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Who Am I in the Lives of Children? : An Introduction to Teaching Young Children

ISBN: 9780130277992 | 0130277991
Edition: 6th
Format: Hardcover
Publisher: Pearson College Div
Pub. Date: 1/1/2001

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SummaryTable of Contents
Designed for introductory courses in early childhood education and care at the two year and four year level. Provides a useful overview for graduate students and returning students who wish to increase or update their expertise. This comprehensive, readable introduction presents a developmental approach to the full range of early childhood education and care programs. Its clear, conceptual framework and integration of principles and practice assist students in understanding the many parts of the field and how they interconnect. The authors' str... MORE
Part I Foundations of Early Childhood Education and Care
The Early Childhood Educator
03(26)
Many Tasks and Many People
05(1)
... MORE
Working with Children
5(1)
Working with Families
5(1)
Being Part of a Team
6(1)
Career Paths in Working with Young Children
6(4)
Working With Children from Birth Through Age Five
7(1)
Working With Children in Kindergarten Through Third Grade
8(1)
Other Roles
9(1)
The Early Childhood Educator as a Person
10(5)
Personality
10(2)
Personal Values and Morality
12(1)
Attitudes Toward Diversity
12(2)
Self-Knowledge and the Ability to Reflect
14(1)
The Early Childhood Educator as a Professional
15(9)
The Knowledge Base
16(1)
Professional Commitment and Behavior
16(1)
Professional Values and Ethics
17(4)
Reflecting on Personal and Professional Values
21(1)
Stages of Professional Development
22(2)
Final Thoughts
24(1)
To Learn More
25(1)
For Your Portfolio
26(1)
Bibliography
26(3)
The Field of Early Childhood Education and Care
29(32)
Programs for Young Children
30(8)
Programs for Children from Birth to Age Five
31(4)
Programs for Children from-Ages Five Through Eight
35(2)
Parent Education Programs
37(1)
Program Approaches
38(6)
Montessori
38(1)
Reggio Emilia
39(3)
High/Scope
42(1)
Bank Street
43(1)
Program Regulation and Standards
44(3)
Issues and Trends
47(9)
Societal Changes
47(2)
Issues and Trends in Preschool Programs
49(5)
Issues and Trends in Public School Programs
54(2)
Final Thoughts
56(1)
To Learn More
56(1)
For Your Portfolio
57(1)
Bibliography
57(4)
The Historical Roots of Current Practice
61(34)
The Origins of Early Childhood Education
63(6)
Ancient Greece and Rome
63(1)
The Medieval Era, the Renaissance, and the Reformation
64(3)
The Enlightenment
67(1)
The Nineteenth Century
68(1)
Significant Influences on Early Childhood Education Today
69(12)
The Kindergarten
69(5)
Progressive Education
74(3)
The Nursery School
77(2)
The Montessori Approach
79(2)
Child Care in the United States
81(5)
Government Involvement in Programs for Young Children
86(3)
Programs for Low-Income Children
87(1)
Programs for Children with Disabilities
88(1)
Final Thoughts
89(1)
To Learn More
90(1)
For Your Portfolio
90(1)
Bibliography
90(5)
Part II Understanding Children
Understanding Development
95(40)
Characteristics of Development
96(4)
The Child Develops as a Whole
97(1)
Development Is Influenced by Maturation and Experience
97(1)
Development Proceeds from Top Down and from Near to Far
98(1)
Development Follows Predictable Patterns
98(1)
Rates of Development Vary
99(1)
Expectations for Development Have a Cultural Component
99(1)
Understanding of Development Informs Practice
99(1)
Foundations of Development
100(8)
The Biological Basis of Development
100(4)
The Impact of Environment
104(2)
Brain Development
106(2)
Development of the Whole Child: Theory Into Practice
108(23)
Physical Development
109(3)
