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Foundations and Best Practices in Early Childhood Education: History, Theories and Approaches to Learning (with MyEducationLab),9780131191907
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Foundations and Best Practices in Early Childhood Education: History, Theories and Approaches to Learning (with MyEducationLab)

by
Edition:
2nd
ISBN13:

9780131191907

ISBN10:
013119190X
Format:
Package
Pub. Date:
1/1/2011
Publisher(s):
Prentice Hall

Questions About This Book?

What version or edition is this?
This is the 2nd edition with a publication date of 1/1/2011.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

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Summary

This text differs from other models or approaches texts in its vivid descriptions of programs and settings and practical instructional applications. Foundational chapters on Early Childhood Education history, learning theories, and NAEYC's Developmentally Appropriate Practice and Code of Ethics give students an introduction to the field, while chapters discussing The Project Approach, Multiple Intelligences, Montessori, Reggio Emilia, and Waldorf help students to understand distinctions and similarities among classroom learning approaches. Highly practical, realistic "Putting It Into Practice" features show students how to apply theory with young children in today's classrooms. This text includes themes of self-reflection and developing an identity as an early childhood teacher, using developmentally appropriate practices, and developing sections of a professional portfolio in each chapter. Appendices offer charts for students to write in as they acquire knowledge, providing opportunity to synthesize and form an overview of the field. Appendices also include reprinted NAEYC documents. This is a core text for Introduction/Foundations in Early Childhood Education courses or Issues/Models of Early Childhood Education courses.

