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Fundamentals of Early Childhood Education

ISBN: 9780130975126 | 0130975125
Edition: 3rd
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2003

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SummaryTable of ContentsAuthor Biography
For Introduction to Early Childhood Education courses. The third edition of this best-selling text has been thoroughly updated to ensure that future teachers of children from birth through age 8 encounter the most current ideas about how children learn, how best to teach them, and how to effectively include their families and their communities in their education. The third edition offers strengthened emphasis on professionalism and professional standards; greater coverage of curriculum; and increased discussion of the diversity of today's class... MORE
You and Early Childhood Education: What Does It Mean to Be a Professional?
2(26)
Professional Development Goals
3(1)
Who... MORE
4(1)
The Four Dimensions of Professionalism
4(15)
Using the Professional Development Checklist
19(3)
What Is the Terminology of Early Childhood Education?
22(2)
Why Technology Tie-Ins?
24(2)
Activities for Professional Development
26(2)
Early Childhood Education Today: Understanding Current Issues
28(28)
Professional Development Goal
29(1)
Issues Influencing the Practice of Early Childhood Education
30(18)
Politics and Early Childhood Education
48(2)
Federal end State Involvement in Early Childhood Programs
50(3)
New Directions in Early Childhood Education
53(1)
Activities for Professional Development
54(2)
History and Theories: Foundations for Teaching and Learning
56(38)
Professional Development Goals
57(1)
Why Is the History of Early Childhood Education Important?
58(1)
Why Are Theories of Learning Important?
59(3)
Famous Persons and Their Influence on Early Childhood Education
62(25)
From Luther to Hirsch: Basic Concepts Essential to Good Educational Practices
87(5)
Activities for Professional Development
92(2)
Implementing Early Childhood Programs: Applying Theories to Practice
94(38)
Professional Development Goal
95(1)
What Are Programs of Early Childhood Education?
96(4)
Types of Child Care Programs
100(5)
High/Scope: A Constructivist Approach
105(5)
The Montessori Method
110(7)
Reggio Emilia
117(5)
Head Start
122(7)
Activities for Professional Development
129(3)
Observing and Assessing Young Children: Guiding, Teaching, and Learning
132(26)
Professional Development Goal
133(1)
What Is Assessment?
134(7)
Screening Procedures
141(1)
Using Observation to Assess
142(10)
Reporting to and Communicating with Parents
152(1)
What Are the Issues in the Assessment of Young Children?
152(3)
Activities for Professional Development
155(3)
Infants and Toddlers: Foundational Years for Learning
158(30)
Professional Development Goal
159(1)
Painting Portraits of Children
160(1)
What Are Infants and Toddlers Like?
160(2)
Young Brains: A Primer
162(3)
Nature, Nurture, and Development
165(2)
Motor Development
167(4)
Intellectual Development
171(4)
Language Development
175(4)
Developmentally Appropriate Infant and Toddler Programs
179(3)
Multiculturally Appropriate Practice
182(1)
Curricula for Infants and Toddlers
182(4)
Activities for Professional Development
186(2)
The Preschool Years: Getting Ready for School
188(34)
Professional Development Goal
189(2)
What Is Preschool?
191(1)
What Are Preschoolers Like?
191(5)
Ready to Learn: Ready for School
196(5)
Preschool Curriculum, Goals, and State Standards
201(3)
Play in Preschool Programs
204(10)
The Preschool Daily Schedule
214(2)
Quality Preschool Programs
216(3)
Successful Transitions to Kindergarten
219(1)
The Future of Preschool Education
220(1)
Activities for Professional Development
220(2)
Kindergarten Today: Meeting Academic and Developmental Needs
222(28)
Professional Development Goal
223(1)
The History of Kindergarten Education
224(1)
What are Kindergarten Children Like?
224(1)
Who Attends Kindergarten?
225(4)
Kindergarten Today
229(2)
Developmentally Appropriate Practice in the Kindergarten
231(1)
Literacy and Kindergarten Children
232(9)
Supporting Children's Attitude toward Learning
241(7)
Activities for Professional Development
248(2)
The Primary Grades: Preparation for Lifelong Success
250(30)
Professional Development Goal
251(1)
Primary Children: Growth and Development
252(4)
The Contemporary Primary School
256(21)
Activities for Professional Development
277(3)
Educating Children with Diverse Backgrounds and Special Needs: Ensuring all Children Learn
280(38)
Professional Development Goal
281(1)
Children with Disabilities
282(18)
Gifted and Talented Children
300(1)
Education for Children with Diverse Backgrounds
301(15)
Activities for Professional Development
316(2)
Guiding Children's Behavior: Helping Children Act their Best
318(24)
Professional Development Goal
319(1)
How to Guide Children's Behavior
320(20)
Activities for Professional Development
340(2)
Cooperation and Collaboration with Parents, Families, and the Community: Building a Partnership for Student Success
342(27)
Professional Development Goal
343(1)
Redefining Parent Involvement
344(4)
Parent/Family Involvement: What Is It?
348(18)
Activities for Professional Development
366(3)
Appendix The NAEYC Code of Ethical Conduct369(8)
Endnotes377(4)
Glossary381(6)
Index387
George S. Morrison is a professor of early childhood education at the University of North Texas.

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