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A warm and comprehensive child-centered approach to early childhood education

Who Am I in the Lives of Children? An Introduction to Early Childhood Education presents a constructivist approach to early childhood education (birth to grade 3) and care programs that is dedicated to the development of the whole child—physical, social, emotional, and intellectual. With its practical orientation; personal voice; appealing photographs, videos, authentic children’s classroom work; and engaging stories, it allows readers to visualize effective classroom practices. Aspiring educators are encouraged to learn about each child’s strengths, interests, and challenges. This understanding, coupled with contemporary, research-based information, inspires readers to support each child’s growth and learning in ways that are in harmony with who they are, rather than according to a predetermined plan. The Enhanced Pearson eText features embedded video and assessments.

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Stephanie Feeney Ph.D. is Professor Emerita of Education at the University of Hawaii at Manoa and Adjunct Professor in the Graduate School of Education at Portland State University. Her publications include Who Am I in the Lives of Children? (10 editions), Continuing Issues in Early Childhood Education (3^rd edition), Professionalism in Early Childhood Education: Doing Our Best for Young Children, the NAEYC Code of Ethical Conduct, two books about professional ethics in early childhood education published by NAEYC, a curriculum for young children, numerous chapters and articles, and four books about Hawaii for young children. She has served on the Governing Boards of the National Association for the Education of Young Children (NAEYC) and the National Association for Early Childhood Teacher Educators (NAECTE), and on committees relating to school readiness, early learning standards, advocacy and other aspects of early childhood policy. She has lectured and taught throughout the United States and in China, Japan, Hong Kong, Singapore, Australia, New Zealand and Canada.

Eva Moravcik is Professor of Early Childhood Education at Honolulu Community College where she teaches early childhood classes for adults and oversees the Leeward Community College Children’s Center. She has been a preschool, afterschool and kindergarten teacher, center director, education coordinator, consultant, and CDA trainer. Her publications include Meaningful Curriculum for Young Children (Pearson), Who Am I in the Lives of Children? (9 editions), Teaching the NAEYC Code of Ethical Conduct published by NAEYC, Discovering Me and My World a curriculum for young children, and articles on early childhood education. She has served on the Governing Boards of the State and Oahu Chapters of the Hawaii Association for the Education of Young Children (HAEYC) and The National Associate Degree Early Childhood Teacher Educators Association (ACCESS), the editorial board of NAEYC, as well as on the boards of other early childhood related organizations in Hawaii. Her daily work with children, family, staff, and college students at Leeward Community College Children’s Center provides her with grounding in the reality of life in a program for young children.

Sherry Nolte recently retired as Professor of Early Childhood Education at Honolulu Community College where she specialized in teaching classes for infant and toddler teachers as well as classes in child development, child guidance and preschool curriculum. She has been a preschool teacher, a toddler teacher, a program director, and a staff trainer. She currently works as a consultant to early childhood programs in Hawaii and as a trainer and curriculum developer. She also teaches college classes at Honolulu Community College as an Adjunct Professor. She is a co-author of Who Am I in the Lives of Children? and Meaningful Curriculum for Young Children. She has served on the governing board of the Hawaii Association for the Education of Young children as well as on boards of several other early childhood organizations in Hawaii.

