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Continuing Issues in Early Childhood Education

ISBN: 9780135193648 | 0135193648
Edition: 2nd
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/1998

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SummaryTable of Contents
This text is appropriate for graduate level courses in Early Childhood Education. The content of this text fosters discussions, debates, disagreements, and disputes, with the expectation that these will lead to the generation of questions and identification of problems. This book provides advanced students of early childhood education with the expertise necessary to become the reflective decision maker required of today's early childhood education programs.
Fifteen contributions by leaders in the field combine to p... MORE
1 Who Is Responsible for Early Education?1(56)
1 The Role of Government in Early Care and Education: Who Decides?
7(22)
Where We've Been: Federal and State Involvement
... MORE9(5)
Financial Support
9(3)
State and Local Investments
12(1)
Program Administration and Policy Development
13(1)
Where Are We Now? Gaps and Challenges in Care and Education
14(4)
The Implications of Welfare Repeal
18(4)
Where Do We Go from Here--Step Forward or Languish Behind?
22(3)
References
25(4)
2 Advocacy for Children
29(13)
Advocacy: Influencing Decisions on Behalf of Children
30(1)
A Note about Context
31(4)
How Can Advocates Make a Difference?
35(4)
Influencing Public Policies to Effect Systemic Change
39(1)
References
40(2)
3 The Mutually Beneficial Relationship Between Employers and Early Childhood Education
42(15)
The Evolution of Employer Interest in Early Childhood and Family Supports
43(12)
Understanding Early Childhood from the Parent/Employee Perspective
46(1)
The Benefits of Early Childhood Programs for Employers
47(1)
What Kinds of Companies Are Responding to Early Childhood Care and Education?
48(1)
The Corporate Response to Early Childhood Care and Education
49(4)
Helping to Enhance Quality
53(1)
In Summary
54(1)
References
55(2)
2 When Should Early Education Begin?57(64)
4 Infant/Toddler Care and Education
62(25)
Our Nation's "Triple-think" About Out-of-Home Care and Education for Infants and Toddlers
62(3)
New Understandings About the Nature of Infant and Toddler Development
65(6)
Findings on the Physiology of Brain Development
65(1)
Findings on Behavioral Development
66(5)
New Understandings about the Nature and Influence of Family and the Wider Community on Infant and Toddler Development
71(1)
Family Development
71(1)
The Ecology of Early Childhood
71(1)
Summary of Implications of Recent Research for Child Care
72(1)
Implications for Policy Related to Infant and Toddler Care and Education
73(1)
How Close Is Policy and Practice to These Guidelines?
73(1)
Disturbing Data from Recent Studies
73(4)
Support for the Importance of Training and Improved Ratios
77(1)
Poor Quality Child Care Affects Attachment of Some, Not Others: The NICHD Study of Early Child Care
78(1)
Where Infant and Toddler Care Stands Today
78(3)
References
81(6)
5 Quality in Child Care: How Much Does It Matter?
87(16)
Quality in Child Care: How Much Does It Matter?
87(1)
"Good Enough Child Care Not to Harm"
88(3)
Normal Children Create Their Own Experiences
88(1)
Normal Is All That Is Necessary
89(2)
Statistical versus Substantive Significance
91(8)
Language Development
93(1)
Social-Emotional Development
93(2)
Cognitive Development
95(1)
Replicability and Sample Size
95(4)
Summary
99(1)
Conclusions
99(1)
References
100(3)
6 Transitions in Early Childhood
103(18)
Perspectives from Theory and Research
104(2)
Elements of Continuity
104(1)
Ecological Transitions for Children and Families
105(1)
Family Involvement, Education, and Efficacy
106(3)
What Is Family Involvement and Do We Know That It Works?
107(1)
Positive Results of Home-School Linkages
108(1)
Developmentally Appropriate Practice
109(4)
Key Elements of Developmentally Appropriate Practice
110(1)
Support for Developmentally Appropriate Practice as a Facilitator of Positive Transitions
111(2)
Comprehensive and Integrated Services
113(4)
More Questions Than Answers About Integrated Services
113(2)
Caring Communities
115(2)
Summary
117(1)
References
118(3)
3 Who Should Teach Young Children?121(50)
7 Preparing Teachers in Developmentally Appropriate Ways to Teach in Developmentally Appropriate Classrooms
129(30)
The Role of DAP in the ECE Program
130(5)
Voices of Teachers and Parents
131(1)
Professional Organizations
132(1)
Research
132(1)
Theory
133(2)
Teacher Educators as Models
135(6)
Behaviors
135(2)
Courses
137(2)
Field Placement
139(2)
Using Developmentally Appropriate Practice in Teaching
