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Fundamentals of Early Childhood Education,9780130975126
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Fundamentals of Early Childhood Education

by
Edition:
3rd
ISBN13:

9780130975126

ISBN10:
0130975125
Format:
Paperback
Pub. Date:
1/1/2003
Publisher(s):
Prentice Hall
List Price: $67.00
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Summary

"Fundamentals of Early Childhood Education provides a brief, reader-friendly introduction to the field of early childhood education. Fundamentals presents chapter features on early childhood programs, professionals in practice, diversity strategies, technology issues, and ethical decision making. Separate chapters on infants and toddlers, preschoolers, kindergartners, and primary-grade children explore each age group's unique developmental and educational needs. Fundamentals' emphasis on professionalism throughout keeps the focus on meeting the needs of all children and providing up-to-date information and strategies to develop competent, informed early childhood professionals."--BOOK JACKET.

Author Biography

George S. Morrison is a professor of early childhood education at the University of North Texas.

Table of Contents

You and Early Childhood Education: What Does It Mean to Be a Professional?
2(26)
Professional Development Goals
3(1)
Who Is an Early Childhood Professional?
4(1)
The Four Dimensions of Professionalism
4(15)
Using the Professional Development Checklist
19(3)
What Is the Terminology of Early Childhood Education?
22(2)
Why Technology Tie-Ins?
24(2)
Activities for Professional Development
26(2)
Early Childhood Education Today: Understanding Current Issues
28(28)
Professional Development Goal
29(1)
Issues Influencing the Practice of Early Childhood Education
30(18)
Politics and Early Childhood Education
48(2)
Federal end State Involvement in Early Childhood Programs
50(3)
New Directions in Early Childhood Education
53(1)
Activities for Professional Development
54(2)
History and Theories: Foundations for Teaching and Learning
56(38)
Professional Development Goals
57(1)
Why Is the History of Early Childhood Education Important?
58(1)
Why Are Theories of Learning Important?
59(3)
Famous Persons and Their Influence on Early Childhood Education
62(25)
From Luther to Hirsch: Basic Concepts Essential to Good Educational Practices
87(5)
Activities for Professional Development
92(2)
Implementing Early Childhood Programs: Applying Theories to Practice
94(38)
Professional Development Goal
95(1)
What Are Programs of Early Childhood Education?
96(4)
Types of Child Care Programs
100(5)
High/Scope: A Constructivist Approach
105(5)
The Montessori Method
110(7)
Reggio Emilia
117(5)
Head Start
122(7)
Activities for Professional Development
129(3)
Observing and Assessing Young Children: Guiding, Teaching, and Learning
132(26)
Professional Development Goal
133(1)
What Is Assessment?
134(7)
Screening Procedures
141(1)
Using Observation to Assess
142(10)
Reporting to and Communicating with Parents
152(1)
What Are the Issues in the Assessment of Young Children?
152(3)
Activities for Professional Development
155(3)
Infants and Toddlers: Foundational Years for Learning
158(30)
Professional Development Goal
159(1)
Painting Portraits of Children
160(1)
What Are Infants and Toddlers Like?
160(2)
Young Brains: A Primer
162(3)
Nature, Nurture, and Development
165(2)
Motor Development
167(4)
Intellectual Development
171(4)
Language Development
175(4)
Developmentally Appropriate Infant and Toddler Programs
179(3)
Multiculturally Appropriate Practice
182(1)
Curricula for Infants and Toddlers
182(4)
Activities for Professional Development
186(2)
The Preschool Years: Getting Ready for School
188(34)
Professional Development Goal
189(2)
What Is Preschool?
191(1)
What Are Preschoolers Like?
191(5)
Ready to Learn: Ready for School
196(5)
Preschool Curriculum, Goals, and State Standards
201(3)
Play in Preschool Programs
204(10)
The Preschool Daily Schedule
214(2)
Quality Preschool Programs
216(3)
Successful Transitions to Kindergarten
219(1)
The Future of Preschool Education
220(1)
Activities for Professional Development
220(2)
Kindergarten Today: Meeting Academic and Developmental Needs
222(28)
Professional Development Goal
223(1)
The History of Kindergarten Education
224(1)
What are Kindergarten Children Like?
224(1)
Who Attends Kindergarten?
225(4)
Kindergarten Today
229(2)
Developmentally Appropriate Practice in the Kindergarten
231(1)
Literacy and Kindergarten Children
232(9)
Supporting Children's Attitude toward Learning
241(7)
Activities for Professional Development
248(2)
The Primary Grades: Preparation for Lifelong Success
250(30)
Professional Development Goal
251(1)
Primary Children: Growth and Development
252(4)
The Contemporary Primary School
256(21)
Activities for Professional Development
277(3)
Educating Children with Diverse Backgrounds and Special Needs: Ensuring all Children Learn
280(38)
Professional Development Goal
281(1)
Children with Disabilities
282(18)
Gifted and Talented Children
300(1)
Education for Children with Diverse Backgrounds
301(15)
Activities for Professional Development
316(2)
Guiding Children's Behavior: Helping Children Act their Best
318(24)
Professional Development Goal
319(1)
How to Guide Children's Behavior
320(20)
Activities for Professional Development
340(2)
Cooperation and Collaboration with Parents, Families, and the Community: Building a Partnership for Student Success
342(27)
Professional Development Goal
343(1)
Redefining Parent Involvement
344(4)
Parent/Family Involvement: What Is It?
348(18)
Activities for Professional Development
366(3)
Appendix The NAEYC Code of Ethical Conduct 369(8)
Endnotes 377(4)
Glossary 381(6)
Index 387