Cognitive Development
112(12)
Social Development
124(5)
Emotional Development
129(2)
Final Thoughts
131(1)
To Learn More
132(1)
For Your Portfolio
133(1)
Bibliography
133(2)
Observation, Assessment and Documentation
135(34)
Observation
136(17)
The Observation Process
138(14)
Interpreting
152(1)
Assessment
153(10)
Standardized Assessment
153(6)
Authentic Assessment
159(4)
Documentation of Curriculum
163(2)
Sharing Information with Families
165(1)
Confidentiality
165(1)
Final Thoughts
165(1)
To Learn More
166(1)
For Your Portfolio
167(1)
Bibliography
167(2)
Children's Play
169(30)
The Nature of Play
170(12)
Characteristics of Play
171(1)
Purpose of Play
172(1)
Contemporary Theories
173(1)
Stages of Play
173(5)
Dramatic and Sociodramatic Play
178(1)
Diversity and Play
179(3)
The Value of Play
182(3)
Value of Play in Physical Development
182(1)
Value of Play in Emotional Development
182(1)
Value of Play in Social Development
183(1)
Value of Play in Cognitive Development
183(1)
Value of Play in Integrating Development
184(1)
Supporting Development Through Play
185(9)
Supportive Attitudes
185(2)
Supportive Roles
187(6)
Violence and Children's Play
193(1)
Gender-Stereotyped Play
194(1)
Final Thoughts
194(1)
To Learn More
195(1)
For Your Portfolio
195(1)
Bibliography
195(4)
Part III Planning for Care and Education
A Caring Place
199(32)
Physical Safety and Health
200(14)
A Safe Place
200(4)
Helping Children Learn to Be Safe
204(3)
A Healthy Place
207(3)
Helping Children Learn to Be Healthy
210(4)
Psychological Safety and Health
214(1)
Good Beginnings
214(3)
A Good Day
217(9)
Good Endings
226(2)
Final Thoughts
228(1)
To Learn More
229(1)
For Your Portfolio
229(1)
Bibliography
230(1)
A Learning Place
231(30)
Aesthetics
232(2)
Organizing the Space
234(5)
The Indoor Learning Spaces
235(4)
Equipping the Early Childhood Program
239(4)
Furniture
239(3)
Materials and Supplies
242(1)
Arrangement and Storage
242(1)
A Time for Learning
243(1)
Setting Up Indoor Learning Centers
244(9)
Block Areas
244(2)
Dramatic Play Area
246(1)
Manipulative Toy Area
247(1)
Sensory Play Areas
247(1)
Art Center
248(1)
Writing Center
249(1)
Library Center
249(1)
Inquiry Areas
250(1)
Computer Area
251(1)
Television and Video
252(1)
Setting Up Outdoor Learning Spaces
253(2)
Equipment for Active Play
254(1)
Making the Environment Work
255(2)
Final Thoughts
257(1)
To Learn More
257(1)
For Your Portfolio
258(1)
Bibliography
258(3)
Relationships with Children
261(34)
Values and Beliefs
262(1)
Diversity, Guidance, and Values
262(1)
Self-Concept
263(3)
Enhancing Self-Concept and Self-Esteem
264(2)
Building Relationships with Children
266(7)
Relationships
266(3)
Communication
269(4)
Guiding a Classroom of Young Children
273(19)
Becoming Comfortable with Authority
274(2)
Anticipating and Preventing Problems
276(4)
Creating Appropriate Guidelines
280(2)
Dealing with Conflicts and Problems
282(10)
Final Thoughts
292(1)
To Learn More
292(1)
For Your Portfolio
292(1)
Bibliography
293(2)
The Curriculum
295(32)
Curriculum in Early Childhood Education
297(3)
The Physical Development Curriculum
300(3)
Curriculum for Sensory Development
300(1)
Curriculum for Large-Muscle Development
301(2)
Curriculum for Small-Muscle Development
303(1)
The Creative Arts Curriculum
303(7)
Art
304(3)
Music
307(1)
Creative Movement
308(1)
Aesthetics
309(1)
The Communication Curriculum
310(4)
Language
310(1)
Literacy
311(2)
Literature
313(1)
The Inquiry Curriculum
314(8)
Math
316(2)
Science
318(1)
Social Studies
319(3)
Final Thoughts
322(2)
To Learn More
324(1)
For Your Portfolio
324(1)
Bibliography
324(3)
Planning Curriculum
327(34)
Things to Consider in Planning Curriculum
328(3)
Philosophy and Values
328(1)
How Children Develop and Learn
329(1)
What's Worth Knowing?
