Early Childhood Education Learning Together

ISBN-10: 0073378488

ISBN-13: 9780073378480

Edition: 2010

Authors: Virginia Casper, Rachel Theilheimer

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Introduction to Early Childhood Educationprovides a comprehensive overview of early childhood education. This exciting new text encourages students to understand the need for flexible approaches in their work with children. Early childhood education is not a "one size fits all" proposition, so this text encourages students in multiple ways to reflect upon why they are doing what they are doing. With connections to NAEYC standards, case studies, and essays from real people on the front lines of early childhood education, students will leave the course with a superior foundation in both the theoretical aspects of ECE and the real world applications of those theories.
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Book details

List price: $122.33
Copyright year: 2010
Publisher: McGraw-Hill Companies, The
Publication date: 11/11/2009
Binding: Paperback
Pages: 544
Size: 8.25" wide x 10.50" long x 0.75" tall
Weight: 2.662
Language: English

Virginia Casper is a developmental psychologist and teacher educator who has worked for over thirty years with children and families in early intervention and research.She is on the graduate faculty at Bank Street College of Education, where she directed the Infant and Family Development and Early Intervention Program and served as Associate Dean for Academic Affairs in the Graduate School from 2002–2007. Virginia has also worked internationally, for the past decade, in South Africa. Her current work there involves a community-based, participatory research and curriculum development model that includes community training in HIV/AIDS prevention and infant/toddler group care and advocacy. Her work on attachment, gender, and teacher-parent relations has been published in Teacher’s College Record, The Harvard Education Review and Zero to Th ree. She co-authored a previous book entitled: Gay Parents/Straight Schools: Building Communication and Trust (1999). She and her partner, Donna Futterman, are the parents of an adult son.

Rachel Theilheimer Rachel has worked with young children, their families,and teachers in public school, private and public child care, Head Start, and parent groups. She has been a teacher, a group leader, a director, and an educational consultant. For the past twenty-five years, she has taught adults at the pre-GED, community college, bachelors, and graduate levels and conducted numerous professional development workshops. She is professor of early childhood education at Borough of Manhattan Community College where she chairs the Teacher Education Department. She has published articles and book chapters about teacher education, social justice issues, and infant care.

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
Further Activities
Children and the Worlds They Inhabit
Our Rapidly Changing World
Globalization and Education
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
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
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
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
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
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
Real Voice: Alexis Harper, Bellingham, Washington
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
PK-3 Schools
Charter Schools and Vouchers
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
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
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
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
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
Further Activities
Preschoolers and Kindergartners
Life with Preschoolers and Kindergartners
Physical Development
Social-Emotional Development
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
Classrooms for Preschoolers and Kindergartners
Planning Authentic Experiences
Scheduling and Predictability
The Space
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
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
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
Further Activities
Policy Issues and Early Childhood Practice
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
Further Activities
NAEYC Code of Ethical Conduct
Convention on the Rights of the Child
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*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

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