Teaching Young Children An Introduction to the Early Childhood Profession

by Puckett; Diffily

• ISBN13: 9781401825836
• ISBN10: 1401825834
• Edition: 2nd
• Format: Hardcover
• Copyright: 2003-08-22
• Publisher: Wadsworth Publishing

Summary

Teaching Young Children: An Introduction to the Early Childhood Profession, 2E prepares early childhood educators to make a difference in the lives of children and families through early, high quality care and education programs that maintain a developmentally appropriate persepctive. By focusing on the dimensions of quality in early childhood programs and the principles that define developmentally appropriate practices, the text motivates early childhood professionals to rely on current knowledge of child growth, development, and learning when making decisions about their practices, to view families and communities as integral parts of early childhood programs, and to prepare environments especially suited to infants and young children.

Author Biography

Margaret B. Puckett, Ed.D., Texas Wesleyan University Deborah Diffily, Ph.D., Southern Methodist University

Table of Contents

PREFACE	XVII
ABOUTTHE AUTHORS	XXI
PART ONE FOUNDATIONS OF EARLY CHILDHOOD EDUCATION	1	(72)
CHAPTER 1 EARLY CHILDHOOD PRINCIPLES	3	(32)
Critical Nature of Early Years	4	(1)
Important Roles of Early Childhood Educators	5	(1)
Principles That Guide the Early Childhood Profession	6	(3)
Learning about Early Childhood Education History	8
Learning about Child Growth, Development, Learning Theory	7	(1)
Learning about Individual Children	7	(1)
Learning about Families and Communities	7	(1)
Preparing Environments	8	(1)
Making Decisions about Curriculum	8	(1)
Interacting with Children	9	(1)
Creating Communities of Learners	9	(1)
Developmentally Practices Appropriate	9	(11)
Age Appropriateness and Individual Appropriateness	10	(6)
Misunderstandings about DAP	16	(4)
High-Quality Programs for Young Children
High-Quality Programs for Infants and Toddlers	20	(1)
High-Quality Programs for Preschoolers and Kindergartners	21	(1)
High-Quality Programs for Primary-Aged Children	22	(2)
Different Types of Early Childhood Programs	24	(4)
Family Child Care Homes	24	(1)
Child Care Centers	25	(2)
Preschools	27	(1)
Elementary Schools	27	(1)
Contemporary Issues in Early Childhood Education	28	(3)
Summary	31	(1)
Reflections	31	(1)
Field Experiences	31	(1)
Case Study	32	(1)
Further Reading	33	(1)
Helpful Web Sites	33	(2)
CHAPTER 2 ROOTS OF CONTEMPORARY EARLY CHILDHOOD EDUCATION	35	(38)
Roots of Developmentally Appropriate Practices	36	(2)
The Seventeenth and Eighteenth Centuries: Philosophy and Practice	38	(5)
John Amos Comenius (1592-1670)	39	(2)
John Locke (1632-1704)	41	(1)
Jean Jacques Rousseau (1712-1778)	41	(1)
Johann Heinrich Pestalozzi (1746-1827)	42	(1)
The Nineteenth Century: The First Kindergarten	43	(4)
Friedrich Wilhelm August Froebel (1782-1852)	45	(2)
The Nineteenth Century: Kindergartens in the United States	47	(2)
Elizabeth Peabody (1804-1894)	47	(2)
The Twentieth Century: Progressive Education Movement	49	(8)
The Beginnings of the Nursery School	51	(1)
The Nursery School and Child Study Movements	52	(5)
The Beginnings of Child Care in the United States	57	(3)
The United States Government and Young Children	60	(8)
The First Large-Scale Preschool Program: Head Start	60	(4)
The School Reform Movement and Early Childhood Education in the 1980's	64	(2)
Programs for Children with Special Needs	66	(2)
The Twenty-First Century: Reaching for Fullest Potentials	68	(1)
Summary	69	(1)
Reflections	70	(1)
Field Experiences	70	(1)
Case Study	71	(1)
Further Reading	71	(1)
Helpful Web Sites	72	(1)
PART TWO INFORMATION THAT INFORMS PRACTICE	73	(128)
CHAPTER 3 BASING PRACTICES ON KNOWLEDGE OF CHILD GROWTH AND DEVELOPMENT	75	(54)
