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Teaching Young Children: An Introduction (with MyEducationLab)
ISBN: 9780137147717 | 0137147716
Edition: 4thFormat: Package
Publisher: Prentice Hall
Pub. Date: 1/1/2009
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Teaching Young Children: An Introduction, Fourth Edition, is one of the most accessible introduction to early childhood education texts with a curriculum focus in the market. In this thoroughly updated edition, students are easily able to read and understand the essentials of early childhood education. Easy-to-read and engagingly interactive, the text is full-color throughout. The author weaves five essential elements of effective early childhood education throughout the book: understanding development, play, guidance, working with families, an... MORE
| Introduction to the Field | |
| Overview of the Profession | |
| Essentials of Early Childhood Education | |
| The Scope of Early Childhood Education | |
| Funding: Who Pays for Early Education | |
| Teaching Young Children | |
| Professional Preparation of Early Childhood Caregivers | |
| Resources for Professional Development | |
| Historical Contexts | |
| Historical Figures Influencing Early Childhood Education | |
| Events Influencing Early Childhood Education | |
| Types of Programs | |
| The Montessori Program | |
| The High/Scope Curriculum | |
| The Behaviorist Approach | |
| The Bank Street Model | |
| The Reggio Emilia Program | |
| Foundations | |
| Understanding How a Child Develops and Learns | |
| The Developmentally Appropriate Classroom | |
| Key Perspectives on Learning and Development | |
| Children: Developmental Similarities and Differences | |
| Learning About Children | |
| Play in Childhood | |
| Defining Play | |
| Why Children Play: Theories | |
| Cognitive Play Types | |
| Social Play Types | |
| Benefits of Play | |
| Facilitating Childhood Play | |
| Guiding Young Children | |
| What Is Guidance? | |
| Recognizing Feelings and Understanding Emotions | |
| Guidance Strategies | |
| Guiding Routines | |
| Guiding Social Interactions | |
| Group Guidance | |
| Guidance for Children with Special Needs | |
| Working with Parents, Families, and Communities | |
| Family Life Today | |
| Is Involvement Worth the Effort? | |
| Building Strong Two-Way Relationships | |
| Effective Communication Methods | |
| Factors Influencing Quality Involvement | |
| Parent-Teacher Conflicts | |
| Families of Children with Special Needs | |
| Connecting with the Community | |
| Diversity and Young Children | |
| Diversity as an Essential Element | |
| Attitudes Toward Diversity | |
| Encouraging an Acceptance of Diversity | |
| Inappropriate Responses to Diversity | |
| Integrating Diversity Throughout the Curriculum | |
| English Language Learners | |
| Individuals with Special Needs | |
| Issues of Gender Equity | |
| Working with Families and the Community | |
| Organizing for Instruction | |
| Planning the Physical Environment: Indoors | |
| Planning Guidelines | |
| The Centers-Based Classroom | |
| Age-Related Considerations | |
| Selecting Equipment and Materials | |
| Creating an Inclusive Environment | |
| Changing the Physical Environment | |
| Health and Safety Issues | |
| Planning the Physical Environment: Outdoors | |
| Importance of Outdoor Play | |
| Planning Guidelines | |
| Outdoor Play Areas | |
| Developmental Considerations | |
| Selecting Equipment and Materials | |
| Planning for Change in the Outdoor Environment | |
| Heath and Safety on the Playground | |
| Family and Community Involvement | |
| Committing to the Outdoor Environment | |
| Activity Planning and Assessment | |
| Creating a Developmentally Appropriate Curriculum | |
| The Integrated Curriculum | |
| The Project Approach | |
| Scheduling Issues | |
| Assessment | |
| Involving Families | |
| The Curriculum | |
| Enhancing Physical Development | |
| The Importance of Motor Skills | |
| Foundation for Physical Fitness | |
| The Components of Physical Development | |
| Teaching Physical Development | |
| Enhancing Physical Development Indoors | |
| Enhancing Physical Development Outdoors | |
| Teaching Children to Care for Their Bodies | |
| Working with Parents and Families | |
| Supporting Emotional and Social Development | |
| Helping Children with Emotional Development | |
| Materials and Activities for Emotional Development | |
| Toward Social Competence | |
| The Social Development Curriculum | |
| Stress as a Factor in Social and Emotional Development | |
| Teachers' and Caregivers' Personal Development | |
| Mathematics, Science, and Social Studies Learning | |
| Goals of the Cognitive Curriculum | |
| The Constructivist Approach | |
| Mathematics and Young Children | |
| Science Learning | |
| Young Children and Social Studies | |
| Integrating Cognitive Learning Throughout the Curriculum | |
| Familial Roles in Cognitive Development | |
| Language and Literacy Learning | |
| Language Learning | |
| Literacy Learning | |
| Encouraging Family Involvement | |
| Using the Creative Arts to Support Development and Learning | |
| What Is Creativity? | |
| The Young Artist | |
| Music and the Young Child | |
| Activities in Art and Music | |
| Creative Dramatics | |
| Using Technology to Support Development and Learning | |
| Television and Young Children | |
| The Video Game Dilemma | |
| Can Computers Be Used in Developmentally Appropriate Ways? | |
| Selecting Computers and Software Programs | |
| Families and Technology | |
| References | |
| Author Index | |
| Subject Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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