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Curriculum Models and Early Childhood Education : Appraising the Relationship,9780130878212

Curriculum Models and Early Childhood Education : Appraising the Relationship

by ;
Edition:
2nd
ISBN13:

9780130878212

ISBN10:
0130878219
Media:
Paperback
Pub. Date:
8/11/2000
Publisher(s):
Pearson
List Price: $79.80

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Summary

This thoroughly up-to-date and completely accessible book uses a socio-historical perspective to examine the major curriculum models of early childhood education.It examines the approaches of Montessori, Developmental-Interaction, Direct Instruction, Kamii-DeVries, High-Scope, and Reggio Emilia curriculum. Comprehensive coverage looks at each model in terms of purpose and function, impact on early childhood education, theoretical underpinnings, and current evaluations.For parents and teachers interested in early childhood education and curriculum.

Table of Contents

Part I Early Childhood Curriculum Models in Context 1(2)
Prologue Setting the Stage 3(32)
A Very Personal Introduction
3(2)
Probing the Idea of Curriculum Models: Why Now?
5(1)
An Outline of What Follows
6(5)
Curriculum Models and Early Childhood Education: A Historical Framework
11(24)
Early Childhood Programs and Public Policy
12(2)
A U.S. History of Curriculum Models in Early Childhood Education
14(13)
The Early Childhood Context
14(2)
The Emergence of Systematic Variation
16(2)
The Political Setting
18(1)
The Influence of Shifting Psychological Insights
19(3)
Development of Curriculum Models
22(3)
The Ending of an Era
25(2)
Contemporary Backdrop for Early Childhood Curriculum Models
27(5)
Changing Societal Context
29(1)
Changing Configuration of Early Childhood Education
29(2)
Changing Knowledge Base
31(1)
Conclusion
32(1)
For Further Reading
33(2)
Part II Early Childhood Curriculum Models: A Contemporary Review 35(134)
The Montessori Method
37(28)
The Montessori Method: The U.S. Chronology
38(9)
In the Beginning
38(5)
From Italy to the United States
43(2)
The Resurrection
45(2)
Montessori's Method
47(13)
Essential Conceptual Elements
49(5)
The Montessori Program
54(6)
The Importance of Timing
60(2)
For Further Reading
62(3)
The Developmental-Interaction Approach
65(32)
Evolution from Experimental Nursery Program to the Developmental-Interaction Approach
69(11)
The Beginning: The Bureau of Educational Experiments
71(4)
Emotions as a Prominent Theme: The Influence of Psychodynamic Theory
75(2)
The Explosion of Preschool Education: The Bank Street Approach as Defender Of ``Traditional'' Early Childhood Ideals
77(3)
The Developmental-Interaction Approach
80(3)
The Psychological Rationale
80(3)
Essential Tenets
83(9)
Value Priorities
85(1)
Educational Goals: A Vehicle for Promoting Developmental Processes
85(3)
Teaching Strategies
88(2)
Organization
90(2)
From Reflective Practice to Theory into Practice
92(3)
For Further Reading
95(2)
The Direct Instruction Model
97(30)
The Psychological Framework for Direct Instruction
100(6)
The Tenets of Behaviorism
100(3)
Science, Method, and a Science of Education
103(3)
Teaching Disadvantaged Children in the Preschool: The Bereiter-Engelmann Model
106(4)
The Direct Instruction Model
110(5)
Program Content
111(1)
Programmatic Design
112(2)
Teaching Methods
114(1)
The Next Iteration: The Success for All Model
115(2)
Explaning the Unanticipated Success of Academically Oriented Curricula
117(8)
The Timing Was Right
117(2)
A Justification for Academic Early Childhood Programs
119(1)
A Changing Relationship Between Early Childhood and Elementary Education
120(2)
Developmentally Appropriate Practice: Reclaiming Traditional Early Childhood Education
122(1)
Explaining The Unanticipated Success of Developmentally Appropriate Practice
123(2)
For Further Reading
125(2)
Two Models Derived from Piagetian Theory
127(42)
Early History: Applying Piagetian Theory to Early Childhood Education
129(3)
The Piagetian Mystique
131(1)
The Kamii-Devries Approach
132(18)
Deriving Educational Implications from Piaget's Theory of Cognitive Development
135(7)
Curriculum and Activities
142(7)
Expectations for Teachers
149(1)
The High/Scope Curriculum
150(16)
Overview of the High/Scope Curriculum
150(7)
The Preschool Curriculum Framework
157(5)
The K-3 Curriculum Framework
162(1)
Serving as Change Agents Through Program Dissemination
163(3)
For Further Reading
166(3)
Part III An Examination of the Underpinnings of Curriculum Models in Early Childhood Education 169(80)
In Pursuit of Answers: Comparative Evaluations of Early Childhood Curriculum Models
171(24)
Empirical Evaluations of Early Childhood Curriculum Models
172(8)
Initial Findings: Short-Term Effects
173(3)
Follow-up Findings: Long-Term Impact
176(3)
Using Findings from Program Evaluations
179(1)
Explaining Program Effects
179(1)
A Changing Picture: An Emergent Pattern Of Differential Impact
180(13)
Explaining How Early Childhood Programs Effect Change
185(2)
Returning to a Habitual Question: How Is Program Effectiveness to be Defined?
187(2)
Beyond Definitions of Program Effectiveness
189(1)
The Policy Connection
190(3)
For Further Reading
193(2)
Identifying the Source of Early Childhood Curriculum
195(26)
Developmental Theory and Early Childhood Curriculum
196(22)
Questioning Old Assumptions and Making New Ones: Changing Understandings About Child Development
197(11)
Child Development Theories and Early Childhood Curriculum: Challenges to the Status Quo
208(5)
Research on Teaching Effects
213(2)
New Judgments About the Nature Of Teaching
215(3)
Beyond a Search for Efficacy
218(1)
For Further Reading
219(2)
Curriculum Models and Early Childhood Education: A Quandary
221(8)
An Expanded Agenda for Early Childhood Education
222(3)
Changing Societal Context
223(1)
Changing Professional Context
224(1)
Curriculum Models and Early Childhood Education: A Dilemma
225(4)
Posing New Questions and Seeing Old Questions in New Ways: The Reggio Emilia Approach
229(20)
The Italian Context: Creating a Universal System of Early Childhood Care and Education
231(2)
Organization of the Centers and Schools
233(1)
The Pedagogical Approach: Guiding Principles
233(9)
The School: Creating Relationships and Provoking Investigation
234(1)
Partnerships with Families
235(1)
Images of Children
236(4)
Relationship of Theory to Practice
240(2)
Challenging U.S. Beliefs and Practices
242(5)
From Curriculum Models to Flexible Approaches to a Focus on Teaching and Learning
242(2)
Teaching as Advocacy: Creating Positive Images of Children
244(1)
Early Childhood Education and the Public Schools
245(2)
For Further Reading
247(1)
Audiotapes
247(2)
References 249(36)
Index 285


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