Fundamentals Of Early Childhood Education

by Morrison, George S.

• ISBN13: 9780131710474
• ISBN10: 0131710478
• Edition: 4th
• Format: Paperback
• Copyright: 2006-01-01
• 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	5	(17)
Dimension 1: The Personal	5	(2)
Dimension 2: Education	7	(7)
Dimension 3: Professional Practice	14	(7)
Dimension 4: The Public	21	(1)
Using the Professional Development Checklist	22	(1)
Why Technology Tie-Ins?	23	(2)
Activities for Professional Development	25	(3)
Early Childhood Education Today: Understanding Current Issues	28	(30)
Professional Development Goal	29	(1)
Issues Influencing the Practice of Early Childhood Education	30	(20)
Changing Families	31	(1)
Families and Early Childhood	31	(6)
Wellness and Healthy Living	37	(1)
Be a Role Model	38	(4)
Socioeconomic Status and Children's Development	42	(2)
Brain Research	44	(4)
Violence	48	(1)
Bullying	48	(2)
Politics and Early Childhood Education	50	(1)
Federal and State Involvement in Early Childhood Programs	51	(2)
Expanded Federal Support for Early Childhood Education	51	(1)
Public Schools and Early Education	52	(1)
New Directions in Early Childhood Education	53	(3)
Activities for Professional Development	56	(2)
Standards and You: Teaching Children to Learn	58	(30)
Professional Development Goals	59	(1)
What Are Standards?	60	(1)
Standards---Why Standards?	60	(8)
NCLB Discussion	63	(1)
NAEYC Early Learning Standards	63	(1)
Appropriate Assessment	64	(2)
Why Are Standards Important?	66	(2)
How Are Standards Changing Teaching and Learning?	68	(10)
Standards and Teaching	74	(1)
National Standards	74	(3)
State Standards	77	(1)
Issues Surrounding Standards	78	(4)
Activities for Professional Development	82	(6)
History and Theories: Foundations for Teaching And Learning	88	(34)
Professional Development Goals	89	(1)
Why Is the History of Early Childhood Education Important?	90	(2)
Rebirth of Great Ideas	90	(1)
Build the Dream---Again	90	(1)
Implement Current Practice	90	(2)
Why Are Theories of Learning Important?	92	(3)
Thinking About Learning	92	(1)
Communication	92	(1)
Evaluate Learning	93	(1)
Provide Guidance	93	(2)
Famous Persons and Their Influence on Early Childhood Education	95	(20)
Martin Luther	95	(1)
John Amos Comenius	95	(1)
John Locke	95	(2)
Jean-Jacques Rousseau	97	(1)
Johann Heinrich Pestalozzi	97	(1)
Robert Owen	97	(1)
Friedrich Wilhelm Froebel	98	(1)
Maria Montessori and the Montessori Theory	99	(1)
John Dewey and Progressive Education Theory	100	(3)
Jean Piaget and Constructivist Learning Theory	103	(6)
Lev Vygotsky and Sociocultural Theory	109	(1)
Abraham Maslow and Self-Actualization Theory	110	(2)
Erik Erikson and Psychosocial Theory	112	(1)
Howard Gardner and Multiple Intelligence Theory	112	(2)
E. D. Hirsch and Cultural Literacy Theory	114	(1)
From Luther to Hirsch: Basic Concepts Essential to Good Educational Practices	115	(6)
As They Relate to Children	115	(1)
As They Relate to Teachers	116	(2)
As They Relate to Parents	118	(3)
Activities for Professional Development	121	(1)
Implementing Early Childhood Programs: Applying Theories to Practice	122	(32)
Professional Development Goal	123	(1)
What Are Early Childhood Education Programs?	124	(9)
The Growing Demand for Quality Early Childhood Programs	124	(1)
Child Care: Serving Children and Families	124	(2)
The Importance of Child Care	126	(1)
Types of Child Care Programs	126	(2)
What Constitutes Quality Education and Care?	128	(2)
The Effects of Care and Education on Children	130	(3)
High/Scope: A Constructivist Approach	133	(4)
Basic Principles and Goals of the High/Scope Approach	133	(1)
The Five Elements of the High/Scope Approach	133	(2)
