Fundamentals of Early Childhood Education

by Morrison, George S.

• ISBN13: 9780130975126
• ISBN10: 0130975125
• Edition: 3rd
• Format: Paperback
• Copyright: 2003-01-01
• Publisher: Prentice Hall

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	4	(15)
Using the Professional Development Checklist	19	(3)
What Is the Terminology of Early Childhood Education?	22	(2)
Why Technology Tie-Ins?	24	(2)
Activities for Professional Development	26	(2)
Early Childhood Education Today: Understanding Current Issues	28	(28)
Professional Development Goal	29	(1)
Issues Influencing the Practice of Early Childhood Education	30	(18)
Politics and Early Childhood Education	48	(2)
Federal end State Involvement in Early Childhood Programs	50	(3)
New Directions in Early Childhood Education	53	(1)
Activities for Professional Development	54	(2)
History and Theories: Foundations for Teaching and Learning	56	(38)
Professional Development Goals	57	(1)
Why Is the History of Early Childhood Education Important?	58	(1)
Why Are Theories of Learning Important?	59	(3)
Famous Persons and Their Influence on Early Childhood Education	62	(25)
From Luther to Hirsch: Basic Concepts Essential to Good Educational Practices	87	(5)
Activities for Professional Development	92	(2)
Implementing Early Childhood Programs: Applying Theories to Practice	94	(38)
Professional Development Goal	95	(1)
What Are Programs of Early Childhood Education?	96	(4)
Types of Child Care Programs	100	(5)
High/Scope: A Constructivist Approach	105	(5)
The Montessori Method	110	(7)
Reggio Emilia	117	(5)
Head Start	122	(7)
Activities for Professional Development	129	(3)
Observing and Assessing Young Children: Guiding, Teaching, and Learning	132	(26)
Professional Development Goal	133	(1)
What Is Assessment?	134	(7)
Screening Procedures	141	(1)
Using Observation to Assess	142	(10)
Reporting to and Communicating with Parents	152	(1)
What Are the Issues in the Assessment of Young Children?	152	(3)
Activities for Professional Development	155	(3)
Infants and Toddlers: Foundational Years for Learning	158	(30)
Professional Development Goal	159	(1)
Painting Portraits of Children	160	(1)
What Are Infants and Toddlers Like?	160	(2)
Young Brains: A Primer	162	(3)
Nature, Nurture, and Development	165	(2)
Motor Development	167	(4)
Intellectual Development	171	(4)
Language Development	175	(4)
Developmentally Appropriate Infant and Toddler Programs	179	(3)
Multiculturally Appropriate Practice	182	(1)
Curricula for Infants and Toddlers	182	(4)
Activities for Professional Development	186	(2)
The Preschool Years: Getting Ready for School	188	(34)
Professional Development Goal	189	(2)
What Is Preschool?	191	(1)
What Are Preschoolers Like?	191	(5)
Ready to Learn: Ready for School	196	(5)
Preschool Curriculum, Goals, and State Standards	201	(3)
Play in Preschool Programs	204	(10)
The Preschool Daily Schedule	214	(2)
Quality Preschool Programs	216	(3)
Successful Transitions to Kindergarten	219	(1)
The Future of Preschool Education	220	(1)
Activities for Professional Development	220	(2)
Kindergarten Today: Meeting Academic and Developmental Needs	222	(28)
Professional Development Goal	223	(1)
The History of Kindergarten Education	224	(1)
What are Kindergarten Children Like?	224	(1)
Who Attends Kindergarten?	225	(4)
Kindergarten Today	229	(2)
Developmentally Appropriate Practice in the Kindergarten	231	(1)
Literacy and Kindergarten Children	232	(9)
Supporting Children's Attitude toward Learning	241	(7)
Activities for Professional Development	248	(2)
The Primary Grades: Preparation for Lifelong Success	250	(30)
Professional Development Goal	251	(1)
Primary Children: Growth and Development	252	(4)
The Contemporary Primary School	256	(21)
Activities for Professional Development	277	(3)
Educating Children with Diverse Backgrounds and Special Needs: Ensuring all Children Learn	280	(38)
Professional Development Goal	281	(1)
Children with Disabilities	282	(18)
Gifted and Talented Children	300	(1)
Education for Children with Diverse Backgrounds	301	(15)
Activities for Professional Development	316	(2)
Guiding Children's Behavior: Helping Children Act their Best	318	(24)
Professional Development Goal	319	(1)
How to Guide Children's Behavior	320	(20)
Activities for Professional Development	340	(2)
Cooperation and Collaboration with Parents, Families, and the Community: Building a Partnership for Student Success	342	(27)
Professional Development Goal	343	(1)
Redefining Parent Involvement	344	(4)
Parent/Family Involvement: What Is It?	348	(18)
Activities for Professional Development	366	(3)
Appendix The NAEYC Code of Ethical Conduct	369	(8)
Endnotes	377	(4)
Glossary	381	(6)
Index	387

Excerpts

The field of early childhood education is undergoing significant change and transformation. In fact, early childhood education has changed more in the last five years than in the previous fifty years. Some of these changes include: New knowledge and ideas about how children grow and develop, and the conditions that support optimal learning. New views about how best to teach young children. Changing roles and responsibilities of early childhood professionals. Increasing demands from the public and politicians for accountability in ensuring that all children will learn to their fullest capacity. This third edition ofFundamentals of Early Childhood Educationcaptures the important changes occurring in early childhood education today and shows how they apply to teaching young children and collaborating with their parents and families. As you, other early childhood professionals, scientists, and the public respond to the changing field of early childhood education, more opportunities arise for new programs and curricula to meet the ever-changing needs of children and families. These changes and opportunities create an aura of excitement in the field of early childhood education. As a result, we are in what I call a "Golden Age" of early childhood education. This Golden Age provides you and other early childhood educators with unprecedented opportunities and challenges. How well we respond to these opportunities and challenges will determine, to a large extent, whether or not this Golden Age continues into the next decade. I hope and believe it will. Themes and Goals The primary goal ofFundamentals of Early Childhood Education,Third Edition, is to help you respond positively and professionally to the opportunities of early childhood education today and to help you be the best early childhood professional you can be. This edition gives you the knowledge, skills, and insights necessary to confidently and appropriately achieve your goal of being a leader in educating children, parents, and families. When I ask early childhood educators how I can help them be better professionals, they repeatedly express their desire for an early childhood book that is user-friendly and applies theory to practice.Fundamentals of Early Childhood Education,Third Edition, meets this need for a book that is both practical and based on current research and thinking about how young children learn and how best to teach them. In this book, eight core themes serve as an organizing framework: Professionalism--Being a professional is the foundation of high-quality programs for young children. Professionalism is the compass that guides and directs you throughout your work with children and families. In Chapter 1, "You and Early Childhood Education: What Does It Mean to Be a Professional?" you will encounter a Professional Development Checklist that consists of thirteen core professional outcomes consistent with NAEYC and CDA professional guidelines. The checklist and its core outcomes create a professional profile that will guide your professional thinking, reflection, and development throughout your career. Each chapter of this text begins with one or more of these thirteen professional outcomes and serves as an advance organizer for chapter content, "Professionalism in Practice," and "Program in Action" vignettes. As you read and engage in the activities in this book, you will be well on your way to becoming an accomplished professional. Theory to Practice--This text helps you understand how teachers and programs translate theories of learning and educating young children into practice. The "Program in Action" and "Professionalism in Practice" features provide real-life insights into how teachers in programs across the United States endeavor to apply early childhood theories to their everyday practices. These features per