Early Childhood Education: Learning Together Learning Together

by: Casper, Virginia; Theilheimer, Rachel

ISBN 13:
9780073378480
ISBN 10:
0073378488
Edition: 1st
Format: Paperback
Copyright: 11/11/2009
Publisher: McGraw-Hill Humanities/Social Sciences/Languages

Note: Not guaranteed to come with supplemental materials (access cards, study guides, lab manuals, CDs, etc.)

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Summary

Introduction to Early Childhood Educationprovides a comprehensive overview of early childhood education. This exciting new text encourages students to understand the need for flexible approaches in their work with children. Early childhood education is not a "one size fits all" proposition, so this text encourages students in multiple ways to reflect upon why they are doing what they are doing. With connections to NAEYC standards, case studies, and essays from real people on the front lines of early childhood education, students will leave the course with a superior foundation in both the theoretical aspects of ECE and the real world applications of those theories.

An Introduction to Early Childhood
Working with Young Children	p. 1
Early Care and Education	p. 2
What Is Care?	p. 2
What Is Education?	p. 3
Some Purposes of Early Care and Education	p. 4
Quality of Early Care and Education	p. 4
Applying Child Development Principles	p. 5
Reconceptualizing Early Childhood Education	p. 8
Early Childhood Educators	p. 8
Diverse Biographies and Cultural Identities	p. 9
Real Voice: Efrén Michael Léon, Las Cruces, New Mexico	p. 12
Thoughtful Individuals	p. 14
Professional Development	p. 18
Educator Relationships with Other Adults	p. 24
Working as Part of a Classroom Team	p. 25
Working with Supervisors	p. 27
Working with Others to Support Inclusion	p. 28
Collaborating with Family Members	p. 29
Summary	p. 30
Further Activities	p. 31
Children and the Worlds They Inhabit	p. 32
Our Rapidly Changing World	p. 33
Globalization and Education	p. 34
Culture	p. 35
Ecological Theories	p. 36
What Children Know and How	p. 38
What Can We Provide for Young Children?	p. 39
Consistency and Predictability	p. 40
Practice That Supports Health	p. 42
Respect and Equal Access	p. 45
Real Voice: Joan Bibeau, Grand Rapids, Minnesota	p. 46
Inclusion of Those with Disabilities and Special Needs	p. 53
Work Against Poverty and Racism	p. 55
Social Justice	p. 56
The Developmental-Interaction Approach	p. 57
Having a Voice	p. 60
Joining with Others	p. 60
Speaking Out for Children and Families	p. 61
Summary	p. 62
Further Activities	p. 63
Children Learning about the World through Relationships	p. 64
Early Experience	p. 65
Brain Development: The Neuroscience of Experience	p. 65
Yin’s and Brad’s Early Experiences	p. 67
Attachment, Relationships, and Experience	p. 69
An Evolutionary Theory in Cultural Context	p. 69
Relationship History = Attachment Quality	p. 70
Classifying Attachment	p. 71
Being Known	p. 72
Real Voice: Meg Gillette, Birmingham, Alabama	p. 74
Emotions and Self-Regulation	p. 75
The Development of Emotions	p. 75
Regulating Emotions	p. 76
Theory of Mind	p. 78
Applications to Classroom Practice	p. 79
Self-Regulation in Classrooms	p. 80
Social and Emotional Development in Classrooms	p. 84
Electronic Screens: A Relationship?	p. 88
Difficult Experiences and Challenging Conversations	p. 90
Children Understanding the World through Play	p. 95
The Integrative Role of Play	p. 96
Imagination	p. 96
Communication of Meaning	p. 97
Transformation of Thought	p. 97
Problem Solving	p. 98
Play in the Lives of Children	p. 98
The Roots of Play	p. 98
Play in the Preschool Years	p. 99
Play in the Primary Grades	p. 100
Qualities of Play	p. 101
Intrinsic Motivation	p. 101
Attention to Means over End	p. 101
Freedom from Externally Imposed Rules	p. 102
Self-Expression through Symbol and Metaphor	p. 103
Categories of Play	p. 104
Functional Play	p. 105
Constructive Play	p. 105
Dramatic Play	p. 106
Games with Rules	p. 108
Affective Components	p. 109
Communicating and Integrating Emotions	p. 109
Identity and Mastery	p. 110
