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Fundamentals Of Early Childhood Education,9780131710474
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Fundamentals Of Early Childhood Education

by
Edition:
4th
ISBN13:

9780131710474

ISBN10:
0131710478
Format:
Paperback
Pub. Date:
1/1/2006
Publisher(s):
Prentice Hall
List Price: $64.00
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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
5(17)
Dimension 1: The Personal
5(2)
Dimension 2: Education
7(7)
Dimension 3: Professional Practice
14(7)
Dimension 4: The Public
21(1)
Using the Professional Development Checklist
22(1)
Why Technology Tie-Ins?
23(2)
Activities for Professional Development
25(3)
Early Childhood Education Today: Understanding Current Issues
28(30)
Professional Development Goal
29(1)
Issues Influencing the Practice of Early Childhood Education
30(20)
Changing Families
31(1)
Families and Early Childhood
31(6)
Wellness and Healthy Living
37(1)
Be a Role Model
38(4)
Socioeconomic Status and Children's Development
42(2)
Brain Research
44(4)
Violence
48(1)
Bullying
48(2)
Politics and Early Childhood Education
50(1)
Federal and State Involvement in Early Childhood Programs
51(2)
Expanded Federal Support for Early Childhood Education
51(1)
Public Schools and Early Education
52(1)
New Directions in Early Childhood Education
53(3)
Activities for Professional Development
56(2)
Standards and You: Teaching Children to Learn
58(30)
Professional Development Goals
59(1)
What Are Standards?
60(1)
Standards---Why Standards?
60(8)
NCLB Discussion
63(1)
NAEYC Early Learning Standards
63(1)
Appropriate Assessment
64(2)
Why Are Standards Important?
66(2)
How Are Standards Changing Teaching and Learning?
68(10)
Standards and Teaching
74(1)
National Standards
74(3)
State Standards
77(1)
Issues Surrounding Standards
78(4)
Activities for Professional Development
82(6)
History and Theories: Foundations for Teaching And Learning
88(34)
Professional Development Goals
89(1)
Why Is the History of Early Childhood Education Important?
90(2)
Rebirth of Great Ideas
90(1)
Build the Dream---Again
90(1)
Implement Current Practice
90(2)
Why Are Theories of Learning Important?
92(3)
Thinking About Learning
92(1)
Communication
92(1)
Evaluate Learning
93(1)
Provide Guidance
93(2)
Famous Persons and Their Influence on Early Childhood Education
95(20)
Martin Luther
95(1)
John Amos Comenius
95(1)
John Locke
95(2)
Jean-Jacques Rousseau
97(1)
Johann Heinrich Pestalozzi
97(1)
Robert Owen
97(1)
Friedrich Wilhelm Froebel
98(1)
Maria Montessori and the Montessori Theory
99(1)
John Dewey and Progressive Education Theory
100(3)
Jean Piaget and Constructivist Learning Theory
103(6)
Lev Vygotsky and Sociocultural Theory
109(1)
Abraham Maslow and Self-Actualization Theory
110(2)
Erik Erikson and Psychosocial Theory
112(1)
Howard Gardner and Multiple Intelligence Theory
112(2)
E. D. Hirsch and Cultural Literacy Theory
114(1)
From Luther to Hirsch: Basic Concepts Essential to Good Educational Practices
115(6)
As They Relate to Children
115(1)
As They Relate to Teachers
116(2)
As They Relate to Parents
118(3)
Activities for Professional Development
121(1)
Implementing Early Childhood Programs: Applying Theories to Practice
122(32)
Professional Development Goal
123(1)
What Are Early Childhood Education Programs?
124(9)
The Growing Demand for Quality Early Childhood Programs
124(1)
Child Care: Serving Children and Families
124(2)
The Importance of Child Care
126(1)
Types of Child Care Programs
126(2)
What Constitutes Quality Education and Care?
