| |
| |
| Introduction | |
| |
| |
| Historical Perspectives on Early Childhood Education | |
| |
| |
| Eighteenth-Century Education | |
| |
| |
| Nineteenth-Century Early Education | |
| |
| |
| Twentieth-Century Progressive Education | |
| |
| |
| Twentieth-Century Child Study | |
| |
| |
| Twentieth-Century Innovations in Europe: Montessori's Children's House | |
| |
| |
| United States National Emergencies and Early Education | |
| |
| |
| Decline of Progressivism and the Influence of Sputnik | |
| |
| |
| Constructivist Theory in Early Education | |
| |
| |
| Head Start | |
| |
| |
| 1970-1990: Rapid Change and School Reform | |
| |
| |
| Conclusion | |
| |
| |
| References | |
| |
| |
| Child Care | |
| |
| |
| Forms of Child Care | |
| |
| |
| Quality of Child Care in Center and Family Day Care | |
| |
| |
| Children's Development and Child-Care Quality | |
| |
| |
| Conclusion | |
| |
| |
| References | |
| |
| |
| The Head Start Program | |
| |
| |
| Evolution of Head Start | |
| |
| |
| Program Services and Effectiveness | |
| |
| |
| Demonstration Projects | |
| |
| |
| Head Start in the 21st Century | |
| |
| |
| References | |
| |
| |
| Broad Approaches | |
| |
| |
| Classes for Parents and Young Children: The Family Center Model | |
| |
| |
| Ongoing Changes in Societal Patterns | |
| |
| |
| New Research on Brain Development | |
| |
| |
| New Interest in Parent-Infant Programs at Federal, State, and Local Levels | |
| |
| |
| Programs for Special Populations | |
| |
| |
| Parenting Classes | |
| |
| |
| Selecting Teachers for Parent-Infant Classes | |
| |
| |
| Inservice Training and Mentorship | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| The Eriksonian Approach | |
| |
| |
| Description of Family Development Research Program | |
| |
| |
| Eriksonian Theory: Tenets and Principles | |
| |
| |
| Caregiver Interactions: An Eriksonian Approach | |
| |
| |
| Eriksonian Ideas Blended with Piagetian Games | |
| |
| |
| Evaluation | |
| |
| |
| Lessons from FDRP and Suggestions for Future Programs | |
| |
| |
| Conclusion | |
| |
| |
| References | |
| |
| |
| Behavior Analysis and Principles in Early Childhood Education | |
| |
| |
| Conceptual and Philosophic Bases | |
| |
| |
| Two Fundamental Principles of Behavior | |
| |
| |
| Six Important Strategies | |
| |
| |
| The Behavioral Classroom | |
| |
| |
| References | |
| |
| |
| The Constructivist Perspective on Early Education: Applications to Children's Museums | |
| |
| |
| The Prominence of Constructivism | |
| |
| |
| Distinguishing Constructivism from Other Approaches | |
| |
| |
| Constructivism and the Young Child | |
| |
| |
| Constructivisms Contrasted | |
| |
| |
| Applications to Early Childhood Education | |
| |
| |
| Constructivism in Children's Museums | |
| |
| |
| Conclusion | |
| |
| |
| References | |
| |
| |
| The Project Approach: An Overview | |
| |
| |
| What Is a Project? | |
| |
| |
| Project Work and Other Parts of the Curriculum | |
| |
| |
| Theoretical Rationale for the Project Approach | |
| |
| |
| Implementing Project Work | |
| |
| |
| Phases of Project Work | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| Montessori Education Today | |
| |
| |
| Key Tenets and Background Information | |
| |
| |
| Montessori's View of Human Development | |
| |
| |
| Program Characteristics | |
| |
| |
| Curriculum Areas | |
| |
| |
| The Role of the Teacher | |
| |
| |
| Research on Montessori | |
| |
| |
| Discussion | |
| |
| |
| Public Montessori Programs | |
| |
| |
| Conclusion | |
| |
| |
| Web Resources on Montessori | |
| |
| |
| Addresses and Phone Numbers of Major U.S. Montessori Organizations | |
| |
| |