Playing for and about Power	p. 112
Play and Difference	p. 113
Play and Gender	p. 113
Play and Culture	p. 114
Play and Special Needs	p. 115
Play Relationships in the Classroom	p. 116
Play and Peer Relationships	p. 116
Play and Teacher-Child Relationships	p. 116
The Role of Play in a Democratic Society	p. 120
Play, Imagination, and Social Change	p. 121
Debates about Play	p. 121
Real Voice: Melissa Dubick, Austin, Texas	p. 122
Summary	p. 123
Further Activities	p. 125
Foundations of Early Childhood Education
Early Childhood Perspectives: Then and Now, Near and Far	p. 126
Early Childhood around the World	p. 127
Early Education in South Africa	p. 128
Early Education in India	p. 130
Early Education in the People’s Republic of China	p. 131
Views of Childhood in Western History	p. 133
Ancient Greece and Rome	p. 133
Europe in Medieval Times	p. 134
Seventeenth- and Eighteenth-Century Europe	p. 135
Nineteenth-Century Europe and the United States	p. 137
Twentieth-Century Europe and the United States	p. 141
The Progressive Movement, 1890-1930	p. 143
Real Voice: Steve Vande Zande, Milwaukee, Wisconsin	p. 146
Mid-Twentieth-Century America to Present Times	p. 151
The Great Society and Head Start	p. 151
Special Education: From Mainstreaming to Inclusion to Continuum of Services	p. 152
Standardization, Accountability, and Testing	p. 153
Summary	p. 154
Further Activities	p. 155
Theories of Early Childhood: Explanations, Applications, and Critiques	p. 156
What Is a Theory?	p. 157
Real Voice: Amy Bolotin, Ridgefield, Connecticut	p. 158
Michael’s Story	p. 159
Theories Arise in Context	p. 159
Psychoanalytic and Psychoanalytically Informed Theories	p. 163
Freudian Theory	p. 163
Freud’s Immediate Successors	p. 164
Contemporary Psychoanalytically Informed Theories of Early Childhood	p. 165
Evaluation of the Psychoanalytic Viewpoint	p. 167
Revisiting Michael’s Head Start Using Psychoanalytic and Psychoanalytically Informed Theories	p. 167
Behaviorist Theories	p. 168
Social Learning Theory	p. 168
Cognitive Behavioral Theory	p. 169
Evaluation of Behaviorist Theory	p. 170
Revisiting Michael’s Head Start Using Behaviorist Theories	p. 170
Maturational Theories	p. 171
Evaluation of Maturational Theories	p. 171
Revisiting Michael’s Head Start Using
Maturational Theories	p. 171
Constructivist Theories	p. 172
Neo-Piagetian Theories	p. 173
Evaluation of Piagetian and Neo-Piagetian Theory	p. 173
Revisiting Michael’s Head Start Using Constructivist Theory	p. 174
Contextualist Theories	p. 174
Contemporary Contextualist Theories	p. 176
Contextualist Theories and Early Childhood Education	p. 177
Evaluation of Contextualist Theory	p. 177
Revisiting Michael’s Head Start Using Contextualist Theory	p. 177
Humanist Theories	p. 178
Maslow’s Hierarchy of Needs	p. 178
Humanist Theory and the Early Childhood Educator	p. 178
Evaluation of Humanist Theory	p. 178
Revisiting Michael’s Head Start Using Humanist Theory	p. 179
Developmental Systems Theories	p. 179
Transactional Model of Development	p. 179
Dynamic Systems Theory	p. 180
Identity Theories	p. 181
Theories about Gender Identity and Gender Roles	p. 181
Postmodern and Feminist Poststructuralist Theories	p. 183
Theories of Racial and Ethnic Identity	p. 184
Theories about Intelligence	p. 186
Intelligence in the Psychological Literature	p. 186
Multiple Intelligences	p. 186
Summary	p. 187
Further Activities	p. 189
Early Childhood Programming	p. 190
Care and Education	p. 191
The Role of Continuity	p. 192
A Continuum of Care	p. 193
Care and Education in the Home	p. 194
Family, Friend, and Neighbor Care	p. 194
Family Child Care	p. 195
Nannies	p. 195
Real Voice: Alexis Harper, Bellingham, Washington	p. 196
Funding	p. 197
Public Funding	p. 197
Private Child Care	p. 199
Full-Day Child Care	p. 200
Center-Based Infant/Toddler Programs	p. 200
Faith-Based Programs	p. 201
Employer Involvement	p. 201
Campus Child Care	p. 202
Short-Term Child Care	p. 202
Elementary Schools	p. 204
Kindergarten	p. 204
PK-3 Schools	p. 205
Charter Schools and Vouchers	p. 205
Homeschooling	p. 205
Out-of-School Programs	p. 206
