Approaches to Early Childhood Education

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

Edition:

3rd

ISBN13:

9780130852540

ISBN10:

0130852546

Format:

Paperback

Pub. Date:

1/1/2000

Publisher(s):

Prentice Hall

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Summary

May be used for upper level undergraduates and graduate students in Early Childhood Education, Child Development, and Human Development. This up-to-date comprehensive book, with contributions by major experts in the field, focuses on models, approaches, and issues that deal with prominent and tested practices in early childhood education today. It provides coverage of many more models and topics than other books in the field. The book's major strengths are its pluralistic approach and the expertise of the authors.

Part One INTRODUCTION

Historical Perspectives on Early Childhood Education

(36)

Patrica Monighan Nourot

Eighteenth-Century Education

(2)

View of Children

(1)

Environment and Curriculum

(1)

Role of Teacher

(1)

School, Parents, and Community

(1)

Nineteenth-Century Early Education

(7)

Pestalozzi's Elementary Education

(2)

American Infant School

(1)

Day Nurseries

(1)

Fireside Education

(1)

Froebel's Kindergarten

(2)

Elizabeth Peabody: Kindergarten in America

(1)

Twentieth-Century Progressive Education

(1)

Progressives' View of Childhood

(1)

Environment and Curriculum

(1)

Role of Teacher

(1)

School, Parents, and Community

(1)

Twentieth-Century Child Study

(3)

Child Study's View of Children

(1)

Environment and Curriculum

(1)

Role of Teacher

(1)

School, Parents, and Community

(1)

Professionalization

(1)

Alternatives to Play-Based Nursery

(1)

Twentieth-Century Innovations in Europe: Montessori's Children's House

(2)

Montessori's View of Children

(1)

Environment and Curriculum

(1)

Role of Teacher

(1)

School, Parents, and Community

(1)

United States National Emergencies and Early Education

(3)

WPA Nurseries

(1)

Lanham Centers

(1)

Psychodynamic Influences in Nursery School Education

(2)

Decline of Progressivism and the Influence of Sputnik

(1)

Constructivist Theory in Early Education

(2)

Constructivist View of Children

(1)

Environment and Curriculum

(1)

Role of Teacher

(1)

School, Parents, and Community

(1)

Head Start

(3)

Environment and Curriculum Models

(2)

Effects of Head Start

(1)

1970--1990: Rapid Change and School Reform

(3)

Environment and Curriculum Professional Debates

(1)

Role of Teacher

(1)

School, Parents, and Community

(1)

Conclusion

(2)

References

(8)

Child Care

(16)

Carollee Howes

Leslie Ponciano

Forms of Child Care

(2)

How Do Parents Select Child Care?

(1)

Quality of Child Care in Center and Family Day Care

(7)

Structural Quality

(3)

Teacher Characteristics

(2)

Child Care Environments That Permit Teachers to Be Effective

(1)

Process Quality

(1)

Children's Development and Child-Care Quality

(2)

Children's Development in Different Types of Child Care

(1)

Family Characteristics and Child Care

(1)

Conclusion

(1)

References

(5)

The Head Start Program

(24)

Douglas R. Powell

Evolution of Head Start

(6)

War on Poverty Origins

(1)

Naive Assumptions and Political Realities

(2)

Program Goals

(2)

Current Scope and Organization

(1)

Program Services and Effectiveness

(8)

Early Childhood Development and Health Services

(2)

Family and Community Partnerships

(3)

Program Planning and Staffing

(1)

Program Effectiveness

(1)

Demonstration Projects

(2)

Comprehensive Approaches to Supporting Families

(1)

Child Care and Family Self-Sufficiency

(1)

Head Start in the 21st Century

(2)

References

(6)

Part Two BROAD APPROACHES

Classes for Parents and Young Children: The Family Center Model

(18)

Marilyn M. Segal

Ongoing Changes in Societal Patterns

(1)

New Research on Brain Development

(1)

New Interest in Parent-Infant Programs at Federal, State, and Local Levels

(2)

Federal Programs

(1)

State-Mandated Programs

(1)

Parents as Teachers

(1)

Community Programs

(1)

Parent-Infant Programs Designed for Groups

(1)

Programs for Special Populations

(1)

Programs for Mexican-American Families

(1)

Programs for Teen Parents

(1)

Home Visit Programs

(1)

Program for Rural Families in Northern New Mexico

(1)

Home Visit Programs for Premature Infants

(1)

Parenting Classes

(7)

MELD Parent Groups

(1)

Virginia Commonwealth University, Demonstration Parenting Program

(1)

Systematic Training for Effective Parenting

(1)

The Family Center of Nova Southeastern University

(6)

Selecting Teachers for Parent-Infant Classes

(1)

Inservice Training and Mentorship

(2)

Workshops

(1)