A Daily Routine That Supports Active Learning	135	(2)
Advantages	137	(1)
The Montessori Method	137	(5)
The Role of the Montessori Teacher	137	(1)
The Montessori Method in Action	138	(1)
Practical Life	138	(1)
Sensory Materials	139	(1)
Academic Materials for Writing, Reading, and Mathematics	140	(1)
Additional Features	140	(1)
Montessori and Contemporary Practices	141	(1)
Reggio Emilia	142	(2)
Basic Principles of the Reggio Emilia Approach	142	(1)
Beliefs About Children and How They Learn	142	(2)
Federal Programs for Young Children	144	(8)
Head Start	145	(4)
Early Head Start	149	(3)
Activities for Professional Development	152	(2)
Observing and Assessing Young Children: Guiding, Teaching, and Learning	154	(26)
Professional Development Goal	155	(1)
What Is Assessment?	156	(6)
Why Is Assessment Important?	156	(1)
What Is Authentic Assessment?	157	(1)
Methods of Assessment	158	(1)
Using Portfolios to Assess	158	(2)
Checklists	160	(2)
Screening Procedures	162	(1)
Screening Instruments	162	(1)
Using Observation to Assess	163	(8)
Purposes of Observation	163	(1)
Steps for Conducting Observations	164	(7)
Reporting to and Communicating with Parents and Families	171	(3)
Assessment in Context	174	(1)
What Are the Issues in the Assessment of Young Children?	175	(4)
Assessment and Accountability	175	(1)
Head Start National Reporting System	175	(2)
High-Stakes Testing	177	(1)
At-Home Testing	177	(2)
Activities for Professional Development	179	(1)
Infants and Toddlers: Critical Years for Learning	180	(30)
Professional Development Goal	181	(1)
Portraits of Children	182	(1)
What Are Infants and Toddlers Like?	182	(4)
Young Brains: A Primer	186	(2)
Nature, Nurture, and Development	188	(2)
Motor Development	190	(3)
Intellectual Development	193	(3)
Stages of Sensorimotor Intelligence	194	(2)
Language Development	196	(5)
Heredity and Language Development	196	(1)
Theories of Language Development	197	(1)
The Sequence of Language Development	198	(3)
Developmentally Appropriate Infant and Toddler Programs	201	(3)
Multiculturally Appropriate Practice	204	(1)
Curricula for Infants and Toddlers	205	(1)
Infant Mental Health	206	(2)
Activities for Professional Development	208	(2)
The Preschool Years: Getting Ready for School and Life	210	(32)
Professional Development Goal	211	(1)
What Is Preschool?	212	(4)
Why Are Preschools Growing in Popularity?	215	(1)
What Are Preschoolers Like?	216	(3)
Physical and Motor Development	216	(1)
Cognitive Development	217	(2)
Language Development	219	(1)
Ready to Learn: Ready for School	219	(4)
Important Readiness Skills	220	(3)
Readiness and Culture	223	(1)
Preschool Curriculum, Goals, and State Standards	223	(4)
Appropriate Preschool Goals	225	(2)
Play in Preschool Programs	227	(10)
Kinds of Play	230	(3)
Early Childhood Professionals and Play	233	(1)
The Preschool Daily Schedule	233	(4)
Quality Preschool Programs	237	(1)
Successful Transitions to Kindergarten	237	(1)
The Future of Preschool Education	237	(3)
Activities for Professional Development	240	(2)
Kindergarten Today: Meeting Academic and Developmental Needs	242	(26)
Professional Development Goal	243	(1)
The History of Kindergarten Education	244	(2)
Friedrich Froebel	244	(1)
Margarethe Schurz	245	(1)
Elizabeth Peabody	245	(1)
Milton Bradley	245	(1)
Susan Blow	245	(1)
Patty Smith Hill	245	(1)
Kindergarten Children	246	(3)
Who Attends Kindergarten?	249	(2)
Universal Kindergarten	249	(2)
Kindergarten Today	251	(1)
Developmentally Appropriate Practice in the Kindergarten	252	(1)
Literacy and Kindergarten Children	252	(8)
Literacy and Reading	254	(1)
Developing Literacy and Reading in Young Children	254	(5)
A Balanced Approach	259	(1)
