Early Childhood Education, Birth-8: The World of Children, Families, and Educators, MyLabSchool Edition

by Driscoll, Amy; Nagel, Nancy G.

• ISBN13: 9780205463749
• ISBN10: 0205463746
• Edition: 3rd
• Format: Hardcover
• Copyright: 2005-01-01
• Publisher: Allyn & Bacon

Summary

Through the presentation of detailed case studies, this book illustrates and integrates the foundations, key concepts, and developmentally appropriate practices of early childhood education, while fostering professional development. Written to bring the reader into the child's world, the third edition of this popular introductory text provides an overview of the foundations of early childhood education, while fostering professional development, reflective teaching and learning, and best practices for children and their families. In addition to six foundational chapters, each of six chronologically organized, age-related chapters includes an integrated, thematic case study that highlights one child; his or her family, community, and caregiving and educational situation: and the best practices available for that age. These chapters provide students the opportunity to observe developmentally appropriate practices in authentic settings. Through the case studies, theory, and journal reflection activities, students learn to integrate new concepts and best practices for young children with their own experiences. This learning process serves as the foundation for a lifelong journey of working with young children in a variety of early childhood education settings.

Author Biography

Amy Driscoll is currently Director of Teaching, Learning, and Assessment at California State University, Monterey Bay after more than 25 years as a professor of early childhood education/teacher education Nancy G. Nagel is Associate Dean of the Graduate School of Education at Lewis & Clark College in Portland, Oregon

Table of Contents

Preface	p. xix
What Is Early Childhood Education?	p. 1
Building a Community of Early Childhood Professionals	p. 1
A Text of Stories	p. 2
Your Role in Reading This Book	p. 2
Meet an Early Childhood Professional	p. 3
Exploring the Options in Early Childhood Education: Programs and Roles	p. 4
A Downtown Child Care Center	p. 4
Professional Requirements	p. 5
A Downtown Child Care Center for Children with Disabilities	p. 6
A University Laboratory School	p. 7
Professional Requirements	p. 7
The Tradition of Laboratory Schools	p. 8
A Public School Early Childhood Education Center	p. 8
Professional Requirements	p. 10
A Head Start Program	p. 10
Professional Requirements	p. 11
A Comprehensive Program for Families	p. 12
A Family Child Care Facility	p. 13
Professional Requirements	p. 13
Professionalization of Family Child Care	p. 13
A Parent Cooperative Preschool	p. 14
Professional Requirements	p. 14
An Employer-Sponsored Child Care Center	p. 14
Other Forms of Employer-Sponsored Support	p. 15
Other Early Childhood Education Programs and Options for Families	p. 16
A Community-Based Program for Homeless Children and Families	p. 17
Summary of Professional Roles and Programs	p. 18
What Do Early Childhood Educators Need to Know and Be Able to Do?	p. 21
Qualities and Characteristics of an Early Childhood Educator	p. 22
A Common Core of Knowledge and Skills	p. 23
History of Early Childhood Education and the Profession	p. 24
Ancient Civilizations of Greece and Rome	p. 25
European Influences	p. 25
Educational Developments in the United States	p. 26
A Closer Look The Kaiser War Nurseries-A Look at the Past for Lessons	p. 28
Professional Reflection	p. 29
Principles and Insights: A Summary and Review	p. 30
Becoming an Early Childhood Professional	p. 30
Your Professional Portfolio	p. 31
Your Professional Library	p. 31
The Wonder of Children: Development and Dispositions	p. 32
Introduction to Development and Dispositions	p. 33
