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Exploring Your Role : A Practitioner's Introduction to Early Childhood Education

ISBN: 9780135269152 | 0135269156
Edition: 3rd
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2008

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SummaryTable of Contents
This text clearly focuses on the process of becoming a knowledgeable, caring, competent, and reflective practitioner who will work with children from birth through eight years of age. The book addresses the concerns new teachers often have about their effectiveness and prepares them to work with children in a variety of settings.
Exploring Your Role as a Reflective Practitioner
2(34)
Learning Outcomes
3(2)
A Definition of Teaching
... MORE		5(1)
Your Role as a Reflective Practitioner
6(5)
What Is the Field of Early Childhood Education?
11(1)
Characteristics of Effective Early Childhood Educators
12(5)
Professional Goals of Early Childhood Educators
17(10)
The Importance of Education in the Early Years
27(3)
Conclusion
30(4)
Exploring Your Child Advocacy Role From a Historical Perspective
34(34)
Learning Outcomes
35(1)
Your Role as a Child Advocate
36(4)
Historical Influences on Contemporary Programs
40(8)
Time-honored Precepts of Early Childhood Education
48(5)
Young Children Need Special Nurturing
48(1)
Young Children Are the Future of Society
49(1)
Young Children Are Worthy of Study
49(1)
Young Children's Potential Should Be Optimized
50(3)
How Programs Begin and Change
53(4)
Societal Trends
53(1)
Educational Theories
54(1)
Knowledge of Child Development
54(1)
Curriculum Standards
54(1)
Community Expectations
55(1)
Evaluation Criteria
56(1)
Human Resources
56(1)
Financial and Material Resources
56(1)
Pedagogy
57(1)
Early Childhood Programs for the 21st Century
57(5)
Articulated Philosophy and Goals
58(1)
Appropriate Structure and Organization
58(1)
Emphasis on Concept Development
58(1)
Attention to All Five Domains
59(1)
Increased Opportunity for Social Interaction
59(1)
Respect for Individual Differences
60(1)
Recognition and Inclusion of the Contributions of Many Ethnic Groups
60(1)
Interdisciplinary Approaches to Subject-matter Teaching
60(2)
Conclusion
62(6)
Exploring Your Role as a Child Development Specialist
68(40)
Learning Outcomes
69(2)
A Definition of Growth and Development
71(1)
Attributes of Young Children
71(3)
Patterns of Development
71(2)
Essential Needs
73(1)
Age-related Characteristics
74(1)
What Are Infants Like?
74(4)
What Are Toddlers Like?
78(2)
What Are Preschoolers and Kindergartners Like?
80(3)
What Are School-age Children Like?
83(4)
Your Role as a Child Development Specialist
87(2)
Why Child Development Knowledge Is Important
89(6)
Children with Special Needs
89(4)
Children from Diverse Backgrounds
93(2)
Major Theoretical Models
95(7)
Psychosocial Theory of Erik Erikson (1902-1994)
95(3)
Cognitive Development Theory of Jean Piaget (1896-1980)
98(3)
Cultural Context Theory of Urie Brofenbrenner (1917-)
101(1)
Hierarchy of Needs Theory of Abraham Maslow (1908-1970)
102(1)
Conclusion
102(6)
Exploring Your Role in Fostering Children's Learning
108(38)
Learning Outcomes
109(2)
A Definition of Learning
111(1)
Features of Authentic Learning Experiences
111(4)
Your Role as a Facilitator of Learning
115(1)
The Importance of Learner-Centered Experiences
116(4)
How Play Contributes to Children's Learning
120(7)
A Definition of Play
121(1)
The Importance of Play
122(1)
Stages and Types of Play
123(4)
Major Learning Theories
127(15)
What Is a Theory?
127(1)
Nativistic Theory of Learning
128(1)
Behavioral Theory of Learning
129(1)
Social-Learning Theory of Learning
130(2)
Constructivist Theory of Learning
132(4)
Multiple Intelligences Theory of Learning
136(6)
Conclusion
142(4)
Exploring Your Role in Designing a Safe, Healthy, and Appropriate Early Childhood Environment
146(38)
Learning Outcomes
147(2)
A Definition of Environment
149(1)
Principles of Environmental Design and Materials Selection
150(3)
Your Role in Designing a Safe, Healthy, and Appropriate Learning Environment
153(7)
Why the Environment Is Important
160(6)