330(1)
Family, Culture, and Community
330(1)
Ways to Organize Curriculum
331(1)
Ways to Present Curriculum
332(2)
Play in a Planned Environment
332(1)
One-to-One Activities
332(1)
Small Group Activities
332(1)
Whole Group Activities
333(1)
Balancing Child Choice and Teacher Direction
333(1)
Planning
334(22)
Kinds of Planning
335(3)
Activity Plans
338(5)
Integrated Thematic Planning
343(13)
Final Thoughts
356(1)
To Learn More
356(1)
For Your Portfolio
356(1)
Bibliography
356(5)
Part IV Special Relationships
Working with Children with Special Needs
361(26)
Terminology
362(1)
Identifying a Child Who Has a Special Need
363(1)
Inclusion of Children with Special Needs in Early Childhood Programs
364(6)
Preparing for Inclusion
366(1)
Classroom Practice
367(3)
Kinds of Disabilities
370(9)
Children with Orthopedic Impairments
371(1)
Children with Visual Impairments
372(1)
Children with Hearing Impairments
372(1)
Children with Speech or Language Impairments
373(1)
Children with Mental Retardation
374(2)
Children with Learning Disabilities
376(1)
Children with Attention Deficit Hyperactivity Disorder
377(1)
Children with Serious Emotional Disturbance
378(1)
Other Special Needs
379(3)
Children Who Have Been Abused or Neglected
379(2)
Children with Special Gifts and Talents
381(1)
Working with Families of Children with Special Needs
382(2)
Final Thoughts
384(1)
To Learn More
384(1)
For Your Portfolio
385(1)
Bibliography
385(2)
Working with Families
387(24)
Your Values and Working with Families
389(1)
What You Need to Know to Work with Families
389(8)
What Parenting Is Like
390(1)
Understanding and Accepting Diverse Child-Rearing
391(2)
How Relationships Are Built
393(1)
How to Communicate with Family Members About Your Program
394(1)
How to Support Families in Stress
395(1)
Your Legal Responsibilities with Regard to Families
396(1)
Including Families
397(9)
Share Information
397(2)
Address Families' Concerns
399(2)
Conduct Conferences
401(2)
Involve Families in the Program
403(1)
Provide Family Education
404(2)
Final Thoughts
406(1)
To Learn More
406(1)
For Your Portfolio
406(1)
Bibliography
407(4)
Part V Conclusion
Becoming an Early Childhood Professional
411(9)
Develop Your Philosophy
412(1)
Behave Ethically
412(1)
Base Your Work on Knowledge of and Respect for Children
412(1)
Build Good Relationships with Adults
413(1)
Take Care of Yourself
413(1)
Continue to Learn and Grow
413(1)
Behave Like a ``True Professional''
414(1)
Make a Commitment to Your Profession
414(1)
Final Thoughts
415(1)
Professional Resources For Your Portfolio
415(2)
Bibliography
417(3)
Appendix A420(6)
The NAEYC Code of Ethical Conduct
420(6)
Appendix B426(23)
Safety Checklist
426(1)
Emergency Prevention and Preparation
427(2)
Health Checklist
429(2)
Infant Toddler Learning Environment Checklist
431(9)
Preschool/Primary Learning Environment Checklist
440(9)
Name Index449(4)
Subject Index453

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