Studying Children to Learn about Development and Dispositions	p. 34
Defining Disposition	p. 35
Defining Development	p. 35
Basic Principles of Development	p. 35
Why Study Development?	p. 37
Studying Infants	p. 38
Before Birth	p. 38
Infant Development	p. 38
Infancy and Dispositions	p. 41
Studying Toddlers	p. 42
Toddler Development	p. 42
Implications of Toddler Development for Early Childhood Programs	p. 46
Studying Preschool-Aged Children (Ages Three to Five Years)	p. 47
Physical and Motor Development	p. 48
Nutrition and Physical Development	p. 49
Social Development	p. 49
Cognitive Development	p. 50
Language Development	p. 51
Gender Development	p. 52
A Closer Look Identity Development in Multiracial Children	p. 53
Studying Children in Kindergarten and Primary Grades (Ages Five to Eight Years)	p. 53
Cognitive Development	p. 54
Social Development	p. 56
Emotional Development	p. 56
Physical and Motor Development	p. 57
Individual Differences in Kindergarten and Primary Grades	p. 58
A Closer Look The Development of Self-Regulation in Young Children	p. 59
Dispositions	p. 60
Defining Dispositions	p. 60
Why Study Dispositions?	p. 60
Nurturing the Disposition to Be Curious	p. 61
Nurturing the Disposition of Caring	p. 61
Teacher's Role in Children's Developing Dispositions	p. 61
Professional Awareness	p. 62
Principles and Insights: A Summary and Review	p. 62
Becoming an Early Childhood Professional	p. 63
Your Professional Portfolio	p. 63
Your Professional Library	p. 63
Theories of Development: Foundations for Practice	p. 64
Theories of Development at a Preschool	p. 65
Why Study Theories of Development?	p. 66
Integration of Developmental Theories	p. 66
Cognitive and Language Development	p. 67
Piaget's Theory of Cognitive Development	p. 67
Bruner's Theory of Cognitive Development	p. 72
Vygotsky's Theory of Language Development	p. 73
A Closer Look Does Cultural Context Influence Child Development?	p. 74
Social and Emotional Development	p. 77
Erikson's Theory of Psychosocial Development	p. 77
Maslow's Theory of Humanism	p. 81
Kohlberg's Theory of Moral Development	p. 82
Skinner's Theory of Behaviorism	p. 84
Multiple Intelligences Theory	p. 86
Gardner's Theory of Multiple Intelligences	p. 86
Theory into Practice: A Visit to Preschool	p. 89
Starting the Day	p. 89
Revisiting the Morning	p. 91
Principles and Insights: A Summary and Review	p. 92
Becoming an Early Childhood Professional	p. 93
Your Professional Portfolio	p. 93
Your Professional Library	p. 93
Children's Play: A Source of Development and Learning	p. 94
Definitions and Thinking about Play	p. 96
Characteristics of Play	p. 96
Observing the Characteristics of Play	p. 98
Getting to Know the Family	p. 98
The Value of Play	p. 99
Play and Development: From Infants to Eight-Year-Olds	p. 101
Infant Play	p. 101
Toddler Play	p. 104
Preschool Play	p. 108
Kindergarten and Primary Grades Play	p. 110
A Closer Look Children's Perspectives on Work and Play	p. 111
Social Development and Play	p. 116
Play and Social Competence	p. 116
Play and Assessment	p. 120
Smilansky's Components for Assessing the Quality of Children's Sociodramatic Play	p. 120
Parten's Levels of Play	p. 121
Adult Roles in Children's Play	p. 122
A Closer Look Play Interactions of Children in Inclusive Settings	p. 123
Preparing the Environment for Play	p. 123
Intervening at the Right Time: Secure Play	p. 126
A Playful Attitude: Sending a Message of Acceptance	p. 129
Principles and Insights: A Summary and Reflection	p. 130
Becoming an Early Childhood Professional	p. 130
Your Professional Portfolio	p. 130
Your Professional Library	p. 131
Early Childhood Curriculum: Thinking and Practices	p. 132
What Is Curriculum?	p. 133
Defining Curriculum	p. 134
Expanding the Definition	p. 137
Chapter Preview	p. 139
Ideas about Curriculum	p. 139
Maria Montessori	p. 139
Sylvia Ashton-Warner	p. 141
