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| Preface | |
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| About the Authors | |
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| Foundations of Early Childhood Education | |
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| Early Childhood Principles | |
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| Critical Nature of Early Years | |
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| Important Roles of Early Childhood Educators | |
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| Principles That Guide the Early Childhood Profession | |
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| Learning about Early Childhood Education History | |
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| Learning about Child Growth, Development, and Learning Theory | |
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| Learning about Individual Children | |
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| Learning about Families and Communities | |
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| Preparing Environments | |
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| Making Decisions about Curriculum | |
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| Interacting with Children | |
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| Creating Communities of Learners | |
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| Developmentally Appropriate Practices | |
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| Age Appropriateness and Individual Appropriateness | |
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| Misunderstandings about DAP | |
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| High-Quality Programs for Young Children | |
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| High-Quality Programs for Infants and Toddlers | |
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| High-Quality Programs for Preschoolers and Kindergartners | |
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| High-Quality Programs for Primary-Aged Children | |
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| Different Types of Early Childhood Programs | |
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| Family Child Care Homes | |
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| Child Care Centers | |
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| Preschools | |
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| Elementary Schools | |
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| Contemporary Issues in Early Childhood Education | |
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| Summary | |
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| Reflections | |
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| Field Experiences | |
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| Case Study | |
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| Further Reading | |
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| Helpful Web Sites | |
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| Roots of Contemporary Early Childhood Education | |
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| Roots of Developmentally Appropriate Practices | |
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| The Seventeenth and Eighteenth Centuries: Philosophy and Practice | |
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| John Amos Comenius (1592-1670) | |
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| John Locke (1632-1704) | |
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| Jean Jacques Rousseau (1712-1778) | |
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| Johann Heinrich Pestalozzi (1746-1827) | |
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| The Nineteenth Century: The First Kindergarten | |
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| Friedrich Wilhelm August Froebel (1782-1852) | |
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| The Nineteenth Century: Kindergartens in the United States | |
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| Elizabeth Peabody (1804-1894) | |
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| The Twentieth Century: Progressive Education Movement | |
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| The Beginnings of the Nursery School | |
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| The Nursery School and Child Study Movements | |
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| The Beginnings of Child Care in the United States | |
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| The United States Government and Young Children | |
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| The First Large-Scale Preschool Program: Head Start | |
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| The School Reform Movement and Early Childhood Education in the 1980s | |
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| Programs for Children with Special Needs | |
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| The Twenty-First Century: Reaching for Fullest Potentials | |
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| Summary | |
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| Reflections | |
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| Field Experiences | |
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| Case Study | |
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| Further Reading | |
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| Helpful Web Sites | |
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| Information that Informs Practice | |
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| Basing Practices on Knowledge of Child Growth and Development | |
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| Considering Child Growth and Development | |
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| Neurological and Sensory Development | |
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| Physical Growth and Motor Development | |
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| Emotional Development | |
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| Social Development | |
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| Moral Development | |
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| Psychosocial Theory and the Development of a Healthy Personality | |
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| Cognitive, Language, and Literacy Development | |
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| Language Development | |
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| Literacy Development | |
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| Summary | |
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| Reflections | |
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| Field Experiences | |
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| Case Studies | |
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| Further Reading | |
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| Helpful Web Sites | |
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| Basing Quality Practices on Assessment | |
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| Purpose of Assessment, Evaluation, and Testing | |
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| The Nature of Assessment | |
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| What Can Be Learned from Assessment? | |
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| Observation of Young Children | |
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| Documentation of Observations | |
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| Standardized Assessment | |
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| Developmental Screenings | |
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| Readiness Tests | |
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| Achievement Tests | |
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| Cautions about Standardized Testing | |
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| Translating Observations into Developmentally Appropriate Practices | |
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| Using Observations to Plan Group Experiences | |
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| Using Observations to Plan Individual Experiences | |
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| Using Observations to Plan Changes in the Environment | |
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| Revisiting Self-Selection of Portfolio Entries | |
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| Summary | |
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| Reflections | |
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| Field Experiences | |
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| Case Studies | |
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| Further Reading | |
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| Helpful Web Sites | |
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| Basing Quality Practices on Knowledge Shared with Families | |
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| Family Systems Theory | |
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| Respecting and Learning from Families | |
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| Variety of Family Configurations | |
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| Collaborating with Families | |
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| Sharing Early Childhood Information | |
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| Letters and Newsletters | |
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| Folders of Written Information | |
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| Surveys | |
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| Parents' Lending Library | |
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| Checklists | |
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| Families' Reactions to Written Communication | |
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| Other Methods to Communicate with Families | |
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| Establishing Mutual Goals for Children | |
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| Working through Conflicts between Teachers and Families | |
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| Challenges to Family Involvement | |
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| Advocating for and with Families | |
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| Revisiting the Family Meeting | |
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| Summary | |
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| Reflections | |
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| Field Experiences | |
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| Case Studies | |
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| Further Reading | |
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| Helpful Web Sites | |
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| Best Practices for Young Children | |
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| Preparing the Early Childhood Environment | |
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| Setting the Stage for Developmentally Appropriate Practices | |
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| Child-Centered Environments | |