Table of Contents

Foundations
Introduction to the Field of Early Childhood Educationp. 1
Your Role as a Teacher-Education Studentp. 2
Roles of the Early Childhood Professionalp. 4
Current Issues Facing Early Childhood Professionalsp. 8
Beginning the Journeyp. 17
Application Activitiesp. 17
Historical Overview: People and Beliefs That Shaped the Fieldp. 18
Historical Trendsp. 19
Life in the 1600s: Harsh Traditions and New Ideasp. 19
Classroom Viewp. 20
Education in the 1700s: Romantic and Radicalp. 21
Classroom Viewp. 21
Education in the 1800s: Kindergarten Is Bornp. 24
Care or Education and the Separation of Early and Elementary Educationp. 25
Moving Education Forward in the 1900s: Progressive and Developmentalp. 27
Classroom Viewp. 28
The Rise of Child Studyp. 28
The Progressive Era Dawnsp. 29
Modern Movements and Trendsp. 40
Today's Issuesp. 42
Conclusionsp. 43
Reflection Questions: Looking Back and Looking Aheadp. 43
Summaryp. 43
Application Activitiesp. 44
Constructivist Learning: Building Knowledge From Withinp. 46
Classroom Viewp. 47
What Is Constructivism All About? The Big Picturep. 48
Here and Now: Contemporary Constructivist Beliefsp. 52
Piaget's Contributions to Constructivismp. 53
Vygotsky's Contributions to Constructivismp. 54
Beyond Piaget: Social Learning, Language, and Culturep. 55
Criticisms and Challenges of Translating Theory Into Practicep. 58
Strategies for Applying Constructivist Theory to Early Childhood Educationp. 60
Conclusionp. 67
Reflection Questions: Looking Back and Looking Aheadp. 69
Summaryp. 69
Application Activitiesp. 70
Multiple Intelligences Theory: Applications in the Early Childhood Classroomp. 73
Classroom Viewp. 74
Overview of Gardner's Workp. 75
Intelligence and Creative Thinkingp. 76
Defining Intelligencep. 76
The Eight Multiple Intelligences: Many Kinds of Smartp. 78
Self-Reflection: Developing Our Intrapersonal Strengthp. 90
Rethinking Education: A New Vision of Active Learningp. 90
Roles of the Teacherp. 91
Assessmentp. 93
Applying Multiple Intelligences in Early Childhood Education: Personalization and Diversityp. 93
Conclusionp. 101
Reflection Questions: Looking Back and Looking Aheadp. 102
Summaryp. 102
Application Activitiesp. 103
National Association for the Education of Young Children: Defining Best Practicesp. 104
Classroom Viewp. 105
NAEYC at Workp. 107
Foundation and Scope of NAEYCp. 108
The DAP Framework: Theory and Practicep. 109
The Code of Ethical Conduct: History and Principlesp. 118
Meaningful Applications: Using DAP and the Codep. 123
Reflection Questions: Looking Back and Looking Aheadp. 125
Summaryp. 125
Application Activitiesp. 126
Models and Approaches
Early Intervention: Empowering Change From Within (Head Start and Early Head Start)p. 128
Classroom Viewp. 129
Historical Perspective: The Start of Early Interventionp. 131
The Need for Social Renewal: Defining Characteristicsp. 135
Head Start Program Standardsp. 139
Does It Work? Evidence of Effectivenessp. 142
Current Trends and Implicationsp. 144
Conclusionp. 145
Reflection Questions: Looking Back and Looking Aheadp. 146
Summaryp. 146
Application Activitiesp. 147
The High/Scope Foundation: Planning, Implementing, and Reviewing Best Practicesp. 149
Classroom Viewp. 150
Overview of High/Scopep. 153
Educational Programmingp. 153
Teacher Rolesp. 157
Assessmentp. 158
Inclusion and Cultural Responsivenessp. 160
Researchp. 162
Considerations and Applicationsp. 165
Conclusionp. 166
Reflection Questions: Looking Back and Looking Aheadp. 166
Summaryp. 167
Application Activitiesp. 167
The Project Approach: Active Inquiry in Early Childhoodp. 169
Classroom Viewp. 170
Overview of the Project Approachp. 173
Explanation of the Parts and Process: How It All Fits Togetherp. 177
Applications With Young Childrenp. 182
How Project Work Fits Into Current Beliefs About Good Practicep. 185
Conclusionp. 186
Reflection Questions: Looking Back and Looking Aheadp. 187
Summaryp. 187
Application Activitiesp. 187
The Schools of Reggio Emilia: A Child's Worldp. 192
Overview of the Reggio Emilia Philosophyp. 193
Classroom Viewp. 194
The Schools of Reggio Emilia, Italy: History, Influences, and Relationshipsp. 198
Challenges to Reggio-Inspired Practice in America: Lost in the Translation?p. 207
Inspired Applications: How Some American Educators Are Making the Leapp. 210
Conclusionp. 212
Reflection Questions: Looking Back and Looking Aheadp. 213
Summaryp. 213
Application Activitiesp. 214
Montessori Education: Environment, Materials, and Methodsp. 216
Classroom Viewp. 217
Who Was Maria Montessori? Auspicious Beginning and Lasting Legacyp. 220
Basic Principles of the Montessori Methodp. 223
Teachers' Roles and Functionsp. 227
Montessori Materials and Activitiesp. 231
Reflections, Controversies, and Accoladesp. 235
Reflection Questions: Looking Back and Looking Aheadp. 237
Summaryp. 237
Application Activitiesp. 238
Waldorf Education: Harmony and the Whole Childp. 240
Classroom Viewp. 241
The History and Philosophy of Waldorf Educationp. 243
View of Child Developmentp. 244
Waldorf Early Childhood Programsp. 246
Early Childhood Teachers' Rolesp. 248
Curriculump. 250
Diversity and Inclusion in Waldorf Educationp. 254
Contemporary Issues: Criticism of Waldorf Educationp. 256
Conclusionp. 256
Reflection Questions: Looking Back and Looking Aheadp. 257
Summaryp. 257
Application Activitiesp. 258
Beginning the Journey
Bringing It All Together: Imagining and Becomingp. 260
Guiding Principles for the Future: Respect, Enthusiasm, Commitmentp. 261
Culminating the Text and Creating Your Portfoliop. 263
Application Activitiesp. 263
NAEYC Developmentally Appropriate Practicep. 269
NAEYC Code of Ethical Conductp. 292
Historical Time Line Chartp. 301
Key Contributors Chartp. 302
Guiding Principles Chartp. 304
Referencesp. 305
Indexp. 315
Table of Contents provided by Ingram. All Rights Reserved.


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