Brief Table of Contents

Chapter 1 The Teacher

Chapter 2 The Field of Early Childhood Education

Chapter 3 History of Early Childhood Education

Chapter 4 Child Development

Chapter 5 Observing and Assessing Young Children

Chapter 6 Relationships and Guidance

Chapter 7 Health, Safety, and Well-Being

Chapter 8 The Learning Environment

Chapter 9 Understanding and Supporting Play

Chapter 10 The Curriculum

Chapter 11 Curriculum Planning

Chapter 12 Including All Children

Chapter 13 Partner-ships with Families

Chapter 14 Becoming an Early Childhood Professional

Detailed Table of Contents

Chapter 1 The Teacher

The Work of the Early Childhood Education

The Tasks

Working with Families

Working as Part of a Team

The Teacher as a Person

Qualities of a Good Teacher of Young Children

Personal Attributes

Personal Values and Morality

Attitudes Toward Diversity

The Impact of Life Experiences

The Teacher as a Professional

Specialized Knowledge and Skills

Professional Commitment and Behavior

Legal Responsibilities

Professional Values and Ethics

Careers in Early Childhood: Finding Your Path

Roles

Educational Requirements

Stages of Professional Development

Final Thoughts

Chapter 2 The Field of Early Childhood Education

Types of Programs for Young Children

Children Served

Purpose

Facilities

Sponsorship and Funding

Programs for Children from Birth to Age 5

Child Care

Programs Whose Primary Purpose is Education

Early Childhood Family Education

State-Funded Public Prekindergarten Programs

Programs for Children from 5 to 8 Years

Kindergarten Through Grade 3 Programs: Primary Grades

Charter Schools

Home Schools

Programs for Children from Birth to Age Eight Who Have Disabilities

Early Intervention

Preschool Programs for Children with Disabilities

Public School Programs for 5- to 8-Year-Olds with Disabilities

Program Accountability

Program Regulation

Educational Standards

Early Learning Standards

Common Core Standards

School Readiness

Final Thoughts

Chapter 3 History of Early Childhood Education

The Origins of Early Childhood Education

Ancient Greece and Rome (400 B.C.- A.D. 200)

The Middle Ages (500-1450)

The Renaissance and The Reformation (1300-1600)

The Age of Enlightenment (1700s)

The Industrial Revolution (1800s)

Educational Movements That Shaped the Field of Early Childhood Education

Froebel and The Kindergarten

Margaret and Rachel McMillan and the Nursery School

John Dewey and Progressive Education

Contemporary Examples

Three European Approaches

The Montessori Method

Waldorf Education

The Reggio Amelia Approach

Common Elements of the Three Approaches

Child Care in the United States

The Origins of Child Care in the United States

Child Care in Times of National Emergency

Child Care after World War II

The Evolution of Early Childhood Education and Care

Final Thoughts

Chapter 4 Child Development

Why Study Child Development?

Principles of Child Development

The Child Develops as a Whole

Development Follows Predictable Patterns

Rates of Development Vary

Development is Influenced by Maturation and Experience

Development Proceeds from Top Down and from Center Outward

Culture Affects Development

Applying Principles to Practice

Heredity and Environment

The Biological Basis of Development

The Impact of Environment

Theories of Development

Arnold Gesell and Maturational Theory

Jean Piaget and Constructivist Theory

Laurence Kohlberg and Moral Development Theory

Lev Vygotsky and Sociocultural Theory

Urie Bronfenbrenner and Ecological Theory

Erik Erikson and Psychosocial Theory

B. F. Skinner and Behaviorist Theory

Howard Gardner and Multiple Intelligences Theory

Abraham Maslow and Self-Actualization Theory

Development of the Whole Child

Domains of Development

Periods of Development

Understanding Infants’ Development

Understanding Toddlers’ Development

Understanding Preschoolers’/Kindergartners’ Development

Understanding Young School-Age Children’s Development

Final Thoughts

Chapter 5 Observing and Assessing Young Children

The Purpose of Assessment

Authentic Assessment

Learning to Observe

Beyond Observation: Other Authentic Assessment Methods

Portfolios

Sharing Authentic Assessment

Standardized Assessment

Kinds of Standardized Assessment Instruments

Concerns with Standardized Testing

Final Thoughts

Chapter 6 Relationships and Guidance

The Foundations of Child Guidance

Relationships

Understanding and Honoring Differences

Knowledge of Development

Goals for Guidance

Long-Term Goals

Short-Term Goals

Communication: A Powerful Guidance Tool

Respectful and Authentic Speech

Listening

Responding

Guiding Groups

Use Authority

Create Guidelines for Behavior

Anticipate Problems

Orchestrate Transitions

Manage Large Group Times

Classroom Climate

Create a Supportive Environment

Encourage Friendships

Model and Teach Respect and Fairness

Teach Children to Deal with Conflict

Managing Inappropriate Behaviors

Reframing Misbehavior as “Mistaken Behavior”

Strategies for Dealing with Mistaken Behavior

Bullying

Challenging Behaviors

Final Thoughts

Chapter 7 Health, Safety, and Well-Being

Why Study Safety, Health, and Well-Being?

Safe Places for Children

What Is Safe?

