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Introduction to Early Childhood Education
by Essa, Eva L.ISBN13:
9780827348165
ISBN10:
0827348169
Format:
Hardcover
Pub. Date:
1/1/1992
Publisher(s):
Cengage Learning
List Price: $55.95
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Summary
Introduction to Early Childhood Education, 4E offers readers an updated, research-based understanding of early brain development, emergent curriculum with the Reggio Emilia approach, and early childhood programming in developmentally appropriate practice in addition to evaluating the essentials of early childhood education. Sound theoretical rationales for early childhood education are clearly presented and exemplified by actual experiences of teachers who work with children and provide a realistic framework for students to build upon. Key terms highlighted in the text are defined in the margin for easy reference. Web site links that contain relevant information to chapter topics are also included.
Table of Contents
| Preface | p. xiii |
| The What of Early Childhood Education | p. 1 |
| The Scope of and Need for Early Childhood Education | p. 3 |
| The Growth of Early Childhood Education | p. 3 |
| What Is Included in Early Childhood Education? | p. 7 |
| Defining Quality in Early Childhood Programs | p. 16 |
| The Future of Early Childhood Education | p. 23 |
| The Who of Early Childhood Education | p. 29 |
| The Children | p. 31 |
| Children--Similarities | p. 31 |
| Children--Differences | p. 44 |
| Children with Special Needs | p. 45 |
| Working with Parents of Special Children | p. 56 |
| The Families | p. 60 |
| A Theoretical Perspective | p. 60 |
| The Changing American Family | p. 61 |
| The Needs of Families | p. 64 |
| Communicating with Families | p. 67 |
| Family Involvement | p. 75 |
| Parent Education | p. 77 |
| The Teachers/Caregivers | p. 82 |
| The Early Childhood Teacher and Caregiver | p. 82 |
| Staffing in Early Childhood Programs | p. 85 |
| Training and Regulation in Early Childhood Education | p. 91 |
| Professionalism | p. 95 |
| Some Current Issues and Dilemmas | p. 98 |
| Parent Support for the Early Childhood Profession | p. 105 |
| The Why of Early Childhood Education | p. 109 |
| Rationale Supporting Early Childhood Education | p. 111 |
| A Look Back--Children through Time | p. 112 |
| Influential People in the History of Early Childhood Education | p. 113 |
| Influential Theorists of Child Development | p. 118 |
| Application of Theories in Early Childhood Education | p. 126 |
| Research Support for Early Childhood Education | p. 143 |
| Goals, Objectives, and Evaluation | p. 150 |
| Goals | p. 150 |
| Objectives | p. 151 |
| Evaluation | p. 153 |
| The Where of Early Childhood Education | p. 175 |
| The Physical Environment | p. 177 |
| Effects of the Physical Environment | p. 177 |
| Arranging the Indoor Environment | p. 179 |
| Arranging the Outdoor Environment | p. 186 |
| Adapting the Environment | p. 190 |
| Developmentally Appropriate Equipment | p. 191 |
| Developmentally Appropriate Materials | p. 196 |
| Parents' Role in the Early Childhood Environment | p. 200 |
| The How of Early Childhood Education--Curriculum | p. 205 |
| Scheduling and Curriculum Planning | p. 207 |
| Components of the Early Childhood Schedule | p. 207 |
| Guidelines for Program Scheduling | p. 213 |
| Types of Schedules | p. 217 |
| Flexibility of the Schedule | p. 218 |
| What is Curriculum? | p. 221 |
| Developing Written Plans for Theme-Based Curriculum | p. 227 |
| Emergent Curriculum | p. 230 |
| Parent Involvement in the Curriculum | p. 233 |
| Creative Development through the Curriculum | p. 236 |
| What Is Creativity? | p. 236 |
| An Environment That Encourages Creativity | p. 238 |
| Art | p. 242 |
| Music | p. 256 |
| Parental Values for Creativity | p. 262 |
| Factors that Decrease Creativity | p. 263 |
| Physical Development through the Curriculum | p. 268 |
| A Developmental Framework for Motor Development | p. 268 |
| Components of Motor Development | p. 269 |
| Gross Motor Activities | p. 277 |
| Fine Motor Activities--Manipulatives | p. 286 |
| Sensory Activities | p. 289 |
| Caring for the Body | p. 291 |
| Parental Values Related to Physical Development and Care | p. 296 |
| Cognitive Development through the Curriculum | p. 299 |
| Theoretical Foundations of Cognitive Development | p. 299 |
| Enhancing Infants' Cognitive Development | p. 305 |
| Cognitive Tasks | p. 306 |
| Math | p. 313 |
| Science | p. 315 |
| Parental Values for Cognitive Development | p. 323 |
| Language Development through the Curriculum | p. 326 |
| Theoretical Views of Language Development | p. 326 |
| Components of Language | p. 328 |
| Bilingualism | p. 332 |
| Language and the Early Childhood Curriculum | p. 337 |
| Parental Values for Language Development | p. 350 |
| Social Development through the Curriculum | p. 355 |
| Social Development and the Brain | p. 355 |
| Theoretical Views of the Socialization Process | p. 356 |
| Development of Social Competence | p. 357 |
| Development of Prosocial Behaviors | p. 374 |
| Sociodramatic Play | p. 374 |
| Cooperative Games | p. 375 |
| Reflecting the Family's Culture and Values | p. 377 |
| The How of Early Childhood Education--Guidance | p. 381 |
| Guiding Routines and Group Activities | p. 383 |
| Arrival and Departure Times | p. 383 |
| The New Child at School | p. 386 |
| Meals and Eating Behavior | p. 387 |
| Diapering and Toileting | p. 394 |
| Sleep and Rest Times | p. 398 |
| Parental Concerns About Routines | p. 400 |
| Factors That Affect Group Behavior | p. 401 |
| Group Guidance and the Daily Schedule | p. 404 |
| Transitions | p. 411 |
| The Unusual Situation | p. 412 |
| Guiding Social Behaviors | p. 418 |
| What Behaviors Do We Expect of Young Children? | p. 418 |
| Philosophies of Guidance | p. 420 |
| Important Definitions | p. 426 |
| Some Techniques of Guidance | p. 426 |
| What Is the Difference Between Normal and Problem Behavior? | p. 434 |
| Factors That Affect Children's Behavior | p. 436 |
| Dealing with Specific Behavior Problems | p. 441 |
| Working with Parents to Solve Behavior Problems | p. 452 |
| Helping Children Cope with Stress | p. 455 |
| Defining Stress and Coping | p. 455 |
| Sources of Stress in Children's Lives | p. 457 |
| Children's Reactions to Stress | p. 469 |
| Techniques to Help Children Cope with Stress | p. 471 |
| Self-Protection Programs | p. 479 |
| Helping Families Cope with Stress | p. 479 |
| Epilogue | p. 484 |
| References | p. 492 |
| Glossary | p. 517 |
| Name Index | p. 527 |
| Subject Index | p. 533 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
