An Introduction to Early Childhood | |
Working with Young Children | p. 1 |
Early Care and Education | p. 2 |
What Is Care? | p. 2 |
What Is Education? | p. 3 |
Some Purposes of Early Care and Education | p. 4 |
Quality of Early Care and Education | p. 4 |
Applying Child Development Principles | p. 5 |
Reconceptualizing Early Childhood Education | p. 8 |
Early Childhood Educators | p. 8 |
Diverse Biographies and Cultural Identities | p. 9 |
Real Voice: Efrén Michael Léon, Las Cruces, New Mexico | p. 12 |
Thoughtful Individuals | p. 14 |
Professional Development | p. 18 |
Educator Relationships with Other Adults | p. 24 |
Working as Part of a Classroom Team | p. 25 |
Working with Supervisors | p. 27 |
Working with Others to Support Inclusion | p. 28 |
Collaborating with Family Members | p. 29 |
Summary | p. 30 |
Further Activities | p. 31 |
Children and the Worlds They Inhabit | p. 32 |
Our Rapidly Changing World | p. 33 |
Globalization and Education | p. 34 |
Culture | p. 35 |
Ecological Theories | p. 36 |
What Children Know and How | p. 38 |
What Can We Provide for Young Children? | p. 39 |
Consistency and Predictability | p. 40 |
Practice That Supports Health | p. 42 |
Respect and Equal Access | p. 45 |
Real Voice: Joan Bibeau, Grand Rapids, Minnesota | p. 46 |
Inclusion of Those with Disabilities and Special Needs | p. 53 |
Work Against Poverty and Racism | p. 55 |
Social Justice | p. 56 |
The Developmental-Interaction Approach | p. 57 |
Having a Voice | p. 60 |
Joining with Others | p. 60 |
Speaking Out for Children and Families | p. 61 |
Summary | p. 62 |
Further Activities | p. 63 |
Children Learning about the World through Relationships | p. 64 |
Early Experience | p. 65 |
Brain Development: The Neuroscience of Experience | p. 65 |
Yin’s and Brad’s Early Experiences | p. 67 |
Attachment, Relationships, and Experience | p. 69 |
An Evolutionary Theory in Cultural Context | p. 69 |
Relationship History = Attachment Quality | p. 70 |
Classifying Attachment | p. 71 |
Being Known | p. 72 |
Real Voice: Meg Gillette, Birmingham, Alabama | p. 74 |
Emotions and Self-Regulation | p. 75 |
The Development of Emotions | p. 75 |
Regulating Emotions | p. 76 |
Theory of Mind | p. 78 |
Applications to Classroom Practice | p. 79 |
Self-Regulation in Classrooms | p. 80 |
Social and Emotional Development in Classrooms | p. 84 |
Electronic Screens: A Relationship? | p. 88 |
Difficult Experiences and Challenging Conversations | p. 90 |
Children Understanding the World through Play | p. 95 |
The Integrative Role of Play | p. 96 |
Imagination | p. 96 |
Communication of Meaning | p. 97 |
Transformation of Thought | p. 97 |
Problem Solving | p. 98 |
Play in the Lives of Children | p. 98 |
The Roots of Play | p. 98 |
Play in the Preschool Years | p. 99 |
Play in the Primary Grades | p. 100 |
Qualities of Play | p. 101 |
Intrinsic Motivation | p. 101 |
Attention to Means over End | p. 101 |
Freedom from Externally Imposed Rules | p. 102 |
Self-Expression through Symbol and Metaphor | p. 103 |
Categories of Play | p. 104 |
Functional Play | p. 105 |
Constructive Play | p. 105 |
Dramatic Play | p. 106 |
Games with Rules | p. 108 |
Affective Components | p. 109 |
Communicating and Integrating Emotions | p. 109 |
Identity and Mastery | p. 110 |
Playing for and about Power | p. 112 |
Play and Difference | p. 113 |
Play and Gender | p. 113 |
Play and Culture | p. 114 |
Play and Special Needs | p. 115 |
Play Relationships in the Classroom | p. 116 |
Play and Peer Relationships | p. 116 |
Play and Teacher-Child Relationships | p. 116 |
The Role of Play in a Democratic Society | p. 120 |
Play, Imagination, and Social Change | p. 121 |
Debates about Play | p. 121 |
Real Voice: Melissa Dubick, Austin, Texas | p. 122 |
Summary | p. 123 |
Further Activities | p. 125 |
Foundations of Early Childhood Education | |
Early Childhood Perspectives: Then and Now, Near and Far | p. 126 |
Early Childhood around the World | p. 127 |
Early Education in South Africa | p. 128 |
Early Education in India | p. 130 |
Early Education in the People’s Republic of China | p. 131 |
Views of Childhood in Western History | p. 133 |
