
| |
| |
| Autism | |
| |
| |
| The Role of Early Childhood Educators | |
| |
| |
| Behavior Disorders | |
| |
| |
| The Role of Early Childhood Educators | |
| |
| |
| Developmental Delays | |
| |
| |
| The Role of Early Childhood Educators | |
| |
| |
| Down Syndrome | |
| |
| |
| The Role of Early Childhood Educators | |
| |
| |
| Gifted | |
| |
| |
| Role of Early Childhood Educators | |
| |
| |
| Language and Hearing Disabilities | |
| |
| |
| The Role of Early Childhood Educators | |
| |
| |
| Learning Disabilities | |
| |
| |
| The Role of Early Childhood Educators | |
| |
| |
| Physical Disabilities | |
| |
| |
| The Role of Early Childhood Educators | |
| |
| |
| Visual Disabilities | |
| |
| |
| The Role of Early Childhood Educators | |
| |
| |
| Early Childhood Environments for Children with Disabilities | |
| |
| |
| Inclusion | |
| |
| |
| Infants and Toddlers | |
| |
| |
| Preschool and Kindergarten | |
| |
| |
| Primary Grades | |
| |
| |
| Early Intervention and Early Childhood Special Education | |
| |
| |
| Abuse and Neglect | |
| |
| |
| The Role of Early Childhood Educators | |
| |
| |
| Provide Quality Care and Education | |
| |
| |
| Develop Reciprocal Relationships with Families | |
| |
| |
| Recognize When Children Are at Risk | |
| |
| |
| Understand and Assist Families | |
| |
| |
| Build on Strengths | |
| |
| |
| Be Informed | |
| |
| |
| Antibias Environments for Children with Special Needs | |
| |
| |
| Teaching about Differences | |
| |
| |
| Summary | |
| |
| |
| Enrichment Activities | |
| |
| |
| For Further Reading | |
| |
| |
| Professional Development Resources | |
| |
| |
| Self-Assessment | |
| |
| |
| References | |
| |
| |
| |
| The Impact of Environments and Technology on Young Children | |
| |
| |
| Indoor Environments | |
| |
| |
| Child-Centeredness | |
| |
| |
| Scheduling Considerations | |
| |
| |
| Room Arrangements | |
| |
| |
| Infants and Toddlers | |
| |
| |
| Preschool and Kindergarten | |
| |
| |
| Primary Grades | |
| |
| |
| Inclusive Environments | |
| |
| |
| Outdoor Environments | |
| |
| |
| Gross Motor Activity | |
| |
| |
| Creative Play | |
| |
| |
| Appreciation of Nature | |
| |
| |
| The Social Environment | |
| |
| |
| Teaching for Social Justice | |
| |
| |
| Teach Questioning | |
| |
| |
| Perspective Taking | |
| |
| |
| Rethinking Curriculum | |
| |
| |
| Take Action | |
| |
| |
| Inequity in School Funding | |
| |
| |
| Quality Schools for All | |
| |
| |
| The Role of Technology in Early Childhood Environments | |
| |
| |
| NAEYC Position on Technology and Young Children | |
| |
| |
| Media Violence | |
| |
| |
| Technology and Parenting | |
| |
| |
| Antibias Technology Environments | |
| |
| |
| Equitable Access | |
| |
| |
| Assistive Technology | |
| |
| |
| Summary | |
| |
| |
| Enrichment Activities | |
| |
| |
| For Further Reading | |
| |
| |
| Professional Development Resources | |
| |
| |
| Self-Assessment | |
| |
| |
| References | |
| |
| |
| |
| Children and Their Families | |
| |
| |
| Diverse Family Beliefs, Attitudes, and Practices | |
| |
| |
| Stages of Cultural Identity | |
| |
| |
| Cultural Progression in Our Diverse Nation | |
| |
| |
| European American Families | |
| |
| |
| African-American Families | |
| |
| |
| Asian-American Families | |
| |
| |
| Biracial Multiethnic Families | |
| |
| |
| Gay and Lesbian Families | |
| |
| |
| Hispanic American Families | |
| |
| |
| Jewish American Families | |
| |
| |
| Native American Families | |
| |
| |
| Parents with Disabilities | |
| |
| |
| Children of Divorce and Blended Families | |
| |
| |
| Families Living in Poverty | |
| |
| |
| Poverty and Resources | |
| |
| |
| Poverty and Language | |
| |
| |
| The Role of Early Childhood Educators | |
| |
| |
| Involving Parents from Diverse Populations | |
| |
| |
| Types of Parental Involvement | |
| |
| |
| Barriers to Parent Involvement | |
| |
| |
| Antibias Environment | |
| |
| |
| Family Literacy | |
| |
| |
| Using Community Resources | |
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| Family Friendliness | |
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| Resources | |
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| Invited Guests | |
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| Summary | |
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| Enrichment Activities | |
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| For Further Reading | |
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| Professional Development Resources | |
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| Self-Assessment | |
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| References | |
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| Issues and Advocacy in Early Childhood in the Twenty-first Century | |
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| View of the Child | |
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| Sociopolitical Influences | |
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| Poverty | |
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| Health and Well-being | |
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| Commerce, Industry, and Business | |
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| Metaphor of the Market for Schooling | |
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| High-Stakes Testing | |
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| Diversity | |
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| Teaching in a Diverse Society | |
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| Advocacy | |
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| Professional Development | |
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| Curriculum | |
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| Summary | |
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| Enrichment Activities | |
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| Self-Assessment | |
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| For Further Reading | |
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| Professional Development Resources | |
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| References | |
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| Index | |