Specialized Programs for Infants and Toddlers	p. 207
Early Intervention	p. 207
Infant Mental Health Services	p. 208
Programs for Families	p. 209
Parent-Child Programs	p. 209
Home Visiting	p. 209
Family Literacy Programs	p. 210
Child Care Resource and Referral Agencies	p. 211
Approaches: Explanation, Application, and Critiques	p. 211
Some Early Approaches and Methods	p. 212
More Recent Approaches	p. 216
Making Approaches Your Own	p. 217
Summary	p. 218
Further Activities	p. 221
Knowing All Children “From the Inside Out”: The Observation, Assessment and Teaching Cycle
Children, Development, and Culture	p. 222
Understanding and Applying Child Development Principles	p. 224
Basic Principles of Development	p. 224
Influences on Development	p. 226
Domains of Development	p. 233
Physical Growth and Motor Development	p. 235
Social-Emotional Development	p. 238
Cognitive Development	p. 239
Language and Literacy	p. 242
Children with Special Needs	p. 247
When Difference Requires Diagnosis	p. 248
Universal Design	p. 248
Real Voice: Sabrina Rotonda Irvin, San Jose, California	p. 249
Summary	p. 251
Further Activities	p. 252
Observation: The Roots of Practice	p. 253
Observing and Recording	p. 254
Noticing and Describing Details	p. 255
Watching, Listening, and Analyzing	p. 256
Describing, Not Deciding	p. 258
Teaching Reflectively	p. 259
Reasons to Observe and Record	p. 260
To Become a Skillful Learning Partner	p. 261
To Frame Experiences and Interactions	p. 262
To Communicate with Families and Colleagues	p. 265
To Develop Professionally	p. 268
The How of Observing and Recording	p. 269
What to Observe and Record	p. 269
Respecting Confidentiality	p. 270
Being Aware of and Examining Biases	p. 271
Real Voice: Elaine Chu, New York, New York	p. 272
Observing Continuously over Time	p. 273
The Practicalities of Observing and Recording	p. 274
Selecting Methods	p. 274
Analyzing Data	p. 279
Synthesizing Findings	p. 280
Making Observation and Recording Work	p. 281
Summary	p. 283
Further Activities	p. 284
Early Childhood Assessment	p. 285
The Roots of Assessment	p. 286
Assessment and Evaluation	p. 287
Formative and Summative Assessment	p. 287
The Assessment Cycle	p. 287
Building Relationships	p. 288
Gathering Information	p. 289
Interpreting Information and Deciding What to Do	p. 290
Taking Action	p. 291
The Purposes of Assessment	p. 292
Evaluative Decisions	p. 292
Curricular Decisions	p. 293
Goals and Objectives	p. 294
Assessment in a School Context	p. 295
Keeping the Focus on Children	p. 295
Observation Is the Foundation of Assessment	p. 296
Assessment Tools	p. 299
Assessing Children from Birth to Three	p. 299
Evaluating Three- to Eight-Year-Old Children’s Performance and Progress	p. 300
Creating Portfolios of Children’s Work	p. 302
Externally Imposed Assessments	p. 306
Historical Context	p. 307
Early Learning Standards	p. 307
Accountability and Power	p. 309
Tests and Young Children	p. 309
Communicating Assessment Results	p. 312
Reports to Families	p. 312
Reports to Colleagues	p. 312
Real Voice: Joanne Frantz, Columbus, Ohio	p. 315
Feedback to Children	p. 316
Summary	p. 317
Further Activities	p. 319
Working with Children and Their Families: Applying What We Know
Infants, Toddlers, and Two-Year-Olds	p. 320
Life with Infants, Toddlers, and Two-Year-Olds	p. 321
A Dynamic Period	p. 321
Development Is Bumpy	p. 322
Influences on Development	p. 323
Attachment and Separation All Day Long	p. 326
Program Support for Attachment	p. 326
Real Voice: Jonnia R. Jackson, Chicago, Illinois	p. 328
Separation in the First Few Weeks-and Beyond	p. 329
How the Environment Supports Attachment	p. 332
The Day with Infants, Toddlers, and Two-Year-Olds	p. 333
Playing and Learning	p. 333
Play, Friendship, and Interaction	p. 338
Planned Experiences	p. 341
Planning Space for Infants, Toddlers, and Two-Year-Olds	p. 344
Keeping Children Safe	p. 344
Features of Space	p. 345
Summary	p. 348
Further Activities	p. 349
Preschoolers and Kindergartners	p. 350
Life with Preschoolers and Kindergartners	p. 351
Physical Development	p. 351