Ancient Greece and Rome | p. 133 |
Europe in Medieval Times | p. 134 |
Seventeenth- and Eighteenth-Century Europe | p. 135 |
Nineteenth-Century Europe and the United States | p. 137 |
Twentieth-Century Europe and the United States | p. 141 |
The Progressive Movement, 1890-1930 | p. 143 |
Real Voice: Steve Vande Zande, Milwaukee, Wisconsin | p. 146 |
Mid-Twentieth-Century America to Present Times | p. 151 |
The Great Society and Head Start | p. 151 |
Special Education: From Mainstreaming to Inclusion to Continuum of Services | p. 152 |
Standardization, Accountability, and Testing | p. 153 |
Summary | p. 154 |
Further Activities | p. 155 |
Theories of Early Childhood: Explanations, Applications, and Critiques | p. 156 |
What Is a Theory? | p. 157 |
Real Voice: Amy Bolotin, Ridgefield, Connecticut | p. 158 |
Michael’s Story | p. 159 |
Theories Arise in Context | p. 159 |
Psychoanalytic and Psychoanalytically Informed Theories | p. 163 |
Freudian Theory | p. 163 |
Freud’s Immediate Successors | p. 164 |
Contemporary Psychoanalytically Informed Theories of Early Childhood | p. 165 |
Evaluation of the Psychoanalytic Viewpoint | p. 167 |
Revisiting Michael’s Head Start Using Psychoanalytic and Psychoanalytically Informed Theories | p. 167 |
Behaviorist Theories | p. 168 |
Social Learning Theory | p. 168 |
Cognitive Behavioral Theory | p. 169 |
Evaluation of Behaviorist Theory | p. 170 |
Revisiting Michael’s Head Start Using Behaviorist Theories | p. 170 |
Maturational Theories | p. 171 |
Evaluation of Maturational Theories | p. 171 |
Revisiting Michael’s Head Start Using | |
Maturational Theories | p. 171 |
Constructivist Theories | p. 172 |
Neo-Piagetian Theories | p. 173 |
Evaluation of Piagetian and Neo-Piagetian Theory | p. 173 |
Revisiting Michael’s Head Start Using Constructivist Theory | p. 174 |
Contextualist Theories | p. 174 |
Contemporary Contextualist Theories | p. 176 |
Contextualist Theories and Early Childhood Education | p. 177 |
Evaluation of Contextualist Theory | p. 177 |
Revisiting Michael’s Head Start Using Contextualist Theory | p. 177 |
Humanist Theories | p. 178 |
Maslow’s Hierarchy of Needs | p. 178 |
Humanist Theory and the Early Childhood Educator | p. 178 |
Evaluation of Humanist Theory | p. 178 |
Revisiting Michael’s Head Start Using Humanist Theory | p. 179 |
Developmental Systems Theories | p. 179 |
Transactional Model of Development | p. 179 |
Dynamic Systems Theory | p. 180 |
Identity Theories | p. 181 |
Theories about Gender Identity and Gender Roles | p. 181 |
Postmodern and Feminist Poststructuralist Theories | p. 183 |
Theories of Racial and Ethnic Identity | p. 184 |
Theories about Intelligence | p. 186 |
Intelligence in the Psychological Literature | p. 186 |
Multiple Intelligences | p. 186 |
Summary | p. 187 |
Further Activities | p. 189 |
Early Childhood Programming | p. 190 |
Care and Education | p. 191 |
The Role of Continuity | p. 192 |
A Continuum of Care | p. 193 |
Care and Education in the Home | p. 194 |
Family, Friend, and Neighbor Care | p. 194 |
Family Child Care | p. 195 |
Nannies | p. 195 |
Real Voice: Alexis Harper, Bellingham, Washington | p. 196 |
Funding | p. 197 |
Public Funding | p. 197 |
Private Child Care | p. 199 |
Full-Day Child Care | p. 200 |
Center-Based Infant/Toddler Programs | p. 200 |
Faith-Based Programs | p. 201 |
Employer Involvement | p. 201 |
Campus Child Care | p. 202 |
Short-Term Child Care | p. 202 |
Elementary Schools | p. 204 |
Kindergarten | p. 204 |
PK-3 Schools | p. 205 |
Charter Schools and Vouchers | p. 205 |
Homeschooling | p. 205 |
Out-of-School Programs | p. 206 |
Specialized Programs for Infants and Toddlers | p. 207 |
Early Intervention | p. 207 |
Infant Mental Health Services | p. 208 |
Programs for Families | p. 209 |
Parent-Child Programs | p. 209 |
Home Visiting | p. 209 |
Family Literacy Programs | p. 210 |
Child Care Resource and Referral Agencies | p. 211 |
Approaches: Explanation, Application, and Critiques | p. 211 |
Some Early Approaches and Methods | p. 212 |
More Recent Approaches | p. 216 |
Making Approaches Your Own | p. 217 |
Summary | p. 218 |