128(2)
The Effects of Care and Education on Children
130(3)
High/Scope: A Constructivist Approach
133(4)
Basic Principles and Goals of the High/Scope Approach
133(1)
The Five Elements of the High/Scope Approach
133(2)
A Daily Routine That Supports Active Learning
135(2)
Advantages
137(1)
The Montessori Method
137(5)
The Role of the Montessori Teacher
137(1)
The Montessori Method in Action
138(1)
Practical Life
138(1)
Sensory Materials
139(1)
Academic Materials for Writing, Reading, and Mathematics
140(1)
Additional Features
140(1)
Montessori and Contemporary Practices
141(1)
Reggio Emilia
142(2)
Basic Principles of the Reggio Emilia Approach
142(1)
Beliefs About Children and How They Learn
142(2)
Federal Programs for Young Children
144(8)
Head Start
145(4)
Early Head Start
149(3)
Activities for Professional Development
152(2)
Observing and Assessing Young Children: Guiding, Teaching, and Learning
154(26)
Professional Development Goal
155(1)
What Is Assessment?
156(6)
Why Is Assessment Important?
156(1)
What Is Authentic Assessment?
157(1)
Methods of Assessment
158(1)
Using Portfolios to Assess
158(2)
Checklists
160(2)
Screening Procedures
162(1)
Screening Instruments
162(1)
Using Observation to Assess
163(8)
Purposes of Observation
163(1)
Steps for Conducting Observations
164(7)
Reporting to and Communicating with Parents and Families
171(3)
Assessment in Context
174(1)
What Are the Issues in the Assessment of Young Children?
175(4)
Assessment and Accountability
175(1)
Head Start National Reporting System
175(2)
High-Stakes Testing
177(1)
At-Home Testing
177(2)
Activities for Professional Development
179(1)
Infants and Toddlers: Critical Years for Learning
180(30)
Professional Development Goal
181(1)
Portraits of Children
182(1)
What Are Infants and Toddlers Like?
182(4)
Young Brains: A Primer
186(2)
Nature, Nurture, and Development
188(2)
Motor Development
190(3)
Intellectual Development
193(3)
Stages of Sensorimotor Intelligence
194(2)
Language Development
196(5)
Heredity and Language Development
196(1)
Theories of Language Development
197(1)
The Sequence of Language Development
198(3)
Developmentally Appropriate Infant and Toddler Programs
201(3)
Multiculturally Appropriate Practice
204(1)
Curricula for Infants and Toddlers
205(1)
Infant Mental Health
206(2)
Activities for Professional Development
208(2)
The Preschool Years: Getting Ready for School and Life
210(32)
Professional Development Goal
211(1)
What Is Preschool?
212(4)
Why Are Preschools Growing in Popularity?
215(1)
What Are Preschoolers Like?
216(3)
Physical and Motor Development
216(1)
Cognitive Development
217(2)
Language Development
219(1)
Ready to Learn: Ready for School
219(4)
Important Readiness Skills
220(3)
Readiness and Culture
223(1)
Preschool Curriculum, Goals, and State Standards
223(4)
Appropriate Preschool Goals
225(2)
Play in Preschool Programs
227(10)
Kinds of Play
230(3)
Early Childhood Professionals and Play
233(1)
The Preschool Daily Schedule
233(4)
Quality Preschool Programs
237(1)
Successful Transitions to Kindergarten
237(1)
The Future of Preschool Education
237(3)
Activities for Professional Development
240(2)
Kindergarten Today: Meeting Academic and Developmental Needs
242(26)
Professional Development Goal
243(1)
The History of Kindergarten Education
244(2)
Friedrich Froebel
244(1)
Margarethe Schurz
245(1)
Elizabeth Peabody
245(1)
Milton Bradley
245(1)
Susan Blow
245(1)
Patty Smith Hill
245(1)
Kindergarten Children
246(3)
Who Attends Kindergarten?