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| The Active Nature of Learning | |
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| Physical Characteristics of the Environment | |
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| Furnishings | |
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| Configuration | |
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| Choice of Materials | |
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| Display and Use of Materials | |
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| Integrated Learning | |
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| Learning Centers | |
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| Art Center | |
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| Block Center | |
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| Dramatic Play Center | |
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| Listening Center | |
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| Math Center | |
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| Music Center | |
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| Reading Center | |
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| Sand and Water Center | |
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| Science Center | |
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| Writing Center | |
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| Computers as a Center | |
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| Meeting the Needs of Infants and Toddlers through the Environment | |
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| Classrooms for Elementary School Children | |
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| Creating a Dynamic Physical Environment | |
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| Managing Children's Center Choices | |
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| Addressing Children's Needs through Choice of Diverse Experiences | |
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| Responding to Emerging Curricula | |
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| Evaluating Centers | |
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| The Expanded Outdoor Play Environment | |
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| The Enrichment of Community Resources | |
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| Field Trips | |
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| Classroom Visitors | |
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| Revisiting Cheryl's Classroom | |
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| Summary | |
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| Reflections | |
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| Field Experiences | |
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| Case Studies | |
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| Further Reading | |
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| Helpful Web Sites | |
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| Creating Curriculum | |
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| The Toddler Classroom | |
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| The First-Grade Classroom | |
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| Planning for Meaningful Activity | |
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| Defining Curriculum | |
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| Transformational Curriculum | |
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| Play-Based Curriculum | |
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| Integrated Learning | |
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| Multicultural Experiences | |
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| Content Areas | |
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| Teaching through Questioning | |
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| Units/Themes | |
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| Projects | |
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| Grouping Children | |
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| Planning Large-Group Activities | |
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| Planning Small-Group Activities | |
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| Planning Individual Activities | |
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| Planning Child-Centered Schedules | |
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| Revisiting the Opening Vignettes | |
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| Summary | |
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| Reflections | |
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| Field Experiences | |
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| Case Studies | |
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| Further Reading | |
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| Helpful Web Sites | |
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| Guiding Young Children | |
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| Understanding Emerging Development | |
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| Connecting in Meaningful Ways with Families | |
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| Understanding the Cultural Contexts of Child Behaviors | |
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| Healthy Psychosocial Development | |
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| Erikson's Early Stages of Personality Development | |
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| Elkind's Additional Psychosocial Challenges | |
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| Self-Esteem | |
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| Self-Esteem and Children with Special Needs | |
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| Social Competence | |
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| Social Cognition | |
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| Making and Sustaining Friendships | |
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| Taking the Perspective of Others | |
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| Moral Competence | |
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| Prosocial Development | |
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| Styles of Caregiving | |
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| Facilitating Social and Moral Competence through Constructive Guidance | |
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| Principles of Constructivist Approaches to Guidance | |
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| Summary | |
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| Reflections | |
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| Field Experiences | |
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| Case Studies | |
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| Further Reading | |
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| Helpful Web Sites | |
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| Creating Communities of Learners | |
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| Communities of Learners | |
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| Adult Leadership in Creating Communities of Learners | |
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| Modeling Behaviors | |
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| Fostering Interdependence | |
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| Fostering Respectful Relationships among Children | |
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| Helping Children Resolve Conflicts | |
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| Conducting Group Times and Class Meetings | |
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| Helping Children Learn to Make Decisions through Voting | |
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| Shared Learning in Group Settings | |
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| Revisiting the Family Child Care Center | |
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| Summary | |
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| Reflections | |
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| Field Experiences | |
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| Case Studies | |
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| Further Reading | |
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| Helpful Web Sites | |
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| Early Childhood Careers in the Twenty-First Century | |
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| Opportunities and Challenges in the Early Childhood Profession | |
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| Defining the Early Childhood Professional | |
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| Core Knowledge and Skills | |
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| Responding Appropriately to New Knowledge and Emerging Research | |
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| Articulating State of Knowledge and Best Practices to Others | |
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| Committing to a Professional Code of Ethics | |
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| Relating to the Early Childhood Profession at Large | |
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| Challenges Confronting Early Childhood Professionals | |
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| Preparation of Early Childhood Professionals | |
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| Accreditation of Early Childhood Programs | |
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| Anticipating Your Own Career Path | |
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| From Goals to Plans and Experiences | |
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| Beginning a Professional Development Portfolio | |
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| Summary | |
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| Reflections | |
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| Field Experiences | |
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| Further Reading | |
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| Helpful Web Sites | |
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| Epilogue | |
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| Appendixes | |
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| Learning Center Materials | |
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| Adult: Child Ratios Recommended by NAEYC | |
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| Code of Ethical Conduct and Statement of Commitment (NAEYC) | |
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| The Division for Early Childhood/Council for Exceptional Children Professional Code of Ethics | |
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| National Organizations (Addresses, Phone Numbers, Web Sites) | |
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| Child Development Associate Competency Goals and Functional Areas | |
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| DEC Recommended Practices in Early Intervention/Early Childhood Special Education Parent Checklist | |
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| Creating a Professional Portfolio | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |