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Beginnings and Beyond : Foundations in Early Childhood Education,9780827372719
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Beginnings and Beyond : Foundations in Early Childhood Education

by ;
Edition:
4th
ISBN13:

9780827372719

ISBN10:
082737271X
Format:
Hardcover
Pub. Date:
11/15/1995
Publisher(s):
Delmar Publishers

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Table of Contents

Preface ix(2)
Acknowledgments xi
SECTION 1 What is the Field of Early Childhood Education? 1(67)
GUEST EDITORIAL Childcare, Then and Now: An Interview with Dr. James Hymes, Jr. 1(2)
CHAPTER 1 History of Early Childhood Education
3(29)
Introduction to the Field
4(1)
Influences from Abroad
5(5)
FOCUS--A Letter to Students in Early Childhood Education
10(2)
Mary Stuart Gile
American Influences
12(3)
Kindergarten
15(6)
Interdisciplinary Influences
21(5)
Themes in Early Childhood Education
26(1)
Integrating History with Theory
27(1)
Summary
28(4)
CHAPTER 2 Types of Programs
32(36)
Diversity of Programs
33(1)
The Core of Early Childhood Education
34(12)
FOCUS--Becoming A Nanny
46(2)
Monica M. Bassett
Schools with a Message
48(6)
Extending the Age Range
54(7)
Criteria Affecting Programs
61(1)
Mixed-Age Grouping
61(1)
Summary
62(6)
SECTION 2 Who Is The Young Child? 68(69)
GUEST EDITORIAL Who Is The Child? 68(1)
Louise Derman-Sparks
CHAPTER 3 Defining the Young Child
69(32)
Defining the Child
70(3)
Developmental Ranges
73(11)
The Whole Child
84(1)
Children With Special Needs
85(7)
FOCUS--Cody House
92(3)
Gretchen Buchenholz
Cultural, Racial, and Ethnic Considerations
95(2)
Summary
97(4)
CHAPTER 4 Developmental and Learning Theories
101(36)
Introduction
102(1)
Psychodynamic Theory
103(4)
Behaviorist Theory
107(4)
Cognitive Theory
111(5)
FOCUS--Vygotsky's Sociocultural Theory
116(1)
Laura E. Berk
Sociocultural Theory
117(2)
Maturation Theory
119(1)
Humanistic Theory
120(2)
Other Theoretical Viewpoints for Educators
122(4)
Using Developmental and Learning Theories
126(5)
Child Development and Cultural Diversity
131(1)
Summary
132(5)
SECTION 3 Who Are The Teachers? 137(112)
GUEST EDITORIAL Who Are the Teachers of the Young Child? 137(2)
Douglas R. Powell
CHAPTER 5 The Teacher's Role
139(29)
Who Are the Teachers of the Young Child?
140(1)
The Teacher's Role
140(6)
The Teacher as a Person
146(4)
Becoming a Teacher
155(5)
The Teacher as a Professional
155(2)
FOCUS--Certification
157(4)
Miriam Silver
The Beginning Teacher
161(2)
The Whole Teacher
163(1)
Summary
164(4)
CHAPTER 6 Observation: Learning to Read the Child
168(29)
Introduction
169(5)
Understanding What We Observe
174(4)
FOCUS--Understanding What We Observe: A Multicultural Perspective
178(1)
Janet Gonzalez-Mena
Recording Observations
179(10)
How to Observe and Record
189(4)
Summary
193(4)
CHAPTER 7 Understanding and Guiding Behavior
197(28)
Understanding Behavior
198(6)
Guiding Behavior
204(13)
FOCUS--Tantrums as a Teaching Tool
217(5)
Elizabeth Crary
Summary
222(3)
The Development of Creativity
471(1)
Creative Skills in Early Childhood
472(1)
The Teacher's Role
473(6)
Summary
479(4)
SECTION 6 How Do We Teach for Tomorrow? 483(42)
GUEST EDITORIAL Advocates for Those Without a Voice 483(1)
Jerlean Daniel
CHAPTER 15 Issues and Trends in Early Childhood Education
484(41)
Introduction
485(1)
Ethic of Social Reform
486(7)
The Importance of Childhood
493(11)
Transmitting Values
504(11)
Teaching for the Twenty-First Century
515(3)
Summary
518(7)
Appendix A Timeline for Early Childhood Education 525(4)
Appendix B NAEYC Statement of Commitment 529(1)
Appendix C Literacy Development and Pre-First Grade 529(2)
Appendix D NAEYC Position Statement on School Readiness 531(5)
Glossary 536(13)
Index 549
CHAPTER 8 Parents and Teachers: Partners in Education
225(24)
Historical Perspective
226(1)
Partnership in Education
227(4)
FOCUS--How You Can Help--From a Parent Perspective
231(4)
Yvonne Ricketts
Today's Parent
235(5)
Teacher-Parent Interactions
240(5)
Summary
245(4)
SECTION 4 What Is the Setting? 249(80)
GUEST EDITORIAL Places for Childhoods 249(2)
Jim Greenman
CHAPTER 9 Creating Environments
251(41)
What Is the Environment?
252(1)
Criteria for Creating Environments
253(9)
FOCUS--The Role of the Environment in Reggio Emilia
262(1)
Rebecca S. New
Planning for the Environment
263(9)
Creating the Environment
272(16)
Summary
288(4)
CHAPTER 10 Evaluating for Effectiveness
292(37)
Introduction
293(5)
Evaluating Children
298(2)
FOCUS--THE Three R's of Assessment
300(13)
Gayle Mindes, Ed.D.
Evaluating Teachers
313(7)
Evaluating Programs
320(5)
How Evaluations Affect an Early Childhood Setting
325(1)
Summary
325(4)
SECTION 5 What Is Being Taught? 329(154)
GUEST EDITORIAL Play, the Story of Learning 329(2)
Elizabeth Jones
CHAPTER 11 Planning for Play: Curriculum Basics
331(33)
Curriculum
332(15)
Curriculum Expressed Through Play
347(5)
FOCUS--Play: The Curriculum of the Child
352(8)
Edgar Klugman
Curriculum Perspectives Continue
360(1)
Summary
360(4)
CHAPTER 12 Planning for the Body: Physical/Motor Development
364(21)
Introduction
365(1)
Physical Growth/Motor Development
366(4)
Physical/Motor Skills in Early Childhood
370(2)
Role of the Teacher
372(4)
FOCUS--Child's Play--Outdoors
376(7)
Paula J. Carreiro
Summary
383(2)
CHAPTER 13 Planning for the Mind: Cognitive and Language Development
385(53)
Preface
386(1)
Introduction
386(2)
UNIT 13-1 Cognition
388(1)
The Development of Cognition: A Perspective
388(2)
Cognitive Skills in Early Childhood
390(4)
The Teacher's Role
394(10)
UNIT 13-2 Language
404(1)
The Development of Language
404(1)
Language Skills in Early Childhood
405(2)
The Teacher's Role
407(9)
UNIT 13-3 Special Topics in Cognition and Language
416(1)
Reading and Writing
416(8)
Children's Literature
424(5)
Computers in the Classroom
429(1)
FOCUS--Software for Active Learning
430(2)
Bernadette Caruso Davis
Summary
432(6)
CHAPTER 14 Planning for the Heart and Soul: Emotional, Social, and Creative Growth
438(45)
Preface
439(1)
Introduction
439(2)
UNIT 14-1 Emotional Growth
441(1)
The Development of Emotions
441(2)
Emotional Skills in Early Childhood
443(5)
The Teacher's Role
448(6)
UNIT 14-2 Social Growth
454(1)
The Development of Socialization
454


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