Social-Emotional Development	p. 352
Cognition	p. 354
What Preschoolers and Kindergartners Learn and How	p. 355
Social Studies as Core Curriculum	p. 356
Language and Literacy	p. 357
Real Voice: Rafael Peña, Las Vegas, Nevada	p. 358
Activities and Materials	p. 360
Technology	p. 366
Classrooms for Preschoolers and Kindergartners	p. 368
Planning Authentic Experiences	p. 368
Scheduling and Predictability	p. 373
The Space	p. 376
Summary	p. 380
Further Activities	p. 383
First, Second, and Third Graders	p. 384
Life with First, Second, and Third Graders	p. 385
Physical and Cognitive Changes	p. 386
Social-Emotional Changes	p. 388
What Children Learn in the Early Grades	p. 389
Social Studies	p. 390
Real Voice: Sal Vascellero, New York, New York	p. 391
Language and Literacy	p. 393
Math and Science	p. 398
Planning Curriculum	p. 402
Ways to Plan	p. 403
Planning the Schedule	p. 405
Using Space	p. 408
Print Rich, Not Print Noisy	p. 411
Summary	p. 412
Further Activities	p. 413
Linking to Home and Community
Partnering with Twenty-First-Century Families	p. 414
Some Background and Definitions	p. 415
Historical Roots of Family Involvement	p. 415
Defining the Terms: Family Involvement, Partnerships, and Parent Education	p. 415
Parent Education and Family Support Programs	p. 416
Benefits and Challenges of Teacher-Family Partnerships	p. 419
Benefits for Children	p. 419
Real Voice: Melisa McNery, Blytheville, Arkansas	p. 420
Benefits and Challenges for Families	p. 421
Benefits and Challenges for Teachers	p. 421
Family Diversities	p. 422
Ethnicity, “Race,” and Socioeconomic Class	p. 423
Linguistic Diversity and Culture	p. 424
Fathers	p. 425
Family Configurations	p. 426
Knowing about Families	p. 430
Will This Information Help My Work with Children?	p. 430
Finding Optimal Distance	p. 430
Recognizing and Building on Family Strengths	p. 431
Establishing Relationships with Families	p. 431
Building Trust	p. 431
Approaches to Working with Families	p. 432
Interactions with Families	p. 434
Beginning the School Year	p. 434
Back-to-School Nights	p. 435
Parent-Teacher Conferences	p. 436
Community Gatherings	p. 437
Encouraging Families to Volunteer	p. 437
Information Sharing between Teachers and Families	p. 438
Teacher-Initiated Information Exchange	p. 438
Parent-Initiated Information Exchange	p. 439
Sharing Information with the Whole Group of Parents	p. 440
Addressing Serious Issues	p. 440
Collaborating with Other Professionals	p. 440
Referrals to Community Agencies and Other Helping Professionals	p. 441
Summary	p. 441
Further Activities	p. 443
Policy Issues and Early Childhood Practice	p. 444
Policy	p. 445
History of Early Childhood Education Policy	p. 446
Attitudes about the Role of the Family in the Early Years	p. 447
Early Care versus Education/Targeted versus Universal	p. 448
Social, Economic, and Health Status of Children	p. 449
Why Policy Makers Are Interested in Early Childhood Education	p. 449
The Power of Brain Research	p. 451
Changing Families	p. 451
The Achievement Gap and School Readiness	p. 452
Why Early Childhood Professionals Should Be Involved in Policy	p. 455
Quality of Early Childhood Programs	p. 456
Credentials of Early Childhood Professionals	p. 458
Compensation of Early Childhood Professionals	p. 459
Access to Professional Development	p. 460
What Happens in the Early Childhood Classroom	p. 461
Working for Change on the State Level	p. 462
Early Learning Systems Initiatives	p. 462
School Readiness Initiatives	p. 464
State Prekindergarten Initiatives	p. 466
Professional Development and Compensation Initiatives	p. 466
Professional and National Organizations and Agencies	p. 467
Real Voice: Eva Hansen, Fayetteville, North Carolina	p. 468
Summary	p. 469
Further Activities	p. 471
NAEYC Code of Ethical Conduct	p. 472
Convention on the Rights of the Child	p. 479
References	p. 488
Glossary	p. 501
Credits	p. 508
Index	p. 511
Table of Contents provided by Publisher. All Rights Reserved.

Early Childhood Education: Learning Together Learning Together

9780073378480

0073378488

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