Excerpts

The field of early childhood education is undergoing significant change and transformation. In fact, early childhood education has changed more in the last five years than in the previous fifty years. Some of these changes include: New knowledge and ideas about how children grow and develop, and the conditions that support optimal learning. New views about how best to teach young children. Changing roles and responsibilities of early childhood professionals. Increasing demands from the public and politicians for accountability in ensuring that all children will learn to their fullest capacity. This third edition ofFundamentals of Early Childhood Educationcaptures the important changes occurring in early childhood education today and shows how they apply to teaching young children and collaborating with their parents and families. As you, other early childhood professionals, scientists, and the public respond to the changing field of early childhood education, more opportunities arise for new programs and curricula to meet the ever-changing needs of children and families. These changes and opportunities create an aura of excitement in the field of early childhood education. As a result, we are in what I call a "Golden Age" of early childhood education. This Golden Age provides you and other early childhood educators with unprecedented opportunities and challenges. How well we respond to these opportunities and challenges will determine, to a large extent, whether or not this Golden Age continues into the next decade. I hope and believe it will. Themes and Goals The primary goal ofFundamentals of Early Childhood Education,Third Edition, is to help you respond positively and professionally to the opportunities of early childhood education today and to help you be the best early childhood professional you can be. This edition gives you the knowledge, skills, and insights necessary to confidently and appropriately achieve your goal of being a leader in educating children, parents, and families. When I ask early childhood educators how I can help them be better professionals, they repeatedly express their desire for an early childhood book that is user-friendly and applies theory to practice.Fundamentals of Early Childhood Education,Third Edition, meets this need for a book that is both practical and based on current research and thinking about how young children learn and how best to teach them. In this book, eight core themes serve as an organizing framework: Professionalism--Being a professional is the foundation of high-quality programs for young children. Professionalism is the compass that guides and directs you throughout your work with children and families. In Chapter 1, "You and Early Childhood Education: What Does It Mean to Be a Professional?" you will encounter a Professional Development Checklist that consists of thirteen core professional outcomes consistent with NAEYC and CDA professional guidelines. The checklist and its core outcomes create a professional profile that will guide your professional thinking, reflection, and development throughout your career. Each chapter of this text begins with one or more of these thirteen professional outcomes and serves as an advance organizer for chapter content, "Professionalism in Practice," and "Program in Action" vignettes. As you read and engage in the activities in this book, you will be well on your way to becoming an accomplished professional. Theory to Practice--This text helps you understand how teachers and programs translate theories of learning and educating young children into practice. The "Program in Action" and "Professionalism in Practice" features provide real-life insights into how teachers in programs across the United States endeavor to apply early childhood theories to their everyday practices. These features per


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