Weekly Staff Meetings

(1)

Conferences

(1)

Mentorship

(1)

Tips from Experienced Teachers

(1)

Evaluation

(1)

Summary

(1)

References

(3)

The Eriksonian Approach

(26)

Alice Sterling Honig

Description of Family Development Research Program

(3)

Home Visit Component

(1)

Children's Center Component

(2)

Eriksonian Theory: Tenets and Principles

101

(5)

Components of Healthy Personality

102

(2)

Zones, Modes, and Modalities

104

(2)

Caregiver Interactions: An Eriksonian Approach

106

(2)

Responsive Attunement of Caregivers

106

(2)

Eriksonian Ideas Blended with Piagetian Games

108

(1)

Toddlers: The Need to Keep Building Trust

108

(1)

Evaluation

109

(6)

Optimal Testing: An Eriksonian Approach to Evaluation with Children

110

(2)

Longitudinal Follow-Up

112

(3)

Lessons from FDRP and Suggestions for Future Programs

115

(2)

Conclusion

117

(1)

References

118

(5)

Behavior Analysis and Principles in Early Childhood Education

123

(26)

John T. Neisworth

Thomas J. Buggey

Conceptual and Philosophic Bases

125

(4)

Role of Body and Behavior

126

(1)

Roles of the Child, Environment, and Teacher

127

(1)

Goals and Objectives

128

(1)

Two Fundamental Principles of Behavior

129

(2)

Principle 1

129

(1)

Principle 2

130

(1)

Six Important Strategies

131

(3)

Strategy 1: Shaping

131

(1)

Strategy 2: Sequencing (Chaining) Behaviors

131

(1)

Strategy 3: Modeling

132

(1)

Strategy 4: Prompting

133

(1)

Strategy 5: Behavior Rehearsal

133

(1)

Strategy 6: Discrimination Training

133

(1)

The Behavioral Classroom

134

(12)

Preschool Design

137

(2)

Setting the Stage: Stimulus Control

139

(3)

Environment as a Reinforcer

142

(1)

Accessible Preschools

143

(1)

Role of the Behavioral Teacher

144

(1)

Preschool Curricula

145

(1)

References

146

(3)

The Constructivist Perspective on Early Education: Applications to Children's Museums

149

(26)

George Forman

Christopher Landry

The Prominence of Constructivism

149

(1)

Distinguishing Constructivism from Other Approaches

149

(2)

What It Means to Know

150

(1)

Knowing When the Child Knows

151

(1)

Constructivism and the Young Child

151

(2)

The Unit of Knowledge

151

(2)

How Children Come to Know

153

(1)

Constructivisms Contrasted

153

(6)

Social Constructivism

154

(1)

Vygotsky's Theory

155

(1)

Piaget Versus Vygotsky

156

(2)

Constructionism

158

(1)

Applications to Early Childhood Education

159

(5)

Knowledge Construction from Within

159

(1)

Logico-Mathematical Knowledge and Constructivism

160

(1)

Directive Teaching and Reflective Abstraction

160

(1)

Realtivity of Openness

161

(2)

Special-Purpose Versus Open-Ended Material

163

(1)

Constructivism in Children's Museums

164

(8)

Parameters of the Museum Visit

164

(1)

Analyzing Exhibits from a Constructivist Perspective

165

(1)

Some Guidelines for Design

165

(5)

The Recycling Exhibit Reconsidered

170

(1)

The Gravity Wall as a Case in Point

171

(1)

Conclusion

172

(1)

References

173

(2)

The Project Approach: An Overview

175

(16)

Lilian G. Katz

Sylvia C. Chard

What Is a Project?

175

(1)

Project Work and Other Parts of the Curriculum

176

(2)

Theoretical Rationale for the Project Approach

178

(3)

Four Type of Learning Goals

178

(1)

Implications for Practice and the Learning Goals

178

(1)

Principles Related to the Acquisition of Knowledge

179

(1)

Principles Related to the Acquisition of Skills

179

(1)

Principles Related to Both Knowledge and Skills

180

(1)

The Development of Social Competence

180

(1)

Implementing Project Work

181

(3)

Selecting Topics for Projects

181

(2)

Diversity Concerns

183

(1)

Preparation for Participation in a Democratic Society

183

(1)

Criteria for Selecting Topics

184

(1)

Phases of Project Work

184

(5)

Phase 1: Getting Started

184

(1)

Phase 2: A Project in Progress

184

(1)

Phase 3: Concluding a Project

185

(1)

A Kindergarten Project on Shoes

186

(3)

Summary

189

(1)

References

189

(2)

Montessori Education Today

191

(30)

Martha Torrence

John Chattin-McNichols

Key Tenets and Background Information

193

(2)

Montessori's View of Human Development

195

(3)