Considering Child Growth and Development	78	(45)
Neurological and Sensory Development	79	(5)
Physical Growth and Motor Development	84	(9)
Emotional Development	93	(5)
Social Development	98	(2)
Moral Development	100	(1)
Psychosocial Theory and the Development of a Healthy Personality	101	(1)
Cognitive, Language, and Literacy Development	102	(12)
Language Development	114	(3)
Literacy Development	117	(6)
Summary	123	(1)
Reflections	123	(1)
Field Experiences	123	(1)
Case Studies	124	(2)
Further Reading	126	(1)
Helpful Web Sites	126	(3)
CHAPTER 4 BASING QUALITY PRACTICES ON ASSESSMENT	129	(38)
Purpose of Assessment, Evaluation, and Testing	131	(4)
The Nature of Assessment	131	(3)
What Can Be Learned from Assessment?	134	(1)
Observation of Young Children	135	(21)
Documentation of Observations	135	(21)
Standardized Assessment	156	(3)
Developmental Screenings	157	(1)
Readiness Tests	157	(1)
Achievement Tests	158	(1)
Cautions about Standardized Testing	158	(1)
Translating Observations into Developmentally Appropriate Practices	159	(3)
Using Observations to Plan Group Experiences	160	(1)
Using Observations to Plan Individual Experiences	160	(1)
Using Observations to Plan Changes in the Environment	161	(1)
Revisiting Self Selection of Portfolio Entries	162	(1)
Summary	162	(1)
Reflections	163	(1)
Field Experiences	163	(1)
Case Studies	163	(2)
Further Reading	165	(1)
Helpful Web Sites	165	(2)
CHAPTER 5 BASING QUALITY PRACTICES ON KNOWLEDGE SHARED WITH FAMILIES	167	(34)
Family Systems Theory	169	(3)
Respecting and Learning from Families	172	(6)
Variety of Family Configurations	174	(4)
Collaborating with Families	178	(1)
Sharing Early Childhood Information	178	(18)
Letters and Newsletters	178	(1)
Folders of Written Information	179	(3)
Surveys	182	(1)
Parents' Lending Library	182	(1)
Checklists	182	(1)
Families' Reactions to Written Communication	183	(2)
Other Methods to Communicate with Families	185	(8)
Establishing Mutual Goals for Children	193	(1)
Working through Conflicts between Teachers and Families	194	(1)
Challenges to Family Involvement	195	(1)
Advocating for and with Families	195	(1)
Revisiting the Family Meeting	196	(1)
Summary	197	(1)
Reflections	197	(1)
Field Experiences	197	(1)
Case Studies	198	(1)
Further Reading	199	(1)
Helpful Web Sites	199	(2)
PART THREE BEST PRACTICES FOR YOUNG CHILDREN	201	(156)
CHAPTER 6 PREPARING THE EARLY CHILDHOOD ENVIRONMENT	203	(46)
Setting the Stage for Developmentally Appropriate Practices	205	(2)
Child-Centered Environments	206	(1)
The Active Nature of Learning	207	(1)
Physical Characteristics of the Environment	207	(9)
Furnishings	209	(1)
Configuration	210	(4)
Choice of Materials	214	(1)
Display and Use of Materials	215	(1)
Integrated Learning	216	(1)
Learning Centers	217	(17)
Art Center	217	(2)
Block Center	219	(1)
Dramatic Play Center	220	(2)
Listening Center	222	(1)
Math Center	222	(3)
Music Center	225	(1)
Reading Center	225	(2)
Sand and Water Center	227	(1)
Science Center	227	(1)
Writing Center	228	(1)
Computers as a Center	228	(2)
Meeting the Needs of Infants and Toddlers through the Environment	230	(1)
Classrooms for Elementary School Children	231	(1)
Creating a Dynamic Physical Environment	232	(1)
Managing Children's Center Choices	233	(1)
Addressing Children's Needs through Choice of Diverse Experiences	234	(2)
Responding to Emerging Curricula	236	(2)
Evaluating Centers	238	(1)
The Expanded Outdoor Play Environment	239	(1)
The Enrichment of Community Resources	240	(2)
Field Trips	240	(1)
Classroom Visitors	241	(1)
Revisiting Cheryl's Classroom	242	(1)
Summary	243	(1)
Reflections	244	(1)
Field Experiences	244	(1)
Case Studies	245	(2)
Further Reading	247	(1)
Helpful Web Sites	247	(2)
CHAPTER 7 CREATING CURRICULUM	249	(46)
The Toddler Classroom	250	(1)
The First-Grade Classroom	251	(2)