141(11)
Age Appropriateness
141(3)
Individual Appropriateness
144(3)
Other Characteristics of DAP
147(5)
Summary
152(1)
References
152(7)
8 A New Model: Parent Involvement in the 21st Century
159(12)
Introduction
159(1)
Changes in Society
160(1)
Past Research
161(1)
Empowerment
162(1)
A New Model
163(1)
Principled Negotiation
164(2)
Development of Common Principles
165(1)
Development of Roles and Responsibilities
165(1)
Selection of Mutual Options
165(1)
Future Research
166(1)
Recommendations to Local Communities
167(1)
Recommendations to State and National Agencies
167(1)
Summary
167(1)
References
168(3)
4 What Is the Early Childhood Curriculum?171(98)
9 Defining Standards for Practice: The Continuing Debate
176(14)
Standard-Setting in Context
177(2)
Defining Developmentally Appropriate Practice: Continuing the Debate
179(6)
Major Criticisms of NAEYC's 1987 Version of DAP
180(1)
Moving the Practices Debate into the Future
181(4)
Setting Standards for Questioning Practice: Resolving the Debate
185(2)
References
187(3)
10 Play Issues in Early Childhood Education
190(23)
Trying to Understand Play
191(2)
Orientation to the Past
191(1)
Orientation to the Future
192(1)
The Relationship Between Play and Work
193(1)
How Play Influences Other Developments--Imagination, Social Competence, Language, and Cognition
193(5)
Play and Imagination
194(2)
Play and Social Competence
196(1)
Play and Language
197(1)
Play and Cognition
198(1)
Equity in Play
198(4)
Play and Gender
199(1)
Play and Cultural Background
199(1)
Play and Varied Individual Characteristics
200(1)
Play and Special Learning Needs
201(1)
Implications for Teachers
202(3)
Play and Transformational Dynamics
203(1)
Play and Intervention
203(2)
Conclusion
205(1)
References
206(7)
11 Educating Young Children with Developmental Differences: Principles of Inclusive Practice
213(25)
Guiding Assumptions
214(2)
The Field of Early Childhood Special Education
216(2)
Social Constructivism as a Theoretical Basis for Inclusive Practices
218(2)
Principles for an Inclusive Curriculum
220(11)
Conclusion
231(1)
References
232(6)
12 Diversity and Early Childhood Education: Making Room for Everyone
238(31)
The Role of Culture in Early Care and Education
240(1)
Contested Values, Changing Beliefs, and Controversial Goals of American Education
241(5)
The Multiple Voices of Multiculturalism
243(3)
Visions of Democracy
246(1)
The Mission and the Knowledge Base of Early Childhood Education
246(4)
Children as Sources and Recipients of Cultural Activity
248(2)
Early Childhood Education's Commitment to Diversity
250(1)
Commitments for a Convergent Curriculum
250(8)
The Image of the Child
255(1)
New Image of Families and Home-School Relations
256(1)
New Image of Teachers
257(1)
Conclusion
258(1)
References
259(10)
5 How Will Early Childhood Education Be Evaluated?269(70)
13 Evaluating Educational Programs: Strategies to Understand and Enhance Educational Effectiveness
274(19)
The Terminology of Evaluation
276(2)
Theoretical Orientation to Educational Evaluation
278(4)
The Impetus for an Educational Evaluation
282(1)
Distinguishing Features of a Responsive and Useful Evaluation
283(1)
Guidelines for Planning and Designing an Educational Evaluation
284(3)
Guidelines for Data Collection and Data Analysis Activities
287(2)
Recommendations for Interpretation and Dissemination of Results
289(1)
The Benefits of Conducting Responsive, Useful Evaluations
289(1)
References
289(4)
14 Finding What Is of Value in Programs for Young Children and Their Families
293(21)
The Rationale for Program Evaluation
294(3)
What Is Program Evaluation?
294(1)
What Purposes Does Program Evaluation Serve?
294(2)
What Qualities Should Program Evaluation Have?
296(1)
Fitting Evaluation Processes to Programs for Young Children: Alternative Approaches
297(5)
Problems in Evaluating Early Childhood Programs
298(3)
Qualitative Evaluation Approaches
301(1)
Designing the Evaluation Study
302(6)
What Is the Problem to Be Studied?
303(1)
The Focus of Evaluation
303(1)
Procedures
304(4)
Implications of Program Evaluation
308(2)
What Difference Does It Make?
308(2)
What Are Early Childhood Educators Bound to Do?
310(1)
References
310(4)
15 Assessing Young Children
314(25)
Idiographic Methods
315(9)
Observing
316(3)
Case Studies
319(1)
Interviews
320(2)
Portfolios
322(2)
Nomothetic Assessment
324(6)
Intelligence Tests
324(3)
Standardized Achievement Tests
327(2)
Diagnosis and Screening
329(1)
Another Purpose for Assessing Children
330(3)
Accountability
331(1)
Need to Control
331(2)
Which Way Is Best?
333(1)
References
334(5)
Name Index339(8)
Subject Index347

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