The Absorbent Mind

196

(1)

Discipline: The Development of the Will

197

(1)

Program Characteristics

198

(4)

The Prepared Environment

198

(1)

Freedom

198

(1)

Structure and Order

199

(1)

Reality and Nature

199

(1)

Beauty and Atmosphere

199

(1)

Montessori Learning Materials

200

(1)

The Development of Community Life

201

(1)

Curriculum Areas

202

(5)

Practical Life

202

(1)

Sensorial

203

(1)

Language

204

(1)

Mathematics

205

(1)

Artistic Expression

206

(1)

Music

206

(1)

The Cultural Subjects: Geography and Science

207

(1)

The Role of the Teacher

207

(2)

Research on Montessori

209

(3)

Discussion

212

(3)

Misconceptions about Montessori Education

212

(3)

Public Montessori Programs

215

(2)

Conclusion

217

(1)

Web Resources on Montessori

218

(1)

Addresses and Phone Numbers of Major U.S. Montessori Organizations

218

(1)

References

219

(2)

Mixed-Age Classrooms for Young Children

221

(20)

Jaipaul L. Roopnarine

Mellisa A. Clawson

Conceptual Framework

222

(4)

Reinforcement and Social Learning

222

(1)

Imitation

223

(1)

Cognitive Functioning

223

(1)

Tutoring and Therapeutic Benefits

224

(1)

Other Social Behaviors

225

(1)

Cooperative Education

225

(1)

Summary of Empirical Bases

226

(1)

Overall Goals and Objectives

226

(1)

Mixed-Age Programs

226

(1)

General Goals of Mixed-Age Programs

226

(1)

Preschool Mixed-Age Classrooms

227

(1)

Implementation

227

(2)

Curriculum

228

(1)

Role of Teachers

228

(1)

Role of Parents

229

(1)

Observation and Assessments

229

(4)

The Kentucky Experiment: Primary Ungraded Programs

230

(1)

Outcomes across Programs

230

(1)

Mixed-Age Inclusive Classrooms

231

(1)

Mixed-Age Programs Internationally

232

(1)

Implications for Teachers

232

(1)

Summary

233

(1)

References

233

(8)

Part Three SPECIFIC PROGRAMS

The Portage Project: An International Home Approach to Early Intervention for Young Children and Their Families

241

(22)

David E. Shearer

Darlene L. Shearer

Home-Based Early Intervention

241

(3)

Rationale for Active Parent Participation

242

(1)

Rationale for a Home-Based Approach

243

(1)

The Portage Model

244

(6)

Parents as Primary Teachers

244

(1)

Ongoing Assessment

245

(2)

Precision Teaching Method

247

(1)

Home Teaching Process

247

(2)

Data Collection and Accountability

249

(1)

Portage Home Visits

250

(1)

Research and Evaluation of the Portage Model

250

(2)

Adaptations and Applications of Portage

252

(3)

The Portage Parent Program

252

(1)

Urban Applications

253

(1)

International Applications

253

(2)

New Challenges for Portage

255

(2)

Applications with At-Risk Populations

256

(1)

Conclusion

257

(1)

References

257

(6)

The Developmental-Interaction Approach at Bank Street College of Education

263

(14)

Harriet K. Cuffaro

Nancy Nager

Edna K. Shapiro

History and Evolution

263

(2)

Basic Principles

265

(2)

Curriculum

267

(5)

The Learner

267

(1)

Knowledge and Experience

267

(1)

Teacher

268

(1)

Learning Environment

268

(1)

Experiencing and Integrating Knowledge

269

(1)

The Family

269

(1)

The Community

270

(1)

Communities of the Past

270

(1)

Assessment

271

(1)

Implications for Teacher Education

272

(1)

Summary

273

(1)

References

274

(3)

The High/Scope Curriculum for Early Childhood Care and Education

277

(18)

David P. Weikart

Lawrence J. Schweinhart

History

278

(1)

Active Learning by the Child

279

(1)

Role of the Teacher

279

(1)

Daily Routine to Support Active Learning

280

(2)

Planning Time

280

(1)

Work Time

280

(1)

Cleanup Time

281

(1)

Recall Time

281

(1)

Small-Group Time

281

(1)

Large-Group Time

282

(1)

Key Experiences in Child Development

282

(1)

High/Scope Child Observation Record

283

(1)

Role of Parents and Community

284

(1)

High/Scope Curriculum Training

284

(1)

Research Support for the High/Scope Curriculum

285

(5)

Implications

289

(1)

Relationship of Research to the High/Scope Curriculum

290

(1)

Summary

291

(1)

References

292

(3)

The Ausubelian Preschool Classroom

295

(20)

Joseph T. Lawton

Program Approach

295

(5)

Subsumption Learning

295

(4)

Beyond Given Information

299

(1)

