Approaches to Early Childhood Education

by J. E. Johnson; James E. Johnson; Jaipaul L. Roopnarine

Edition:

2nd

ISBN13:

9780024035455

ISBN10:

0024035459

Format:

Paperback

Pub. Date:

1/1/1992

Publisher(s):

Prentice Hall Professional Technical Reference

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Approaches to Early Childhood Education
Approaches to Early Childhood Education
Approaches to Early Childhood Education
Approaches to Early Childhood Education

Introduction
Historical Perspectives on Early Childhood Education	p. 3
Eighteenth-Century Education	p. 3
Nineteenth-Century Early Education	p. 5
Twentieth-Century Progressive Education	p. 12
Twentieth-Century Child Study	p. 13
Twentieth-Century Innovations in Europe: Montessori's Children's House	p. 16
United States National Emergencies and Early Education	p. 18
Decline of Progressivism and the Influence of Sputnik	p. 21
Constructivist Theory in Early Education	p. 21
Head Start	p. 23
1970-1990: Rapid Change and School Reform	p. 26
Conclusion	p. 29
References	p. 31
Child Care	p. 39
Forms of Child Care	p. 39
Quality of Child Care in Center and Family Day Care	p. 41
Children's Development and Child-Care Quality	p. 48
Conclusion	p. 50
References	p. 50
The Head Start Program	p. 55
Evolution of Head Start	p. 55
Program Services and Effectiveness	p. 61
Demonstration Projects	p. 69
Head Start in the 21st Century	p. 71
References	p. 73
Broad Approaches
Classes for Parents and Young Children: The Family Center Model	p. 79
Ongoing Changes in Societal Patterns	p. 82
New Research on Brain Development	p. 82
New Interest in Parent-Infant Programs at Federal, State, and Local Levels	p. 82
Programs for Special Populations	p. 84
Parenting Classes	p. 85
Selecting Teachers for Parent-Infant Classes	p. 92
Inservice Training and Mentorship	p. 92
Summary	p. 94
References	p. 94
The Eriksonian Approach	p. 97
Description of Family Development Research Program	p. 98
Eriksonian Theory: Tenets and Principles	p. 101
Caregiver Interactions: An Eriksonian Approach	p. 106
Eriksonian Ideas Blended with Piagetian Games	p. 108
Evaluation	p. 109
Lessons from FDRP and Suggestions for Future Programs	p. 115
Conclusion	p. 117
References	p. 118
Behavior Analysis and Principles in Early Childhood Education	p. 123
Conceptual and Philosophic Bases	p. 125
Two Fundamental Principles of Behavior	p. 129
Six Important Strategies	p. 131
The Behavioral Classroom	p. 134
References	p. 146
The Constructivist Perspective on Early Education: Applications to Children's Museums	p. 149
The Prominence of Constructivism	p. 149
Distinguishing Constructivism from Other Approaches	p. 149
Constructivism and the Young Child	p. 151
Constructivisms Contrasted	p. 153
Applications to Early Childhood Education	p. 159
Constructivism in Children's Museums	p. 164
Conclusion	p. 172
References	p. 173
The Project Approach: An Overview	p. 175
What Is a Project?	p. 175
Project Work and Other Parts of the Curriculum	p. 176
Theoretical Rationale for the Project Approach	p. 178
Implementing Project Work	p. 181
Phases of Project Work	p. 184
Summary	p. 189
References	p. 189
Montessori Education Today	p. 191
Key Tenets and Background Information	p. 193
Montessori's View of Human Development	p. 195
Program Characteristics	p. 198
Curriculum Areas	p. 202
The Role of the Teacher	p. 207
Research on Montessori	p. 209
Discussion	p. 212
Public Montessori Programs	p. 215
Conclusion	p. 217
Web Resources on Montessori	p. 218
Addresses and Phone Numbers of Major U.S. Montessori Organizations	p. 218
References	p. 219
Mixed-Age Classrooms for Young Children	p. 221
Conceptual Framework	p. 222
Overall Goals and Objectives	p. 226
Implementation	p. 227
Observation and Assessments	p. 229
Summary	p. 233
References	p. 233
Specific Programs
The Portage Project: An International Home Approach to Early Intervention for Young Children and Their Families	p. 241
Home-Based Early Intervention	p. 241
The Portage Model	p. 244
Research and Evaluation of the Portage Model	p. 250
Adaptations and Applications of Portage	p. 252
New Challenges for Portage	p. 255
Conclusion	p. 257
References	p. 257
The Developmental-Interaction Approach at Bank Street College of Education	p. 263
History and Evolution	p. 263
Basic Principles	p. 265
Curriculum	p. 267
Implications for Teacher Education	p. 272
Summary	p. 273
References	p. 274
The High/Scope Curriculum for Early Childhood Care and Education	p. 277
History	p. 278
Active Learning by the Child	p. 279
Role of the Teacher	p. 279
Daily Routine to Support Active Learning	p. 280
Key Experiences in Child Development	p. 282
High/Scope Child Observation Record	p. 283
Role of Parents and Community	p. 284
High/Scope Curriculum Training	p. 284
Research Support for the High/Scope Curriculum	p. 285
Relationship of Research to the High/Scope Curriculum	p. 290
Summary	p. 291
References	p. 292
The Ausubelian Preschool Classroom	p. 295
Program Approach	p. 295
Teaching Method in Ausubelian Program	p. 300
A Typical Day in an Ausubelian Program	p. 306
Program Evaluation	p. 307
Summary	p. 311
References	p. 312
Educating the Young Thinker Model, from Research to Practice: A Case Study of Program Development, or the Place of Theory and Research in the Development of Educational Programs	p. 315
Preamble	p. 315
Conceptual Origins of the Program	p. 320
Conceptualization of the Problem	p. 321
Conceptual Answers Regarding Representational Competence	p. 322
First Attempt at Intervention with Distancing Strategies	p. 322
Conceptual Focus of Educating the Young Thinker Program	p. 323
A Day in Preschool	p. 326
Further Examples Supporting the Psychological Distancing Model	p. 334
Further Theoretical and Practical Implications	p. 337
References	p. 338
Reggio Emilia: An Approach or An Attitude?	p. 341
Reggio Emilia in Context	p. 341
Reggio Emilia as a Case of Selected Traditions	p. 343
Conclusion	p. 355
References	p. 357
Integral Dimensions
Including Everyone: A Model Preschool Program for Typical and Special-Needs Children	p. 361
Jowonio History	p. 363
Philosophical Base	p. 363
Dealing with Problem Behavior	p. 366
School and Class Composition	p. 370
Strategies for Accomplishing Inclusion	p. 370
Transitioning to Next Environment	p. 372
Implications for Teacher Training	p. 374
Additional Inclusion Efforts	p. 374
Summary	p. 375
References	p. 376
A Framework for Culturally Relevant, Multicultural, and Antibias Education in the 21st Century	p. 379
What and How Young Children Learn about Diversity	p. 380
Educational Approaches to Diversity: Past and Present	p. 387
Quality Education for the 21st Century: Teacher Implications	p. 393
Conclusion	p. 399
References	p. 399
Epilogue	p. 405
Index	p. 413
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