Caroline Pratt	p. 143
Constance Kamii and Rheta DeVries	p. 144
Carl Bereiter and Siegfried Engelmann	p. 146
Summary: Stop and Catch Your Breath	p. 148
Early Childhood Education Programs	p. 148
Bank Street Approach	p. 148
High Scope Approach	p. 150
Waldorf Approach	p. 151
Reggio Emilia Approach	p. 153
A Closer Look Head Start Teachers and Staff Study Reggio Emilia	p. 155
Current Curriculum Guidelines and Approaches	p. 156
Inclusive Curriculum	p. 156
Multicultural Curriculum	p. 157
The Project Approach	p. 158
A Closer Look The Project Approach: Meeting the Needs of Children in Poverty	p. 160
Assessment and Curriculum	p. 161
Putting It All Together: Weaving the Thinking and Approaches into Your Curriculum	p. 162
Principles and Insights: A Summary and Review	p. 162
Becoming an Early Childhood Professional	p. 163
Your Professional Portfolio	p. 163
Your Professional Library	p. 163
Families and Communities: Context for Understanding Children	p. 164
Families Today	p. 165
Today's Families and Home versus Work	p. 166
A Closer Look Children's Ideas about Parents' Work and Family Life	p. 167
Families and Communities: Significant Understandings	p. 167
Personal Assessment for Awareness	p. 168
Family Socialization	p. 169
Family Structures, Organizational Patterns, and Functions	p. 171
Contemporary Challenges Faced by Families	p. 172
Stress in Families	p. 172
Stress in Children	p. 173
Divorce and Single Parenting	p. 175
A Closer Look Lizzy's Story	p. 177
Poverty	p. 182
Homelessness	p. 184
Health	p. 186
Interracial Marriages and Biracial Children	p. 187
Summary of Contemporary Challenges	p. 188
Family Involvement in Early Childhood Education	p. 188
New Thinking about Family Involvement	p. 188
Research on Family Involvement	p. 189
Families as Learning Environments	p. 190
Building Partnerships with Families	p. 192
Linking Families, Communities, and Early Childhood Programs	p. 195
Principles and Insights: A Summary and Review	p. 196
Becoming an Early Childhood Professional	p. 199
Your Professional Portfolio	p. 199
Your Professional Library	p. 199
Infant Care Programs and Practices: Luke's Story	p. 200
Finding Good Infant Care	p. 201
Selecting Child Care	p. 202
A Closer Look Results of the NICHD Study of Mother/Child Interactions and Cognitive Outcomes Associated with Early Child Care	p. 203
Visiting the Infant Care Program: A Corporate Child Development Center	p. 203
A Conversation with Luke's Dad	p. 209
Benefits of an Employer-Sponsored Child Development Center	p. 209
Impact of the Infant Care Program on Family Life	p. 209
Communication between Families and the Center	p. 210
Final Thoughts: Benefits of Employer-Sponsored Child Care	p. 212
Visiting Luke's Home with Kristine	p. 212
Luke's Home: Understanding Family Values	p. 212
A Typical Family Evening	p. 212
Visiting with Sue, the Infant Care Coordinator	p. 213
Mentor Graphics Corporation-Sponsored Child Care	p. 213
Philosophy of Care: Respecting Children and Parents	p. 213
Infant Care Program: Individually Appropriate Practice	p. 214
A Conversation About Inclusion	p. 216
A Closer Look at Infant Care Programs	p. 219
Programs and Infant Needs	p. 219
A Closer Look What Researchers Say about Brain Development during Infancy	p. 220
Goals for Infant Care Programs	p. 223
Curriculum for Infants	p. 224
A Closer Look When Does Language Development Begin?	p. 228
Infant Care Programs and Staff	p. 230
Professional Development	p. 230
Current Issues and Trends in Infant Care Programs	p. 231
Changing Roles: Families as Partners	p. 231
Curriculum Issues and Infant Care Programs	p. 232
Should Companies Sponsor or Support Infant Care Programs?	p. 233
Social Issues and Policies in Infant Care	p. 233
Principles and Insights: A Summary and Review	p. 234
Becoming an Early Childhood Professional	p. 234
Your Professional Portfolio	p. 234
Your Professional Library	p. 235
