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Continuing Issues in Early Childhood Education

by: Seefeldt, Carol; Galper, Alice

Continuing Issues in Early Childhood Education

by: Seefeldt, Carol; Galper, Alice

ISBN 13:
9780135193648
ISBN 10:
0135193648
Edition: 2nd
Format: Paperback
Copyright: 01/01/1998
Publisher: Pearson College Div
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Summary

Fifteen contributions by leaders in the field combine to present a balanced nonpartisan examination of key concerns. The book includes new chapters on advocacy, quality in child care, transition from preschool to primary school, developmentally appropriate practice, defining standards, developmental differences, and diversity.

1 Who Is Responsible for Early Education?

(56)

1 The Role of Government in Early Care and Education: Who Decides?

(22)

Where We've Been: Federal and State Involvement

(5)

Financial Support

(3)

State and Local Investments

(1)

Program Administration and Policy Development

(1)

Where Are We Now? Gaps and Challenges in Care and Education

(4)

The Implications of Welfare Repeal

(4)

Where Do We Go from Here--Step Forward or Languish Behind?

(3)

References

(4)

2 Advocacy for Children

(13)

Advocacy: Influencing Decisions on Behalf of Children

(1)

A Note about Context

(4)

How Can Advocates Make a Difference?

(4)

Influencing Public Policies to Effect Systemic Change

(1)

References

(2)

3 The Mutually Beneficial Relationship Between Employers and Early Childhood Education

(15)

The Evolution of Employer Interest in Early Childhood and Family Supports

(12)

Understanding Early Childhood from the Parent/Employee Perspective

(1)

The Benefits of Early Childhood Programs for Employers

(1)

What Kinds of Companies Are Responding to Early Childhood Care and Education?

(1)

The Corporate Response to Early Childhood Care and Education

(4)

Helping to Enhance Quality

(1)

In Summary

(1)

References

(2)

2 When Should Early Education Begin?

(64)

4 Infant/Toddler Care and Education

(25)

Our Nation's "Triple-think" About Out-of-Home Care and Education for Infants and Toddlers

(3)

New Understandings About the Nature of Infant and Toddler Development

(6)

Findings on the Physiology of Brain Development

(1)

Findings on Behavioral Development

(5)

New Understandings about the Nature and Influence of Family and the Wider Community on Infant and Toddler Development

(1)

Family Development

(1)

The Ecology of Early Childhood

(1)

Summary of Implications of Recent Research for Child Care

(1)

Implications for Policy Related to Infant and Toddler Care and Education

(1)

How Close Is Policy and Practice to These Guidelines?

(1)

Disturbing Data from Recent Studies

(4)

Support for the Importance of Training and Improved Ratios

(1)

Poor Quality Child Care Affects Attachment of Some, Not Others: The NICHD Study of Early Child Care

(1)

Where Infant and Toddler Care Stands Today

(3)

References

(6)

5 Quality in Child Care: How Much Does It Matter?

(16)

Quality in Child Care: How Much Does It Matter?

(1)

"Good Enough Child Care Not to Harm"

(3)

Normal Children Create Their Own Experiences

(1)

Normal Is All That Is Necessary

(2)

Statistical versus Substantive Significance

(8)

Language Development

(1)

Social-Emotional Development

(2)

Cognitive Development

(1)

Replicability and Sample Size

(4)

Summary

(1)

Conclusions

(1)

References

100

(3)

6 Transitions in Early Childhood

103

(18)

Perspectives from Theory and Research

104

(2)

Elements of Continuity

104

(1)

Ecological Transitions for Children and Families

105

(1)

Family Involvement, Education, and Efficacy

106

(3)

What Is Family Involvement and Do We Know That It Works?

107

(1)

Positive Results of Home-School Linkages

108

(1)

Developmentally Appropriate Practice

109

(4)

Key Elements of Developmentally Appropriate Practice

110

(1)

Support for Developmentally Appropriate Practice as a Facilitator of Positive Transitions

111

(2)

Comprehensive and Integrated Services

113

(4)

More Questions Than Answers About Integrated Services

113

(2)

Caring Communities

115

(2)

Summary

117

(1)

References

118

(3)

3 Who Should Teach Young Children?

121

(50)

7 Preparing Teachers in Developmentally Appropriate Ways to Teach in Developmentally Appropriate Classrooms

129

(30)

The Role of DAP in the ECE Program

130

(5)

Voices of Teachers and Parents

131

(1)

Professional Organizations

132

(1)

Research

132

(1)

Theory

133

(2)

Teacher Educators as Models

135

(6)

Behaviors

135

(2)

Courses

137

(2)

Field Placement

139

(2)

Using Developmentally Appropriate Practice in Teaching

141

(11)

Age Appropriateness

141

(3)

Individual Appropriateness

144

(3)

Other Characteristics of DAP

147

(5)

Summary

152

(1)

References

152

(7)

8 A New Model: Parent Involvement in the 21st Century

159

(12)

Introduction

159

(1)

Changes in Society

160

(1)

Past Research

161

(1)

Empowerment

162

(1)

A New Model

163

(1)

Principled Negotiation

164

(2)

Development of Common Principles

165

(1)