| References | |
| |
| |
| Mixed-Age Classrooms for Young Children | |
| |
| |
| Conceptual Framework | |
| |
| |
| Overall Goals and Objectives | |
| |
| |
| Implementation | |
| |
| |
| Observation and Assessments | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| Specific Programs | |
| |
| |
| The Portage Project: An International Home Approach to Early Intervention for Young Children and Their Families | |
| |
| |
| Home-Based Early Intervention | |
| |
| |
| The Portage Model | |
| |
| |
| Research and Evaluation of the Portage Model | |
| |
| |
| Adaptations and Applications of Portage | |
| |
| |
| New Challenges for Portage | |
| |
| |
| Conclusion | |
| |
| |
| References | |
| |
| |
| The Developmental-Interaction Approach at Bank Street College of Education | |
| |
| |
| History and Evolution | |
| |
| |
| Basic Principles | |
| |
| |
| Curriculum | |
| |
| |
| Implications for Teacher Education | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| The High/Scope Curriculum for Early Childhood Care and Education | |
| |
| |
| History | |
| |
| |
| Active Learning by the Child | |
| |
| |
| Role of the Teacher | |
| |
| |
| Daily Routine to Support Active Learning | |
| |
| |
| Key Experiences in Child Development | |
| |
| |
| High/Scope Child Observation Record | |
| |
| |
| Role of Parents and Community | |
| |
| |
| High/Scope Curriculum Training | |
| |
| |
| Research Support for the High/Scope Curriculum | |
| |
| |
| Relationship of Research to the High/Scope Curriculum | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| The Ausubelian Preschool Classroom | |
| |
| |
| Program Approach | |
| |
| |
| Teaching Method in Ausubelian Program | |
| |
| |
| A Typical Day in an Ausubelian Program | |
| |
| |
| Program Evaluation | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| Educating the Young Thinker Model, from Research to Practice: A Case Study of Program Development, or the Place of Theory and Research in the Development of Educational Programs | |
| |
| |
| Preamble | |
| |
| |
| Conceptual Origins of the Program | |
| |
| |
| Conceptualization of the Problem | |
| |
| |
| Conceptual Answers Regarding Representational Competence | |
| |
| |
| First Attempt at Intervention with Distancing Strategies | |
| |
| |
| Conceptual Focus of Educating the Young Thinker Program | |
| |
| |
| A Day in Preschool | |
| |
| |
| Further Examples Supporting the Psychological Distancing Model | |
| |
| |
| Further Theoretical and Practical Implications | |
| |
| |
| References | |
| |
| |
| Reggio Emilia: An Approach or An Attitude? | |
| |
| |
| Reggio Emilia in Context | |
| |
| |
| Reggio Emilia as a Case of Selected Traditions | |
| |
| |
| Conclusion | |
| |
| |
| References | |
| |
| |
| Integral Dimensions | |
| |
| |
| Including Everyone: A Model Preschool Program for Typical and Special-Needs Children | |
| |
| |
| Jowonio History | |
| |
| |
| Philosophical Base | |
| |
| |
| Dealing with Problem Behavior | |
| |
| |
| School and Class Composition | |
| |
| |
| Strategies for Accomplishing Inclusion | |
| |
| |
| Transitioning to Next Environment | |
| |
| |
| Implications for Teacher Training | |
| |
| |
| Additional Inclusion Efforts | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| A Framework for Culturally Relevant, Multicultural, and Antibias Education in the 21st Century | |
| |
| |
| What and How Young Children Learn about Diversity | |
| |
| |
| Educational Approaches to Diversity: Past and Present | |
| |
| |
| Quality Education for the 21st Century: Teacher Implications | |
| |
| |
| Conclusion | |
| |
| |
| References | |
| |
| |
| Epilogue | |
| |
| |
| Index | |