Toddler Care: Ibrahim's Story	p. 236
Visiting the Helen Gordon Child Development Center	p. 237
Getting to Know Toddlers	p. 239
Reviewing Our Observations: Informing Guidance	p. 242
Toddler Development: Responding with Curriculum and Guidance	p. 242
Conversations with Darren and Jennifer: Their Responsibilities	p. 243
Observing Ibrahim in His Family Context	p. 244
Physical Development: Curriculum and Guidance	p. 245
Social Development: Curriculum and Guidance	p. 250
Emotional Development: Curriculum and Guidance	p. 253
Cognitive Development: Curriculum and Guidance	p. 255
A Closer Look Language Development of Bilingual Children: Insights for Teachers and Caregivers	p. 260
Summary and Additional Insights	p. 260
The Helen Gordon Child Development Center: A University Laboratory School	p. 260
The History and Role of Laboratory Schools	p. 262
A Conversation about Assessment of Toddlers	p. 264
Antibias Curriculum	p. 268
Family Involvement	p. 271
A Conversation About Inclusion	p. 272
Principles and Insights: A Summary and Review	p. 274
Becoming an Early Childhood Professional	p. 274
Your Professional Portfolio	p. 274
Your Professional Library	p. 275
Head Start: Felipe's Story	p. 276
Washington County Head Start	p. 277
Felipe's Morning	p. 281
A Conversation About Inclusion	p. 281
A Visit with Susana	p. 284
Susana's Philosophy: Working with Families to Support Learning	p. 284
Screening: Assessment for Curricular Decisions	p. 285
Curriculum Planning for Preschool Children	p. 286
A Home Visit with Felipe's Family	p. 291
Felipe's Family	p. 292
What Is Head Start?	p. 293
History of Head Start	p. 295
Program Goals	p. 295
Preschool Programs	p. 297
Preschools of Yesterday and Today	p. 297
Preschool Staff	p. 301
Current Issues in Preschool and Head Start Programs	p. 302
Supporting Cultural and Linguistic Diversity	p. 304
Cultural Diversity of Young Children	p. 304
Creating an Environment Responsive to Diversity	p. 305
A Closer Look What Are Some Practices Implemented in Culturally Responsive Communities?	p. 305
Principles and Insights: A Summary and Review	p. 308
Becoming an Early Childhood Professional	p. 308
Your Professional Portfolio	p. 308
Your Professional Library	p. 309
Kindergarten: Keeley's Story	p. 310
Visiting Keeley	p. 311
Selecting Kindergarten: One Parent's View	p. 311
Kindergarten: Its Position in the School System	p. 312
Kindergarten at Eliot School	p. 314
Learning from Jim	p. 324
Jim's Interest in the Use of Technology by Young Children	p. 324
Jim's Philosophy of Classroom Management and Community Building	p. 325
A Conversation About Inclusion	p. 326
After-School Care Program	p. 326
Fremont Hills After-School Program	p. 327
A Closer Look What Are Some Issues of After-School Care?	p. 327
Keeley's After-School Care	p. 328
A Closer Look at Kindergarten	p. 329
Common Themes in Today's Kindergartens	p. 329
A Closer Look A Brief History of Kindergarten	p. 330
Kindergarten Curriculum	p. 331
A Closer Look Technology and Young Children: What Is Appropriate?	p. 333
Preparation of Kindergarten Staff	p. 335
Current Issues and Trends Surrounding Kindergarten	p. 336
A Closer Look What Is the Ready School?	p. 338
Principles and Insights: A Summary and Review	p. 339
Becoming an Early Childhood Professional	p. 339
Your Professional Portfolio	p. 339
Your Professional Library	p. 339
The Primary Grades: Erin Cheyenne's Story	p. 340
Meeting Erin Cheyenne and Her Family	p. 341
Reasons for Educating at Home	p. 342
Lessons from Parents' Thinking	p. 342
Erin Cheyenne's Classroom	p. 342
Learning from Paula: Meeting Diverse Needs and Providing Guidance	p. 348
Explicit Instructions	p. 348
Consistency and Routines	p. 348
A Caring and Supportive Setting	p. 348
Primary Grades Curriculum	p. 349
Primary Grades Literacy Curriculum	p. 349
A Conversation About Inclusion	p. 349