Developmental Differences and Safety

Safe Outdoor Environments

Vehicle and Trip Safety

Safe Indoor Environments

Practices That Promote Safety

Helping Children Learn to Be Safe

Protecting Children from Abuse and Neglect

Healthy Places for Young Children

Understand How Illness Spreads

Follow Healthy Routines

Work with a Health Care Professional

Know About Conditions That Affect Health

Help Children Learn to be Healthy

Promote Physical Activity and Movement

Encourage Healthy Food Choices

Make Health a Part of the Curriculum

Use Personal Care Routines as Teaching Opportunities

Well-Being

The Importance of Touch

Good Transitions Support Well-Being

Supporting Children During Times of Crisis

Final Thoughts

Chapter 8 The Learning Environment

The Indoor Learning Environment

Space

Equipment and Materials

Making the Indoor Environment Work

The Outdoor Learning Environment

Outdoor Activity Zones

An Outdoor Playscape for Infants and Toddlers

Using the Outdoor Environment

Different Children – Different Places

Infant–Toddler Environments: A Place Like Home

Preschool and Kindergarten Classrooms: A Child’s Place

Primary Classrooms: A Place Called School

Including Children with Disabilities

Time

The Daily Schedule

Final Thoughts

Chapter 9 Understanding and Supporting Play

Understanding Play

Characteristics of Play

Kinds of Play

Why Children Play

Theories of Play

Stages of Play

The Role of Play in Development

The Role of Play in Physical Development

The Role of Play in Emotional Development

The Role of Play in Social Development

The Role of Play in Cognitive Development

The Role of Play in Integrating Development

The Special Role of Outdoor Play

Explaining Play

Facilitating Play

Supportive Attitudes

Supportive Roles

Issues in Play

Diversity and Play

Gender-Stereotyped Play

Violent Dramatic Play

Rough-and-Tumble Play

Exclusion—You Can’t Say You Can’t Play

Shrinking Opportunities for Play

Final Thoughts

Chapter 10 The Curriculum

What is Curriculum?

Where Does Curriculum Come From?

How Young Children Learn

Curriculum in Early Childhood Education

How Early Childhood Teachers Teach

The Physical Development Curriculum

Gross Motor Curriculum

Fine Motor Curriculum

Sensory Development Curriculum

The Communication Curriculum

Language Curriculum

Literacy Curriculum

Literature Curriculum

The Creative-Arts Curriculum

Visual Art Curriculum

Music Curriculum

Creative Movement Curriculum

Aesthetics Curriculum

The Inquiry Curriculum

Math Curriculum

Science Curriculum

Social Studies Curriculum

Final Thoughts

Chapter 11 Curriculum Planning

Why Teachers Plan

What Influences Planning

What You Teach

How Curriculum Is Organized

What Goes in a Plan

Basing Plans on What You Observe

Teaching Methods or Strategies

Writing Plans

Activity or Lesson Plans

Weekly Plans

Planning an Integrated Study

Final Thoughts

Chapter 12 Including All Children

Dual Language Learners

Working with Dual Language Learners in ECE Programs

Children with Disabilities

Terminology

Laws Governing Services to Children with Disabilities

Programs for Children from Birth Through Age 2

Programs for Children 3 to 5 Years of Age

Programs for Children 5 to 8 Years of Age

Identification of Disabilities

Inclusion

Characteristics of Young Children with Disabilities

Children with other Special Needs

Children with Special Gifts and Talents

Children Who Have Been Abused or Neglected

Children with Acute or Chronic Health Conditions

Working with Families of Children with Disabilities

Final Thoughts

Chapter 13 Partner-ships with Families

Understanding Families/Understanding Yourself

Responsibilities of Today’s Families

Diverse Families

Family Systems Theory

Understanding Yourself

Building Relationships with Families

Establishing Relationships with Families

Strong Beginnings

Home Visits

Communicating

Confidentiality

Engaging Families in Your Program

Classroom Involvement

Program Involvement

Family Education

Supporting Families

Helping in Times of Stress

Preventing and Reporting Child Abuse and Neglect

Supporting Families of Children with Disabilities

Final Thoughts

Chapter 14 Becoming an Early Childhood Professional

Part I: Current Realities in Early Childhood Education

A Changing Society

Continuing Issues

Developments in Early Childhood Policy

Part II: Becoming a Professional

Knowledge and Skill

Professional Behavior

Personal Characteristics

Choose Your Path

Take Care of Yourself

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Summary

Author Biography

Table of Contents

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