Teaching Young Children An Introduction to the Early Childhood Profession

ISBN-10: 1401825834
ISBN-13: 9781401825836
Edition: 2nd 2004 (Revised)
List price: $231.95
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Description: Teaching Young Children: An Introduction to the Early Childhood Profession, 2E prepares early childhood educators to make a difference in the lives of children and families through early, high quality care and education programs that maintain a  More...

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Book details

List price: $231.95
Edition: 2nd
Copyright year: 2004
Publisher: Delmar Cengage Learning
Publication date: 8/22/2003
Binding: Hardcover
Pages: 480
Size: 7.50" wide x 9.25" long x 0.75" tall
Weight: 2.244
Language: English

Teaching Young Children: An Introduction to the Early Childhood Profession, 2E prepares early childhood educators to make a difference in the lives of children and families through early, high quality care and education programs that maintain a developmentally appropriate persepctive. By focusing on the dimensions of quality in early childhood programs and the principles that define developmentally appropriate practices, the text motivates early childhood professionals to rely on current knowledge of child growth, development, and learning when making decisions about their practices, to view families and communities as integral parts of early childhood programs, and to prepare environments especially suited to infants and young children.

Deborah Diffily is an assistant professor of Early Childhood Education at Southern Methodist University. As a former kindergarten and first-grade teacher, Deborah shares both theory and personal experiences in presentations, articles, and books. Her primary areas of interest are supporting children's development in reading, writing, and science; project-based learning; and working with families.

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

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