A Closer Look Research Findings: Art Talk in Early Childhood Education	p. 350
Primary Grade Mathematics Curriculum	p. 352
Primary Grades Science Curriculum	p. 353
Primary Grades Social Studies Curriculum	p. 355
Assessment in the Primary Grades	p. 356
Portfolios	p. 356
Professional Preparation of Primary Grade Teachers	p. 357
Principles and Insights: A Summary and Review	p. 359
Becoming an Early Childhood Professional	p. 359
Your Professional Portfolio	p. 359
Your Professional Library	p. 359
Special Education: Jodie and Her Family's Story	p. 360
A Home Visit with Jodie and Her Family	p. 361
Jodie's Tour	p. 362
Ending Your Visit	p. 362
Visiting with Jodie's Parents	p. 362
A Closer Look What Is the Role of an Early Childhood Special Educator?	p. 368
A Conversation About Inclusion	p. 370
Reflecting on Jodie's Experiences	p. 371
Special Education for Young Children	p. 372
What Is Special Education?	p. 372
Who Are the Children Receiving Special Education?	p. 372
A Closer Look What Are Some Educational Approaches for Children Who Are Gifted and Talented?	p. 375
Public Law 94-142: Education for All Handicapped Children Act	p. 376
Public Law 99-457: Support for Early Childhood Intervention	p. 379
Individuals with Disabilities Education Act (IDEA)	p. 380
American Disabilities Act (ADA)	p. 382
Importance of These Laws	p. 382
Early Childhood Special Education	p. 382
What Is Early Childhood Special Education?	p. 383
Early Childhood Special Education Services	p. 383
Special Education in the Public Schools	p. 385
Role of Families in Early Childhood Special Education	p. 386
Rationale for Early Intervention for Children with Special Needs	p. 387
Principles and Insights: A Summary and Review	p. 388
Becoming an Early Childhood Professional	p. 389
Your Professional Portfolio	p. 389
Your Professional Library	p. 389
The Changing World of Early Childhood	p. 390
Angela's Village	p. 391
Politics and Early Childhood Programs	p. 392
Politics and Early Childhood Education in the 1960s	p. 392
Head Start and Early Head Start Programs	p. 393
Other Government Programs	p. 393
Summary: Politics and Early Childhood Programs	p. 398
Economics and Early Childhood Education	p. 398
Economics and Availability of Early Childhood Programs	p. 398
Economy, Early Childhood Programs, and Future Work Force	p. 399
Changes in the Work Force	p. 399
Economics and Salaries of Early Child Care Providers	p. 400
Economic Benefits of Early Childhood Education	p. 400
A Closer Look Findings from the Perry Preschool Study	p. 401
Summary: Economics and Early Childhood Education	p. 402
Society and Early Childhood	p. 402
Society and Educational Reform	p. 402
Society and Families	p. 403
Society and Children in Need	p. 404
Society and Child Abuse	p. 405
Society and Health Issues Affecting Young Children	p. 407
Society and Homeless Children	p. 408
Society and Teen Parents	p. 408
Society and Community Involvement with Young Children	p. 409
Society and Diversity	p. 410
Summary of Political, Economic, and Social Influences on Early Childhood	p. 412
Advocacy: Why and How?	p. 412
Modeling Advocacy	p. 413
Advocating for Children	p. 413
Becoming a Children's Champion through Advocacy	p. 414
Professionalism in Early Childhood Education	p. 415
Professionalism	p. 415
Becoming a Professional	p. 416
Developing and Assessing Your Personal Philosophy of Education	p. 418
Continuing Education	p. 418
Professional Ethics	p. 419
Professional Affiliations	p. 419
Summary of Professionalism	p. 420
Principles and Insights: A Summary and Review	p. 421
Becoming an Early Childhood Professional	p. 421
Your Professional Portfolio	p. 421
Your Professional Library	p. 421
Web Resources	p. 422
The National Association for the Education of Young Children's Code of Ethical Conduct	p. 424
References	p. 429
Author Index	p. 443
Subject Index	p. 447
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