Logical Concepts

299

(1)

Teaching Method in Ausubelian Program

300

(6)

Advance Organizer Lesson

304

(1)

Example of Advance Organizer Lesson

305

(1)

Related Learning Activities

306

(1)

A Typical Day in an Ausubelian Program

306

(1)

Program Evaluation

307

(4)

Five-Year Study: Phase One

307

(1)

Five-Year Study: Phase Two

308

(1)

Description of Teacher-Child Language in Two Preschool Programs

309

(1)

Value of Teacher-Directed Learning and Recent Research

310

(1)

Summary

311

(1)

References

312

(3)

Educating the Young Thinker Model, from Research to Practice

315

(26)

Irving E. Sigel

Preamble

315

(5)

Some Guidelines for Evaluating Preschool Programs

316

(4)

Conceptual Origins of the Program

320

(1)

Conceptualization of the Problem

321

(1)

Conceptual Answers Regarding Representational Competence

322

(1)

First Attempt at Intervention with Distancing Strategies

322

(1)

Conceptual Focus of Educating the Young Thinker Program

323

(3)

Role of Teacher

324

(1)

Staffing

325

(1)

A Day in Preschool

326

(8)

Classroom Environment

329

(2)

Activities That Highlight Distancing

331

(1)

Distancing Model

331

(1)

Program Evaluation

332

(1)

Summary

333

(1)

Further Examples Supporting the Psychological Distancing Model

334

(3)

Psychological Distancing Tested in the Family Context

335

(2)

Preliminary Findings Relative to Changes in Children's Home and School Performance

337

(1)

Further Theoretical and Practical Implications

337

(1)

References

338

(3)

Reggio Emilia: An Approach or An Attitude?

341

(20)

Rebecca S.

Reggio Emilia in Context

341

(2)

A City That Is Rich, Radical, and Resourceful

341

(1)

A Man and a Mission

342

(1)

Reggio Emilia Is Italian

343

(1)

Reggio Emilia as a Case of Selected Traditions

343

(12)

The Environment as Cultural Setting

344

(3)

Curriculum as Imagined Potential

347

(8)

Conclusion

355

(2)

References

357

(4)

Part Four INTEGRAL DIMENSIONS

Including Everyone

361

(18)

Ellen Barnes

Robert Lehr

Jowonio History

363

(1)

Philosophical Base

363

(3)

All Children Can Learn

363

(1)

Right to Participate

363

(1)

Learning through Relationships

363

(1)

Age-Appropriate Curriculum

364

(1)

Communication-Based Classrooms

364

(1)

Parent-Teacher Partnership

365

(1)

Teaming Skills

366

(1)

Dealing with Problem Behavior

366

(4)

Behavior as Communication

367

(1)

Positive Programming

367

(1)

Reinforcing Positive Behaviors

367

(1)

Interventions within Relationships

367

(1)

Using Natural Consequences

368

(1)

Aversive Treatment Is Unacceptable

369

(1)

Behavioral Interventions in an Inclusive Setting

369

(1)

Problem-Solving Approach

369

(1)

Implementing an Individualized Education Program

369

(1)

School and Class Composition

370

(1)

Strategies for Accomplishing Inclusion

370

(2)

Flexibility in Scheduling

370

(1)

Flexibility in Grouping

371

(1)

Curriculum Adaptation

371

(1)

Transitioning to Next Environment

372

(2)

Implications for Teacher Training

374

(1)

Additional Inclusion Efforts

374

(1)

Summary

375

(1)

References

376

(3)

A Framework for Culturally Relevant, Multicultural, and Antibias Education in the 21st Century

379

(26)

Louise Derman-Sparks

Patricia G. Ramsey

What and How Young Children Learn about Diversity

380

(7)

Children's Responses to Race

381

(1)

Children's Responses to Social Class Differences

382

(1)

Children's Responses to Culture

382

(2)

Children's Responses to Gender Differences

384

(1)

Responses to Abilities and Disabilities

384

(1)

How Children Learn about Diversity

385

(2)

Educational Approaches to Diversity: Past and Present

387

(6)

Suppression of Cultural Diversity

387

(1)

Melting Pot

388

(1)

Add-On Multiculturalism

388

(1)

Bilingualism/Biculturalism

389

(2)

Antibias Multicultural Education

391

(2)

Quality Education for the 21st Century: Teacher Implications

393

(6)

Goals for Children in the 21st Century

394

(1)

Preparing to Teach from an Antibias Multicultural Perspective

395

(1)

Planning Strategies

396

(1)

Collaborating with Parents, Colleagues, and Community Members

397

(1)

Forming Support Groups and Networks

398

(1)

Conclusion

399

(1)

References

399

(6)

Epilogue

405

(8)

Index

413

Approaches to Early Childhood Education

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Table of Contents