Development of Roles and Responsibilities

165

(1)

Selection of Mutual Options

165

(1)

Future Research

166

(1)

Recommendations to Local Communities

167

(1)

Recommendations to State and National Agencies

167

(1)

Summary

167

(1)

References

168

(3)

4 What Is the Early Childhood Curriculum?

171

(98)

9 Defining Standards for Practice: The Continuing Debate

176

(14)

Standard-Setting in Context

177

(2)

Defining Developmentally Appropriate Practice: Continuing the Debate

179

(6)

Major Criticisms of NAEYC's 1987 Version of DAP

180

(1)

Moving the Practices Debate into the Future

181

(4)

Setting Standards for Questioning Practice: Resolving the Debate

185

(2)

References

187

(3)

10 Play Issues in Early Childhood Education

190

(23)

Trying to Understand Play

191

(2)

Orientation to the Past

191

(1)

Orientation to the Future

192

(1)

The Relationship Between Play and Work

193

(1)

How Play Influences Other Developments--Imagination, Social Competence, Language, and Cognition

193

(5)

Play and Imagination

194

(2)

Play and Social Competence

196

(1)

Play and Language

197

(1)

Play and Cognition

198

(1)

Equity in Play

198

(4)

Play and Gender

199

(1)

Play and Cultural Background

199

(1)

Play and Varied Individual Characteristics

200

(1)

Play and Special Learning Needs

201

(1)

Implications for Teachers

202

(3)

Play and Transformational Dynamics

203

(1)

Play and Intervention

203

(2)

Conclusion

205

(1)

References

206

(7)

11 Educating Young Children with Developmental Differences: Principles of Inclusive Practice

213

(25)

Guiding Assumptions

214

(2)

The Field of Early Childhood Special Education

216

(2)

Social Constructivism as a Theoretical Basis for Inclusive Practices

218

(2)

Principles for an Inclusive Curriculum

220

(11)

Conclusion

231

(1)

References

232

(6)

12 Diversity and Early Childhood Education: Making Room for Everyone

238

(31)

The Role of Culture in Early Care and Education

240

(1)

Contested Values, Changing Beliefs, and Controversial Goals of American Education

241

(5)

The Multiple Voices of Multiculturalism

243

(3)

Visions of Democracy

246

(1)

The Mission and the Knowledge Base of Early Childhood Education

246

(4)

Children as Sources and Recipients of Cultural Activity

248

(2)

Early Childhood Education's Commitment to Diversity

250

(1)

Commitments for a Convergent Curriculum

250

(8)

The Image of the Child

255

(1)

New Image of Families and Home-School Relations

256

(1)

New Image of Teachers

257

(1)

Conclusion

258

(1)

References

259

(10)

5 How Will Early Childhood Education Be Evaluated?

269

(70)

13 Evaluating Educational Programs: Strategies to Understand and Enhance Educational Effectiveness

274

(19)

The Terminology of Evaluation

276

(2)

Theoretical Orientation to Educational Evaluation

278

(4)

The Impetus for an Educational Evaluation

282

(1)

Distinguishing Features of a Responsive and Useful Evaluation

283

(1)

Guidelines for Planning and Designing an Educational Evaluation

284

(3)

Guidelines for Data Collection and Data Analysis Activities

287

(2)

Recommendations for Interpretation and Dissemination of Results

289

(1)

The Benefits of Conducting Responsive, Useful Evaluations

289

(1)

References

289

(4)

14 Finding What Is of Value in Programs for Young Children and Their Families

293

(21)

The Rationale for Program Evaluation

294

(3)

What Is Program Evaluation?

294

(1)

What Purposes Does Program Evaluation Serve?

294

(2)

What Qualities Should Program Evaluation Have?

296

(1)

Fitting Evaluation Processes to Programs for Young Children: Alternative Approaches

297

(5)

Problems in Evaluating Early Childhood Programs

298

(3)

Qualitative Evaluation Approaches

301

(1)

Designing the Evaluation Study

302

(6)

What Is the Problem to Be Studied?

303

(1)

The Focus of Evaluation

303

(1)

Procedures

304

(4)

Implications of Program Evaluation

308

(2)

What Difference Does It Make?

308

(2)

What Are Early Childhood Educators Bound to Do?

310

(1)

References

310

(4)

15 Assessing Young Children

314

(25)

Idiographic Methods

315

(9)

Observing

316

(3)

Case Studies

319

(1)

Interviews

320

(2)

Portfolios

322

(2)

Nomothetic Assessment

324

(6)

Intelligence Tests

324

(3)

Standardized Achievement Tests

327

(2)

Diagnosis and Screening

329

(1)

Another Purpose for Assessing Children

330

(3)

Accountability

331

(1)

Need to Control

331

(2)

Which Way Is Best?

333

(1)

References

334

(5)

Name Index

339

(8)

Subject Index

347

Amazon no longer offers textbook rentals. We do!

Continuing Issues in Early Childhood Education

Continuing Issues in Early Childhood Education

9780135193648

0135193648

Summary

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

Continuing Issues in Early Childhood Education

Continuing Issues in Early Childhood Education

9780135193648

0135193648

Summary

Table of Contents

Supplemental Materials

Write a Review

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