249(2)
Universal Kindergarten
249(2)
Kindergarten Today
251(1)
Developmentally Appropriate Practice in the Kindergarten
252(1)
Literacy and Kindergarten Children
252(8)
Literacy and Reading
254(1)
Developing Literacy and Reading in Young Children
254(5)
A Balanced Approach
259(1)
Supporting Children's Learning to Read
260(1)
Supporting Children's Attitude Toward Learning
260(1)
Kindergarten Issues
261(5)
Redshirting
261(1)
High-Stakes Kindergarten Testing
262(1)
Kindergarten Entrance Age
263(3)
The Future of Kindergarten
266(1)
Activities for Professional Development
266(2)
The Early Elementary Grades: 1--3: Preparation for Life
268(28)
Professional Development Goal
269(3)
Primary Children: Growth and Development
272(6)
Physical Development
272(1)
Motor Development
272(5)
Cognitive Development
277(1)
Moral Development
277(1)
The Contemporary Elementary School
278(16)
The Integrated Curriculum
280(1)
Pro-social and Conflict Resolution Education
281(2)
Character Education
283(1)
Teaching Thinking
284(1)
The New Literacy
285(1)
The New Mathematics
285(5)
Helping Children Succeed
290(2)
Issues in the Early Elementary Grades
292(2)
Activities for Professional Development
294(2)
Educating Children with Diverse Backgrounds and Special Needs: Ensuring All Children Learn
296(32)
Professional Development Goal
297(2)
Children with Disabilities
299(14)
The Individuals with Disabilities Education Act (IDEA)
299(12)
Children with Attention Deficit Hyperactivity Disorder (ADHD)
311(1)
Strategies for Teaching Children with Disabilities
312(1)
Gifted and Talented Children
313(5)
Educating the Gifted and Talented
316(2)
Education for Children with Diverse Backgrounds
318(9)
Multicultural Awareness
320(1)
Multicultural Infusion
320(7)
Activities for Professional Development
327(1)
Guiding Children's Behavior: Helping Children Act Their Best
328(26)
Professional Development Goal
329(1)
How to Guide Children's Behavior
330(21)
Step 1: Use Theories as a Basis to Help You Guide Children
331(4)
Step 2: Clarify What You Believe About Guiding Behavior
335(1)
Step 3: Know and Use Developmentally Appropriate Practice
335(1)
Step 4: Meet Children's Needs
335(2)
Step 5: Help Children Build New Behaviors
337(2)
Step 6: Empower Children
339(3)
Step 7: Establish Appropriate Expectations
342(2)
Step 8: Arrange and Modify the Environment
344(1)
Step 9: Model Appropriate Behavior
345(2)
Step 10: Avoid Problems
347(2)
Step 11: Develop a Partnership with Parents, Families, and Others
349(1)
Step 12: Recognize and Value Basic Rights
350(1)
Step 13: Teach Cooperative Living and Learning
350(1)
Step 14: Use and Teach Conflict Management
351(1)
Looking to the Future
351(2)
Activities for Professional Development
353(1)
Parents, Families, and the Community: Building Partnerships for Student Success
354(27)
Professional Development Goal
355(1)
New Views of Parent/Family and Community Involvement
356(1)
Changing Parents and Families: Changing Involvement
357(4)
Grandparents as Parents
357(4)
Parent/Family Involvement: What Is It?
361(18)
Education as a Family Affair
364(1)
Family-Centered Teaching
364(1)
Two-Generation and Intergenerational Family Programs
365(1)
How Does the Federal Government Influence Parent Involvement?
365(3)
Activities for Involving Families
368(4)
Conducting Home Visits
372(1)
Conducting Parent-Teacher Conferences
373(1)
Telephone Contacts
374(1)
Communicating with Parents over the Internet
375(1)
Involving Single-Parent Families
375(1)
Involving Language-Minority Parents and Families
375(2)
Community Involvement
377(1)
School-Business Involvement
377(1)
National Organizations
378(1)
The Family Involvement Partnership for Learning
379(1)
The Challenge
379(1)
Activities for Professional Development
379(2)
Appendix NAEYC Code of Ethical Conduct 381(8)
Endnotes 389(4)
Glossary 393(4)
Index 397


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