9780134029429

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Note: This is the loose-leaf version of The Young Child and does not include access to the MyEducationLab. To order MyEducationLab® with Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0134027353.

This widely used text discusses major development theories as they relate to physical, social and emotional, and cognitive domains, and contains extensive applications for teaching and working with young children. It provides students of child development with a sound knowledge base of current theory and research in the field of early childhood growth, development, and learning and its translation into practice in the daily lives of very young children. Time-honored theories of child development are discussed and applied to current knowledge about how children develop and learn, and contemporary theories, such as Cognitive (Core Systems and Neoconstructivism) and Contextual theories (Dynamic Systems and Relationship-Based Theories) are included. The authors apply theories and the supporting research based on these theories to Early Childhood Education practices in the classroom and with families. The new edition features a strong emphasis on the application of information, examples of early learning guidelines and outcome standards, new Meeting the Needs of All Children sections, complete updating throughout, and video exercises and a policy video/question for applying knowledge.

Also available with MyEducationLab®

This title is also available with MyEducationLab–an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes.

Donna Wittmer received her Ph.D. from Syracuse University in 1985 in Child, Family, and Community Studies. She was a professor of Early Childhood Education at the University of Colorado for 17 years and received Emerita status in January 2008. Donna is the author of numerous articles in Early Childhood Education Journals, including Young Children, and the co-author to a variety of early childhood education and development texts, including The importance of peers in the early years (2009) published by ZERO TO THREE Press.

Sandy Petersen is the Director of Outreach, Research, and Innovation at the Early Head Start National Resource Center at ZERO TO THREE. Her previous work includes directing training and technical assistance for early childhood at the Colorado Department of Education, heading a grant to explore inclusion of medically fragile infants and toddlers in community child care, and providing infant-parent psychotherapy at the Infant- Parent Program in San Francisco. Petersen created and teaches the Special Needs workshop in the Program for Infant Toddler Care.

Together, Wittmer and Petersen have co-authored the following three textbooks on development and curriculum:

Wittmer, D.S. & Petersen, S.H. (2008). Issues in infant/toddler programs. In S. Feeney, (Ed.), Issues in Early Childhood Education. Upper Saddle River, NJ: Merrill Prentice Hall.
Petersen, S.H., & Wittmer, D. S. (2009). Endless Opportunities–Curriculum for Infants and Toddlers. A Relationship-Based Approach. Upper Saddle River, NJ: Merrill-Prentice Hall.
Wittmer, D.S., & Petersen, S.H. (2009). Infant and toddler development and responsive program planning–a relationship-based approach (2nd Ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.

PART ONE AN OVERVIEW OF EARLY CHILDHOOD DEVELOPMENT

Chapter 1 The What and Why of Early Childhood Development

Chapter 2 The Where, When, and How of Early Childhood Study and Assessment

PART TWO THE CHILD’S LIFE BEGINS

Chapter 3 The Family Before Birth

Chapter 4 The Child and Family at Birth

PART THREE INFANCY: AGES BIRTH TO 1 YEAR

Chapter 5 The Brain, Perceptual and Motor Learning and Development and Physical Health and Growth: Infancy (Birth-1 Year)

Chapter 6 Emotional and Social Learning and Development: Infancy (Birth-1 Year)

Chapter 7 Cognitive, Language, and Literacy Learning and Development: Infancy (Birth-1 Year)

PART FOUR THE YOUNG CHILD: AGES 1 THROUGH 2 YEARS

Chapter 8 Perceptual and Motor Learning and Development; Health and Nutrition: Toddlers and Twos (1 Through 2 Years)

Chapter 9 Emotional and Social Learning and Development: Toddlers and Twos (1 Through 2 Years)

Chapter 10 Cognitive, Language, and Literacy Learning and Development: Toddlers and Twos (1 Through 2 Years)

PART FIVE THE YOUNG CHILD: AGES 3 THROUGH 4

Chapter 11 Motor Learning and Development, Health and Physical Development: Preschoolers (3 Through 4 Years)

Chapter 12 Emotional and Social Learning and Development: Preschoolers (3 through 4 Years)

Chapter 13 Cognitive, Language, and Literacy Learning and Development: Preschoolers (3 through 4 Years)

PART SIX THE YOUNG CHILD: AGES 5 THROUGH 8

Chapter 14 Motor Learning and Development; Health and Nutrition: Kindergarten and Early Elementary Grades (5 Through 8 Years)

Chapter 15 Emotional and Social Learning and Development: Kindergarten and Early Elementary Grades (5 Through 8 Years)

Chapter 16 Cognitive, Language, and Literacy Learning and Development: Kindergarten and Early Elementary Grades (5 Through 8 Years)

Epilogue

Appendix: Acronyms Associated with Childhood-Related Terms, Agencies, and Associations

Glossary

References

Name Index

Subject Index

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The Young Child Development from Prebirth Through Age Eight, Loose-Leaf Version

The Young Child Development from Prebirth Through Age Eight, Loose-Leaf Version

0134029429

Summary

Author Biography

Table of Contents

Supplemental Materials