Planning and Evaluating the Indoor and Outdoor Environments
166(12)
Preparing the Indoor Environment
166(10)
Evaluating the Indoor Environment
176(2)
The Outdoor Environment
178(1)
Adapting the Environment for All Children
178(3)
Adapting the Environment for Children with Limited Motor Abilities
179(1)
Adapting the Environment for Children with Sensory Impairments
179(1)
Adapting the Environment for Children with Diverse Academic Needs
180(1)
Conclusion
181(3)
Exploring Your Role as a Curriculum Developer
184(40)
Learning Outcomes
185(2)
A Definition of Curriculum
187(1)
Why the Curriculum Is So Important
187(8)
Influences on the Curriculum
188(1)
Developmentally Appropriate Practice and the Curriculum
189(2)
What Does Research Say About Appropriate Early Childhood Curricula?
191(4)
Your Role as a Curriculum Developer
195(2)
Understanding the Written Curriculum
197(9)
Curriculum Standards
197(1)
Content Areas of the Early Childhood Curriculum
198(1)
Organizing the Written Curriculum
199(6)
An Integrated Curriculum
205(1)
Understanding the Taught Curriculum
206(5)
Characteristics of a Meaningful Curriculum
206(5)
Creating a Meaningful Curriculum
211(6)
Thematic Units
211(3)
Projects
214(3)
Curriculum Theory
217(1)
Conclusion
218(6)
Exploring Your Role in Planning for Children's Learning
224(50)
Learning Outcomes
225(1)
A Definition of Planning
226(1)
Types and Levels of Planning
227(2)
Your Role as a Planner
229(19)
Why Is Planning So Crucial to Success as a Teacher?
248(4)
Planning Individual and Group Learning
249(1)
Planning Accountability to Local, State, and National Standards
249(1)
Planning for Each Learner's Success
250(2)
Research on Teachers' Planning Efforts
252(2)
Making Useful and Appropriate Plans
254(16)
Elements of Effective Planning
255(1)
Webbing as a Planning Tool
255(1)
Making Long-range Plans
255(6)
Making Short-term Plans
261(9)
Conclusion
270(4)
Exploring Your Role in Documenting Children's Learning
274(34)
Learning Outcomes
275(2)
Assessment Defined
277(2)
Your Role as an Evaluator
279(6)
Approaches to Assessment
285(4)
Norm-referenced, or Standardized, Tests
286(2)
Criterion-referenced Tests
288(1)
Principles of Performance Assessment
289(2)
Evaluating Individual Children's Progress
291(8)
Evaluating Program Effectiveness
299(1)
General Indicators of a Balanced Assessment Program
300(4)
Conclusion
304(4)
Exploring Your Role in Guiding Children's Behavior
308(40)
Learning Outcomes
309(2)
Children's Needs and Rights
311(4)
Your Role in Child Guidance
315(2)
Discipline and Child Guidance
317(4)
Violence, Aggression, and Conflict
321(4)
Positive Guidance Strategies
325(4)
Conflict Resolution and Classroom Communities
329(2)
Coping with Different Types of Conflict
331(7)
Possession Disputes
331(1)
Attention Getting
332(1)
Power Struggles
333(1)
Personality Clashes
334(1)
Group-entry Disputes
334(1)
Aggressive Play
335(1)
Teasing and Name Calling
335(1)
Shifting Blame
336(2)
Guiding Children to Appropriate Behavior
338(4)
Conclusion
342(6)
Exploring Your Role in Supporting Families
348(34)
Learning Outcomes
349(2)
Understanding Contemporary Families
351(2)
Your Role as a Family Resource Person
353(3)
Understanding the Family as a Social System
354(2)
Engaging Parents and Families in Educare
356(5)
Working Effectively with Families
357(4)
Allying with Parents and Families
361(8)
Collaborating with Families in Inclusive and Diverse Settings
369(1)
Major Models of Home-School-Community Collaboration
370(2)
Conclusion
372(10)
Exploring Your Role as a Professional in the Field of Early Childhood Education
382(27)
Learning Outcomes
383(2)
A Definition of Professional Development
385(2)
Your Role as an Early Childhood Professional
387(3)
Ways of Supporting Professional Development
390(2)
Stages in Teachers' Professional Development
392(4)
Life-long Learning and the Early Childhood Practitioner
396(2)
The Concerns of Beginning Teachers
398(3)
Conclusion
401(8)
Appendix Compendium of Early Childhood Materials and Resources409(34)
References443(18)
Name Index461(8)
Subject Index469

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