Further Activities | p. 221 |
Knowing All Children “From the Inside Out”: The Observation, Assessment and Teaching Cycle | |
Children, Development, and Culture | p. 222 |
Understanding and Applying Child Development Principles | p. 224 |
Basic Principles of Development | p. 224 |
Influences on Development | p. 226 |
Domains of Development | p. 233 |
Physical Growth and Motor Development | p. 235 |
Social-Emotional Development | p. 238 |
Cognitive Development | p. 239 |
Language and Literacy | p. 242 |
Children with Special Needs | p. 247 |
When Difference Requires Diagnosis | p. 248 |
Universal Design | p. 248 |
Real Voice: Sabrina Rotonda Irvin, San Jose, California | p. 249 |
Summary | p. 251 |
Further Activities | p. 252 |
Observation: The Roots of Practice | p. 253 |
Observing and Recording | p. 254 |
Noticing and Describing Details | p. 255 |
Watching, Listening, and Analyzing | p. 256 |
Describing, Not Deciding | p. 258 |
Teaching Reflectively | p. 259 |
Reasons to Observe and Record | p. 260 |
To Become a Skillful Learning Partner | p. 261 |
To Frame Experiences and Interactions | p. 262 |
To Communicate with Families and Colleagues | p. 265 |
To Develop Professionally | p. 268 |
The How of Observing and Recording | p. 269 |
What to Observe and Record | p. 269 |
Respecting Confidentiality | p. 270 |
Being Aware of and Examining Biases | p. 271 |
Real Voice: Elaine Chu, New York, New York | p. 272 |
Observing Continuously over Time | p. 273 |
The Practicalities of Observing and Recording | p. 274 |
Selecting Methods | p. 274 |
Analyzing Data | p. 279 |
Synthesizing Findings | p. 280 |
Making Observation and Recording Work | p. 281 |
Summary | p. 283 |
Further Activities | p. 284 |
Early Childhood Assessment | p. 285 |
The Roots of Assessment | p. 286 |
Assessment and Evaluation | p. 287 |
Formative and Summative Assessment | p. 287 |
The Assessment Cycle | p. 287 |
Building Relationships | p. 288 |
Gathering Information | p. 289 |
Interpreting Information and Deciding What to Do | p. 290 |
Taking Action | p. 291 |
The Purposes of Assessment | p. 292 |
Evaluative Decisions | p. 292 |
Curricular Decisions | p. 293 |
Goals and Objectives | p. 294 |
Assessment in a School Context | p. 295 |
Keeping the Focus on Children | p. 295 |
Observation Is the Foundation of Assessment | p. 296 |
Assessment Tools | p. 299 |
Assessing Children from Birth to Three | p. 299 |
Evaluating Three- to Eight-Year-Old Children’s Performance and Progress | p. 300 |
Creating Portfolios of Children’s Work | p. 302 |
Externally Imposed Assessments | p. 306 |
Historical Context | p. 307 |
Early Learning Standards | p. 307 |
Accountability and Power | p. 309 |
Tests and Young Children | p. 309 |
Communicating Assessment Results | p. 312 |
Reports to Families | p. 312 |
Reports to Colleagues | p. 312 |
Real Voice: Joanne Frantz, Columbus, Ohio | p. 315 |
Feedback to Children | p. 316 |
Summary | p. 317 |
Further Activities | p. 319 |
Working with Children and Their Families: Applying What We Know | |
Infants, Toddlers, and Two-Year-Olds | p. 320 |
Life with Infants, Toddlers, and Two-Year-Olds | p. 321 |
A Dynamic Period | p. 321 |
Development Is Bumpy | p. 322 |
Influences on Development | p. 323 |
Attachment and Separation All Day Long | p. 326 |
Program Support for Attachment | p. 326 |
Real Voice: Jonnia R. Jackson, Chicago, Illinois | p. 328 |
Separation in the First Few Weeks-and Beyond | p. 329 |
How the Environment Supports Attachment | p. 332 |
The Day with Infants, Toddlers, and Two-Year-Olds | p. 333 |
Playing and Learning | p. 333 |
Play, Friendship, and Interaction | p. 338 |
Planned Experiences | p. 341 |
Planning Space for Infants, Toddlers, and Two-Year-Olds | p. 344 |
Keeping Children Safe | p. 344 |
Features of Space | p. 345 |
Summary | p. 348 |
Further Activities | p. 349 |
Preschoolers and Kindergartners | p. 350 |
Life with Preschoolers and Kindergartners | p. 351 |
Physical Development | p. 351 |
Social-Emotional Development | p. 352 |
Cognition | p. 354 |
What Preschoolers and Kindergartners Learn and How | p. 355 |
Social Studies as Core Curriculum | p. 356 |
