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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