Supporting Children's Learning to Read	260	(1)
Supporting Children's Attitude Toward Learning	260	(1)
Kindergarten Issues	261	(5)
Redshirting	261	(1)
High-Stakes Kindergarten Testing	262	(1)
Kindergarten Entrance Age	263	(3)
The Future of Kindergarten	266	(1)
Activities for Professional Development	266	(2)
The Early Elementary Grades: 1--3: Preparation for Life	268	(28)
Professional Development Goal	269	(3)
Primary Children: Growth and Development	272	(6)
Physical Development	272	(1)
Motor Development	272	(5)
Cognitive Development	277	(1)
Moral Development	277	(1)
The Contemporary Elementary School	278	(16)
The Integrated Curriculum	280	(1)
Pro-social and Conflict Resolution Education	281	(2)
Character Education	283	(1)
Teaching Thinking	284	(1)
The New Literacy	285	(1)
The New Mathematics	285	(5)
Helping Children Succeed	290	(2)
Issues in the Early Elementary Grades	292	(2)
Activities for Professional Development	294	(2)
Educating Children with Diverse Backgrounds and Special Needs: Ensuring All Children Learn	296	(32)
Professional Development Goal	297	(2)
Children with Disabilities	299	(14)
The Individuals with Disabilities Education Act (IDEA)	299	(12)
Children with Attention Deficit Hyperactivity Disorder (ADHD)	311	(1)
Strategies for Teaching Children with Disabilities	312	(1)
Gifted and Talented Children	313	(5)
Educating the Gifted and Talented	316	(2)
Education for Children with Diverse Backgrounds	318	(9)
Multicultural Awareness	320	(1)
Multicultural Infusion	320	(7)
Activities for Professional Development	327	(1)
Guiding Children's Behavior: Helping Children Act Their Best	328	(26)
Professional Development Goal	329	(1)
How to Guide Children's Behavior	330	(21)
Step 1: Use Theories as a Basis to Help You Guide Children	331	(4)
Step 2: Clarify What You Believe About Guiding Behavior	335	(1)
Step 3: Know and Use Developmentally Appropriate Practice	335	(1)
Step 4: Meet Children's Needs	335	(2)
Step 5: Help Children Build New Behaviors	337	(2)
Step 6: Empower Children	339	(3)
Step 7: Establish Appropriate Expectations	342	(2)
Step 8: Arrange and Modify the Environment	344	(1)
Step 9: Model Appropriate Behavior	345	(2)
Step 10: Avoid Problems	347	(2)
Step 11: Develop a Partnership with Parents, Families, and Others	349	(1)
Step 12: Recognize and Value Basic Rights	350	(1)
Step 13: Teach Cooperative Living and Learning	350	(1)
Step 14: Use and Teach Conflict Management	351	(1)
Looking to the Future	351	(2)
Activities for Professional Development	353	(1)
Parents, Families, and the Community: Building Partnerships for Student Success	354	(27)
Professional Development Goal	355	(1)
New Views of Parent/Family and Community Involvement	356	(1)
Changing Parents and Families: Changing Involvement	357	(4)
Grandparents as Parents	357	(4)
Parent/Family Involvement: What Is It?	361	(18)
Education as a Family Affair	364	(1)
Family-Centered Teaching	364	(1)
Two-Generation and Intergenerational Family Programs	365	(1)
How Does the Federal Government Influence Parent Involvement?	365	(3)
Activities for Involving Families	368	(4)
Conducting Home Visits	372	(1)
Conducting Parent-Teacher Conferences	373	(1)
Telephone Contacts	374	(1)
Communicating with Parents over the Internet	375	(1)
Involving Single-Parent Families	375	(1)
Involving Language-Minority Parents and Families	375	(2)
Community Involvement	377	(1)
School-Business Involvement	377	(1)
National Organizations	378	(1)
The Family Involvement Partnership for Learning	379	(1)
The Challenge	379	(1)
Activities for Professional Development	379	(2)
Appendix NAEYC Code of Ethical Conduct	381	(8)
Endnotes	389	(4)
Glossary	393	(4)
Index	397