| |
| |
Preface | |
| |
| |
About the Authors | |
| |
| |
| |
Early Childhood Education: An Expanding Enterprise! | |
| |
| |
Increasing Family Demand | |
| |
| |
Early Learning Imperatives | |
| |
| |
Children at Risk of School Failure | |
| |
| |
Reducing the Achievement Gap: Starting Early | |
| |
| |
Early Childhood Education: A Sound Investment | |
| |
| |
Principals' Roles: Laying the Groundwork | |
| |
| |
| |
Quality Makes ALL the Difference | |
| |
| |
The Corrosive Impact of Poor Quality | |
| |
| |
High-Quality Defined | |
| |
| |
Leadership and High Quality | |
| |
| |
Becoming an Early Childhood Leader | |
| |
| |
Principals' Roles: Achieving High Quality | |
| |
| |
| |
Breaking New Ground: Getting Involved in Early Childhood Education | |
| |
| |
What Exactly Is Early Childhood Education? | |
| |
| |
Becoming Familiar With Early Childhood Culture | |
| |
| |
School Principals as Culture Brokers | |
| |
| |
Principals' Roles: Getting Involved in Early Childhood Education | |
| |
| |
| |
Early Childhood Education: Stakeholders | |
| |
| |
Identifying the Stakeholder | |
| |
| |
Collaboration | |
| |
| |
Give Voice to Stakeholders | |
| |
| |
Actions and Considerations | |
| |
| |
Principals' Roles: Working With Stakeholders | |
| |
| |
| |
Developmentally Appropriate Practice | |
| |
| |
Fundamental Principles of DAP | |
| |
| |
Developmentally Inappropriate Practice (DIP) | |
| |
| |
Applying DAP Requires Judgment | |
| |
| |
The Sounds of DAP! | |
| |
| |
Empirical Support for DAP | |
| |
| |
Common Questions About DAP | |
| |
| |
Principals' Roles: Supporting DAP | |
| |
| |
| |
The Principal's Guide to How Young Children Develop and Learn | |
| |
| |
The Essential Nature of Young Children | |
| |
| |
How Young Children Develop | |
| |
| |
How Young Children Learn | |
| |
| |
What Children Are Learning | |
| |
| |
Principals' Roles: Supporting Child Development and Learning | |
| |
| |
| |
Early Childhood Curriculum | |
| |
| |
What Constitutes the Early Childhood Curriculum? | |
| |
| |
'Goodness of Fit' Between Early Education and Later Schooling | |
| |
| |
Implementing the Early Childhood Curriculum | |
| |
| |
Activities to Look for in Early Childhood Classrooms | |
| |
| |
Principal's Roles: Curriculum | |
| |
| |
| |
Learning Centers & Classroom Routines | |
| |
| |
Typical Learning Centers for Young Children | |
| |
| |
Skills Teachers Need to Run Effective Centers | |
| |
| |
How Classroom Routines Support Curricular Goals | |
| |
| |
A Typical Day for Children | |
| |
| |
Principals' Roles: Centers and Routines | |
| |
| |
| |
Early Childhood Assessment | |
| |
| |
Key Considerations | |
| |
| |
Authentic Assessment | |
| |
| |
Strategies to Guide Learning and Improve Instruction | |
| |
| |
Strategies for Identifying Children's Special Needs | |
| |
| |
Assessing Early Childhood Programs and Learning Contexts | |
| |
| |
Pros and Cons of Standardized Assessment | |
| |
| |
The Principals' Roles: Promoting Authentic Assessment | |
| |
| |
| |
Early Childhood Education: Family Involvement | |
| |
| |
Through the Eyes of the Families | |
| |
| |
Looking Inside and Looking Outside | |
| |
| |
Suggestions for Families | |
| |
| |
Through the Eyes of Teachers | |
| |
| |
Parents Want Communication With the School | |
| |
| |
Family Roles | |
| |
| |
Principals' Roles: Family Involvement | |
| |
| |
| |
Early Childhood Teachers | |
| |
| |
Teachers Matter | |
| |
| |
The Critical Function of Principals | |
| |
| |
Characteristics of 'Good' Teachers | |
| |
| |
Formal Teacher Qualifications | |
| |
| |
Translating Teacher Standards Into Practice | |
| |
| |
Principals' Roles: Supporting Early Childhood Teachers | |
| |
| |
| |
Finding and Keeping Good Teachers | |
| |
| |
Shortage of Qualified Early Childhood Teachers | |
| |
| |
Looking for Teachers to Support Diverse Children and Families | |
| |
| |
Reducing Staff Turnover | |
| |
| |
Principals' Roles: Hiring and Retaining Good Teachers | |
| |
| |
| |
Physical Environments That Support Early Learning | |
| |
| |
Environmental Propositions | |
| |
| |
How Physical Environments Influence Child Development and Learning | |
| |
| |
Fundamentals of Environmental Planning | |
| |
| |
Physical Requirements of Activity-Based Instruction | |
| |
| |
Equipping Early Childhood Classrooms | |
| |
| |
The Great Outdoors! | |
| |
| |
Principals' Roles: Creating Optimal Early Learning Environments | |
| |
| |
| |
Early Childhood Education: Funding | |
| |
| |
Funding Sources | |
| |
| |
History of Federal Funding | |
| |
| |
State Funding | |
| |
| |
Local Funding | |
| |
| |
Start-Up Costs | |
| |
| |
Administrator Voices | |
| |
| |
Principals' Roles: Funding | |
| |
| |
| |
Action Summary | |
| |
| |
| |
Learning Center Checklist | |
| |
| |
| |
Key Instruments Used Nationally for Evaluation of Children in ECE Programs | |
| |
| |
| |
Daily Literacy Checklist P3 | |
| |
| |
| |
Daily Numeracy Checklist P3 | |
| |
| |
| |
Guidelines for Structuring Informative On-Site Observations | |
| |
| |
| |
Sample Interview Questions for Teacher Candidates | |
| |
| |
| |
Early Childhood Safety & Health Checklist | |
| |
| |
| |
Physical Requirements of Small Group Activity Centers | |
| |
| |
| |
ECE Classroom Equipment List | |
| |
| |
| |
Indoor Environment Checklist | |
| |
| |
References | |
| |
| |
Index | |