Planning for Meaningful Activity	253	(2)
Defining Curriculum	255	(26)
Transformational Curriculum	255	(2)
Play-Based Curriculum	257	(5)
Integrated Learning	262	(1)
Multicultural Experiences	263	(1)
Content Areas	264	(7)
Teaching through Questioning	271	(1)
Units/Themes	271	(3)
Projects	274	(7)
Grouping Children	281	(5)
Planning Large-Group Activities	281	(3)
Planning Small-Group Activities	284	(1)
Planning Individual Activities	285	(1)
Planning Child-Centered Schedules	286	(2)
Revisiting the Opening Vignettes	288	(1)
Summary	289	(1)
Reflections	289	(1)
Field Experiences	290	(1)
Case Studies	290	(1)
Further Reading	291	(1)
Helpful Web Sites	292	(3)
CHAPTER 8 GUIDING YOUNG CHILDREN	295	(38)
Understanding Emerging Development	296	(3)
Connecting in Meaningful Ways with Families	298	(1)
Understanding the Cultural Contexts of Child Behaviors	298	(1)
Healthy Psychosocial Development	299	(8)
Erikson's Early Stages of Personality Development	299	(5)
Elkind's Additional Psychosocial Challenges	304	(2)
Self-Esteem	306	(1)
Self Esteem and Children with Special Needs	306	(1)
Social Competence	307	(3)
Social Cognition	308	(1)
Making and Sustaining Friendships	309	(1)
Taking the Perspective of Others	309	(1)
Moral Competence	310	(4)
Prosocial Development	313	(1)
Styles of Caregiving	314	(6)
Facilitating Social and Moral Competence through Constructive Guidance	316	(4)
Principles of Constructivist Approaches to Guidance	320	(6)
Summary	326	(1)
Reflections	327	(1)
Field Experiences	328	(1)
Case Studies	328	(1)
Further Reading	329	(1)
Helpful Web Sites	330	(3)
CHAPTER 9 CREATING COMMUNITIES OF LEARNERS	333	(24)
Communities of Learners	335	(12)
Adult Leadership in Creating Communities of Learners	335	(1)
Modeling Behaviors	335	(3)
Fostering Interdependence	338	(2)
Fostering Respectful Relationships among Children	340	(2)
Helping Children Resolve Conflicts	342	(2)
Conducting Group Times and Class Meetings	344	(2)
Helping Children Learn to Make Decisions through Voting	346	(1)
Shared Learning in Group Settings	347	(4)
Revisiting the Family Child Care Center	351	(1)
Summary	351	(1)
Reflections	352	(1)
Field Experiences	352	(1)
Case Studies	352	(2)
Further Reading	354	(1)
Helpful Web Sites	354	(3)
PART FOUR EARLY CHILDHOOD CAREERS IT CENTURY	357	(34)
CHAPTER 10 OPPORTUNITIES AND CHALLENGES IN THE EARLY CHILDHOOD PROFESSION	359	(32)
Defining the Early Childhood Professional	360	(15)
Core Knowledge and Skills	361	(4)
Responding Appropriately to New Knowledge and Emerging Research	365	(1)
Articulating State of Knowledge and Best Practices to Others	366	(1)
Committing to a Professional Code of Ethics	366	(1)
Relating to the Early Childhood Profession at Large	367	(8)
Challenges Confronting Early Childhood Professionals	375	(5)
Preparation of Early Childhood Professionals	377	(3)
Accreditation of Early Childhood Programs	380	(1)
Anticipating Your Own Career Path	380	(6)
From Goals to Plans and Experiences	381	(3)
Beginning a Professional Development Portfolio	384	(2)
Summary	386	(1)
Reflections	386	(1)
Field Experiences	386	(1)
Further Reading	387	(1)
Helpful Web Sites	387	(1)
Epilogue	388
APPENDIXES
A. Learning Center Materials	391	(3)
B. Adult: Child Ratios Recommended by NAEYC	394	(1)
C. Code of Ethical Conduct and Statement of Commitment (NAEYC)	395	(8)
D. The Division for Early Childhood/Council for Exceptional Children Professional Code of Ethics	403	(2)
E. National Organizations (Addresses, Phone Numbers, Web Sites)	405	(6)
F. Child Development Associate Competency Goals and Functional Areas	411	(2)
G. DEC Recommended Practices in Early Intervention/Early Childhood Special Education Parent Checklist	413	(3)
H. Creating a Professional Portfolio	416	(3)
GLOSSARY	419	(6)
REFERENCES	425	(18)
NAME INDEX	443	(4)
SUBJECT INDEX	447