Rent 9780827374836 | Introduction to Early Childhood Education

Summary Table of Contents

Introduction to Early Childhood Education, 4E offers readers an updated, research-based understanding of early brain development, emergent curriculum with the Reggio Emilia approach, and early childhood programming in developmentally appropriate practice in addition to evaluating the essentials of early childhood education. Sound theoretical rationales for early childhood education are clearly presented and exemplified by actual experiences of teachers who work with children and provide a realistic framework for students to build upon. Key terms highlighted in the text are defined in the margin for easy reference. Web site links that contain relevant information to chapter topics are also included.

Preface	p. xiii
The What of Early Childhood Education	p. 1
The Scope of and Need for Early Childhood Education	p. 3
The Growth of Early Childhood Education	p. 3
What Is Included in Early Childhood Education?	p. 7
Defining Quality in Early Childhood Programs	p. 16
The Future of Early Childhood Education	p. 23
The Who of Early Childhood Education	p. 29... MORE
The Children	p. 31
Children--Similarities	p. 31
Children--Differences	p. 44
Children with Special Needs	p. 45
Working with Parents of Special Children	p. 56
The Families	p. 60
A Theoretical Perspective	p. 60
The Changing American Family	p. 61
The Needs of Families	p. 64
Communicating with Families	p. 67
Family Involvement	p. 75
Parent Education	p. 77
The Teachers/Caregivers	p. 82
The Early Childhood Teacher and Caregiver	p. 82
Staffing in Early Childhood Programs	p. 85
Training and Regulation in Early Childhood Education	p. 91
Professionalism	p. 95
Some Current Issues and Dilemmas	p. 98
Parent Support for the Early Childhood Profession	p. 105
The Why of Early Childhood Education	p. 109
Rationale Supporting Early Childhood Education	p. 111
A Look Back--Children through Time	p. 112
Influential People in the History of Early Childhood Education	p. 113
Influential Theorists of Child Development	p. 118
Application of Theories in Early Childhood Education	p. 126
Research Support for Early Childhood Education	p. 143
Goals, Objectives, and Evaluation	p. 150
Goals	p. 150
Objectives	p. 151
Evaluation	p. 153
The Where of Early Childhood Education	p. 175
The Physical Environment	p. 177
Effects of the Physical Environment	p. 177
Arranging the Indoor Environment	p. 179
Arranging the Outdoor Environment	p. 186
Adapting the Environment	p. 190
Developmentally Appropriate Equipment	p. 191
Developmentally Appropriate Materials	p. 196
Parents' Role in the Early Childhood Environment	p. 200
The How of Early Childhood Education--Curriculum	p. 205
Scheduling and Curriculum Planning	p. 207
Components of the Early Childhood Schedule	p. 207
Guidelines for Program Scheduling	p. 213
Types of Schedules	p. 217
Flexibility of the Schedule	p. 218
What is Curriculum?	p. 221
Developing Written Plans for Theme-Based Curriculum	p. 227
Emergent Curriculum	p. 230
Parent Involvement in the Curriculum	p. 233
Creative Development through the Curriculum	p. 236
What Is Creativity?	p. 236
An Environment That Encourages Creativity	p. 238
Art	p. 242
Music	p. 256
Parental Values for Creativity	p. 262
Factors that Decrease Creativity	p. 263
Physical Development through the Curriculum	p. 268
A Developmental Framework for Motor Development	p. 268
Components of Motor Development	p. 269
Gross Motor Activities	p. 277
Fine Motor Activities--Manipulatives	p. 286
Sensory Activities	p. 289
Caring for the Body	p. 291
Parental Values Related to Physical Development and Care	p. 296
Cognitive Development through the Curriculum	p. 299
Theoretical Foundations of Cognitive Development	p. 299
Enhancing Infants' Cognitive Development	p. 305
Cognitive Tasks	p. 306
Math	p. 313
Science	p. 315
Parental Values for Cognitive Development	p. 323
Language Development through the Curriculum	p. 326
Theoretical Views of Language Development	p. 326
Components of Language	p. 328
Bilingualism	p. 332
Language and the Early Childhood Curriculum	p. 337
Parental Values for Language Development	p. 350
Social Development through the Curriculum	p. 355
Social Development and the Brain	p. 355
Theoretical Views of the Socialization Process	p. 356
Development of Social Competence	p. 357
Development of Prosocial Behaviors	p. 374
Sociodramatic Play	p. 374
Cooperative Games	p. 375
Reflecting the Family's Culture and Values	p. 377
The How of Early Childhood Education--Guidance	p. 381
Guiding Routines and Group Activities	p. 383
Arrival and Departure Times	p. 383
The New Child at School	p. 386
Meals and Eating Behavior	p. 387
Diapering and Toileting	p. 394
Sleep and Rest Times	p. 398
Parental Concerns About Routines	p. 400
Factors That Affect Group Behavior	p. 401
Group Guidance and the Daily Schedule	p. 404
Transitions	p. 411
The Unusual Situation	p. 412
Guiding Social Behaviors	p. 418
What Behaviors Do We Expect of Young Children?	p. 418
Philosophies of Guidance	p. 420
Important Definitions	p. 426
Some Techniques of Guidance	p. 426
What Is the Difference Between Normal and Problem Behavior?	p. 434
Factors That Affect Children's Behavior	p. 436
Dealing with Specific Behavior Problems	p. 441
Working with Parents to Solve Behavior Problems	p. 452
Helping Children Cope with Stress	p. 455
Defining Stress and Coping	p. 455
Sources of Stress in Children's Lives	p. 457
Children's Reactions to Stress	p. 469
Techniques to Help Children Cope with Stress	p. 471
Self-Protection Programs	p. 479
Helping Families Cope with Stress	p. 479
Epilogue	p. 484
References	p. 492
Glossary	p. 517
Name Index	p. 527
Subject Index	p. 533
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