The Whole Child Developmental Education for the Early Years

by Hendrick, Joanne; Weissman, Patricia

• ISBN13: 9780137153053
• ISBN10: 0137153058
• Edition: 9th
• Format: Hardcover
• Copyright: 2009-02-04
• Publisher: Pearson

Summary

"If we offer the young children we teach rich and appropriate learning opportunities combined with enough time for them to enjoy and experience those opportunities to the fullest, we will enhance childhood, not violate it." The Whole Childis a practical methods book that explains how to teach young children in ways that foster healthy development. This text focuses on the "whole child" and what they need from the learning environment in order to thrive. It pictures the child as being made up of "selves" - emotional, social, physical, creative, and cognitive--and then examines each of those selves in turn. The physical self includes not only large and fine muscle development, but also the handling of routines because such things as eating, resting, and toileting contribute much to physical comfort and well-being. For the emotional self, the book considers ways to increase and sustain mental health, to cope with crises, to use discipline to foster self-control, to cope with aggression, and to foster self-esteem. Included for the social self are ways to build social concern and kindliness and learning to value the cultures of other people. The creative self covers the areas of self-expression through the use of art materials and creativity as expressed in play and applied in thought. Finally, the cognitive, or intellectual, self is considered in terms of language and literacy development--the development of reasoning and thinking skills via the emergent approach, and the development of specific reasoning abilities. New To This Edition: NEW! Presents the content in a new 16-chapter format. Chapter 6 is a new chapter onAssessmentand Planning-Helps students understand the current emphasis on standards-based education and how to maintain "best practices" while meeting school requirements. Chapter 15 is a new chapter,Fostering the Creative Self-Discusses what creativity is, how it develops, and what teachers can do to enhance childrenrs"s creative growth. Chapter 16 is a new chapter,Developing and Implementing Curriculum for the Whole Child-Helps students pull together the different elements of early childhood education into a cohesive program for the whole child. Other chapters were combined and streamlined for more practical use by instructors. (The content from Chapter 7,Tender Topics, has been integrated into other chapters.) NEW! Discusses the integrated curriculum-Helps students understand the importance of meeting all of the childrenrs"s developmental needs across the curriculum spectrum. NEW! Presents new information about the ecological theory of human development as outlined by Urie Brofenbrenner. NEW! Includes content on children in elementary grades 1-3 in each chapter-Expands the usefulness of the text to primary school teachers.

Author Biography

Joanne Hendrick is professor emerita of early childhood education from the University of Oklahoma. In addition to raising four children of her own, her practical experience includes working with children at the Stanford Speech and Hearing Clinic, directing a parent-child workshop, working in Head Start, and chairing the early childhood areas at Santa Barbara City College and the University of Oklahoma. She holds an undergraduate degree from Stanford University in disorders of speech and hearing and graduate degrees from the University of California in counseling and early childhood education. She is past president of the California Association for the Education of Young Children.

Her current interests include gardening, photography, traveling to exotic places, writing about young children, and enjoying her ten grandchildren.

 

Dr. Patricia Weissman is co-author with Joanne Hendrick of two renowned early childhood college textbooks:  The Whole Child: Developmental Education for the First Early Years (Merrill/Prentice Hall, 2006) and Total Learning: Developmental Curriculum for the Young Child (Merrill/Prentice Hall, 2007). She began her early childhood career as a family care provider for two infants. Having found her calling, she studied early childhood education in the master’s program at San Francisco State University and received a doctorate of education from the University of San Francisco. During the past 30 years, she has worked as an infant caregiver, preprimary teacher, children’s center director, Child Development Associate (CDA) advisor, professor of early childhood education, and a research associate in early childhood development at the Merrill-Palmer Institute of Wayne State University. She was the founding editor of the journal Innovations in Early Education: The International Reggio Exchange. Dr. Weissman also designed and consulted on the production of the Public Broadcasting Service video series entitled The Whole Child: A Caregiver’s Guide to the First Five Years. Dr. Weissman is the mother of two adult children whom she feels turned out "quite well."

Table of Contents

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What Is Good Education for Young Children?

Realize You Are Part of a Noble Profession Can Early Childhood Make a Difference?

Brain Development Research

Effects of Early Childhood Education

Research Implications for Teaching Theoretical Foundations of Early Childhood Education

Developmental Approaches Psychoanalytical

Theory Family-Ecological

Theory Active Learning, Constructivist Theories

Behaviorist or Learning Theory

From Theory to Practice Types of Early Childhood Education

All Programs Include Children with Special Needs

Center-Based Care

Family Child Care

Public School Programs A Final Thought About Programs Basic Premises of This Book Putting Premises Into Practice

Planning a Good Day For Children Good Human Relationships Are a Fundamental

Ingredient of a Good Day Families

Must Be Included as Part of the Life of the School High-Quality Education

Must Be Developmentally Appropriate High-Quality Education

Is Individualized High-Quality Education

Honors Diversity in Its Many Forms High-Quality Education

Uses Reasonable and Authentic Methods of Assessment to Find Out More About the Children High-Quality Education

Has a Balance Between Self-Selection and Teacher Direction; Both Approaches Are Valuable High-Quality Education

Should Be Comprehensive High-Quality Education

Has Stability and Regularity Combined with Flexibility High-Quality Education

Has Variety Learning Must Be Based on Actual Experience and Participation The Program Should Be Reflected on Daily High-Quality Education

Promotes Ethical Standards for Teachers High-Quality Education

Should Encourage Advocacy The Day Should Be Pleasurable

Working with Families

Opening the Door to Good Communication

Understanding Families

Family Diversity Challenges to Working with Families

Suggestions for Establishing a Good Relationship Between Family and Teacher

What If The Relationship Is Not Good?

The Preamble: What to Do Before the Situation Arises Coping with the Initial Encounter

What to Do When That Button Is Pushed What to Do After the Complainer Departs

The Return Engagement Maintaining Good Relationships

Keeping the Lines of Communication

Open Counseling with Families Practical

Pointers about Conducting a Conference

Avoid Interruptions Beginning the Conference

During the Conference, Stay as Relaxed as Possible

Drawing the Conference to a Close

What to Do After the Conference Finally, Remember

That Information Shared by Parents

During a Conference

Is Confidential Limits to Guidance Work Beyond the Conference

Further Strategies for Involving

Families Families in Crisis What Constitutes a Crisis?

Some General Principles for Helpin

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