Language and Literacy | p. 357 |
Real Voice: Rafael Peña, Las Vegas, Nevada | p. 358 |
Activities and Materials | p. 360 |
Technology | p. 366 |
Classrooms for Preschoolers and Kindergartners | p. 368 |
Planning Authentic Experiences | p. 368 |
Scheduling and Predictability | p. 373 |
The Space | p. 376 |
Summary | p. 380 |
Further Activities | p. 383 |
First, Second, and Third Graders | p. 384 |
Life with First, Second, and Third Graders | p. 385 |
Physical and Cognitive Changes | p. 386 |
Social-Emotional Changes | p. 388 |
What Children Learn in the Early Grades | p. 389 |
Social Studies | p. 390 |
Real Voice: Sal Vascellero, New York, New York | p. 391 |
Language and Literacy | p. 393 |
Math and Science | p. 398 |
Planning Curriculum | p. 402 |
Ways to Plan | p. 403 |
Planning the Schedule | p. 405 |
Using Space | p. 408 |
Print Rich, Not Print Noisy | p. 411 |
Summary | p. 412 |
Further Activities | p. 413 |
Linking to Home and Community | |
Partnering with Twenty-First-Century Families | p. 414 |
Some Background and Definitions | p. 415 |
Historical Roots of Family Involvement | p. 415 |
Defining the Terms: Family Involvement, Partnerships, and Parent Education | p. 415 |
Parent Education and Family Support Programs | p. 416 |
Benefits and Challenges of Teacher-Family Partnerships | p. 419 |
Benefits for Children | p. 419 |
Real Voice: Melisa McNery, Blytheville, Arkansas | p. 420 |
Benefits and Challenges for Families | p. 421 |
Benefits and Challenges for Teachers | p. 421 |
Family Diversities | p. 422 |
Ethnicity, “Race,” and Socioeconomic Class | p. 423 |
Linguistic Diversity and Culture | p. 424 |
Fathers | p. 425 |
Family Configurations | p. 426 |
Knowing about Families | p. 430 |
Will This Information Help My Work with Children? | p. 430 |
Finding Optimal Distance | p. 430 |
Recognizing and Building on Family Strengths | p. 431 |
Establishing Relationships with Families | p. 431 |
Building Trust | p. 431 |
Approaches to Working with Families | p. 432 |
Interactions with Families | p. 434 |
Beginning the School Year | p. 434 |
Back-to-School Nights | p. 435 |
Parent-Teacher Conferences | p. 436 |
Community Gatherings | p. 437 |
Encouraging Families to Volunteer | p. 437 |
Information Sharing between Teachers and Families | p. 438 |
Teacher-Initiated Information Exchange | p. 438 |
Parent-Initiated Information Exchange | p. 439 |
Sharing Information with the Whole Group of Parents | p. 440 |
Addressing Serious Issues | p. 440 |
Collaborating with Other Professionals | p. 440 |
Referrals to Community Agencies and Other Helping Professionals | p. 441 |
Summary | p. 441 |
Further Activities | p. 443 |
Policy Issues and Early Childhood Practice | p. 444 |
Policy | p. 445 |
History of Early Childhood Education Policy | p. 446 |
Attitudes about the Role of the Family in the Early Years | p. 447 |
Early Care versus Education/Targeted versus Universal | p. 448 |
Social, Economic, and Health Status of Children | p. 449 |
Why Policy Makers Are Interested in Early Childhood Education | p. 449 |
The Power of Brain Research | p. 451 |
Changing Families | p. 451 |
The Achievement Gap and School Readiness | p. 452 |
Why Early Childhood Professionals Should Be Involved in Policy | p. 455 |
Quality of Early Childhood Programs | p. 456 |
Credentials of Early Childhood Professionals | p. 458 |
Compensation of Early Childhood Professionals | p. 459 |
Access to Professional Development | p. 460 |
What Happens in the Early Childhood Classroom | p. 461 |
Working for Change on the State Level | p. 462 |
Early Learning Systems Initiatives | p. 462 |
School Readiness Initiatives | p. 464 |
State Prekindergarten Initiatives | p. 466 |
Professional Development and Compensation Initiatives | p. 466 |
Professional and National Organizations and Agencies | p. 467 |
Real Voice: Eva Hansen, Fayetteville, North Carolina | p. 468 |
Summary | p. 469 |
Further Activities | p. 471 |
NAEYC Code of Ethical Conduct | p. 472 |
Convention on the Rights of the Child | p. 479 |
References | p. 488 |
Glossary | p. 501 |
Credits | p. 508 |
Index | p. 511 |
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