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

by Follari, Lissanna

• ISBN13: 9780131191907
• ISBN10: 013119190X
• Edition: 1st
• Format: Package
• Copyright: 2011-01-01
• Publisher: Prentice Hall

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 Education	p. 1
Your Role as a Teacher-Education Student	p. 2
Roles of the Early Childhood Professional	p. 4
Current Issues Facing Early Childhood Professionals	p. 8
Beginning the Journey	p. 17
Application Activities	p. 17
Historical Overview: People and Beliefs That Shaped the Field	p. 18
Historical Trends	p. 19
Life in the 1600s: Harsh Traditions and New Ideas	p. 19
Classroom View	p. 20
Education in the 1700s: Romantic and Radical	p. 21
Classroom View	p. 21
Education in the 1800s: Kindergarten Is Born	p. 24
Care or Education and the Separation of Early and Elementary Education	p. 25
Moving Education Forward in the 1900s: Progressive and Developmental	p. 27
Classroom View	p. 28
The Rise of Child Study	p. 28
The Progressive Era Dawns	p. 29
Modern Movements and Trends	p. 40
Today's Issues	p. 42
Conclusions	p. 43
Reflection Questions: Looking Back and Looking Ahead	p. 43
Summary	p. 43
Application Activities	p. 44
Constructivist Learning: Building Knowledge From Within	p. 46
Classroom View	p. 47
What Is Constructivism All About? The Big Picture	p. 48
Here and Now: Contemporary Constructivist Beliefs	p. 52
Piaget's Contributions to Constructivism	p. 53
Vygotsky's Contributions to Constructivism	p. 54
Beyond Piaget: Social Learning, Language, and Culture	p. 55
Criticisms and Challenges of Translating Theory Into Practice	p. 58
Strategies for Applying Constructivist Theory to Early Childhood Education	p. 60
Conclusion	p. 67
Reflection Questions: Looking Back and Looking Ahead	p. 69
Summary	p. 69
Application Activities	p. 70
Multiple Intelligences Theory: Applications in the Early Childhood Classroom	p. 73
Classroom View	p. 74
Overview of Gardner's Work	p. 75
Intelligence and Creative Thinking	p. 76
Defining Intelligence	p. 76
The Eight Multiple Intelligences: Many Kinds of Smart	p. 78
Self-Reflection: Developing Our Intrapersonal Strength	p. 90
Rethinking Education: A New Vision of Active Learning	p. 90
Roles of the Teacher	p. 91
Assessment	p. 93
Applying Multiple Intelligences in Early Childhood Education: Personalization and Diversity	p. 93
Conclusion	p. 101
Reflection Questions: Looking Back and Looking Ahead	p. 102
Summary	p. 102
Application Activities	p. 103
National Association for the Education of Young Children: Defining Best Practices	p. 104
Classroom View	p. 105
NAEYC at Work	p. 107
Foundation and Scope of NAEYC	p. 108
The DAP Framework: Theory and Practice	p. 109
The Code of Ethical Conduct: History and Principles	p. 118
Meaningful Applications: Using DAP and the Code	p. 123
Reflection Questions: Looking Back and Looking Ahead	p. 125
Summary	p. 125
Application Activities	p. 126
Models and Approaches
Early Intervention: Empowering Change From Within (Head Start and Early Head Start)	p. 128
Classroom View	p. 129
Historical Perspective: The Start of Early Intervention	p. 131
The Need for Social Renewal: Defining Characteristics	p. 135
Head Start Program Standards	p. 139
Does It Work? Evidence of Effectiveness	p. 142
Current Trends and Implications	p. 144
Conclusion	p. 145
Reflection Questions: Looking Back and Looking Ahead	p. 146
Summary	p. 146
Application Activities	p. 147
The High/Scope Foundation: Planning, Implementing, and Reviewing Best Practices	p. 149
Classroom View	p. 150
Overview of High/Scope	p. 153
Educational Programming	p. 153
Teacher Roles	p. 157
Assessment	p. 158
Inclusion and Cultural Responsiveness	p. 160
Research	p. 162
Considerations and Applications	p. 165
Conclusion	p. 166
Reflection Questions: Looking Back and Looking Ahead	p. 166
Summary	p. 167
Application Activities	p. 167
The Project Approach: Active Inquiry in Early Childhood	p. 169
Classroom View	p. 170
Overview of the Project Approach	p. 173
Explanation of the Parts and Process: How It All Fits Together	p. 177
Applications With Young Children	p. 182
How Project Work Fits Into Current Beliefs About Good Practice	p. 185
Conclusion	p. 186
Reflection Questions: Looking Back and Looking Ahead	p. 187
Summary	p. 187
Application Activities	p. 187
The Schools of Reggio Emilia: A Child's World	p. 192
Overview of the Reggio Emilia Philosophy	p. 193
Classroom View	p. 194
The Schools of Reggio Emilia, Italy: History, Influences, and Relationships	p. 198
Challenges to Reggio-Inspired Practice in America: Lost in the Translation?	p. 207
Inspired Applications: How Some American Educators Are Making the Leap	p. 210
Conclusion	p. 212
Reflection Questions: Looking Back and Looking Ahead	p. 213
Summary	p. 213
Application Activities	p. 214
Montessori Education: Environment, Materials, and Methods	p. 216
Classroom View	p. 217
Who Was Maria Montessori? Auspicious Beginning and Lasting Legacy	p. 220
Basic Principles of the Montessori Method	p. 223
Teachers' Roles and Functions	p. 227
Montessori Materials and Activities	p. 231
Reflections, Controversies, and Accolades	p. 235
Reflection Questions: Looking Back and Looking Ahead	p. 237
Summary	p. 237
Application Activities	p. 238
Waldorf Education: Harmony and the Whole Child	p. 240
Classroom View	p. 241
The History and Philosophy of Waldorf Education	p. 243
View of Child Development	p. 244
Waldorf Early Childhood Programs	p. 246
Early Childhood Teachers' Roles	p. 248
Curriculum	p. 250
Diversity and Inclusion in Waldorf Education	p. 254
Contemporary Issues: Criticism of Waldorf Education	p. 256
Conclusion	p. 256
Reflection Questions: Looking Back and Looking Ahead	p. 257
Summary	p. 257
Application Activities	p. 258
Beginning the Journey
Bringing It All Together: Imagining and Becoming	p. 260
Guiding Principles for the Future: Respect, Enthusiasm, Commitment	p. 261
Culminating the Text and Creating Your Portfolio	p. 263
Application Activities	p. 263
NAEYC Developmentally Appropriate Practice	p. 269
NAEYC Code of Ethical Conduct	p. 292
Historical Time Line Chart	p. 301
Key Contributors Chart	p. 302
Guiding Principles Chart	p. 304
References	p. 305
Index	p. 315
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