Whole Child, The: Developmental Education for the Early Years

by Hendrick, Joanne

• ISBN13: 9780130226068
• ISBN10: 0130226068
• Edition: 7th
• Format: Hardcover
• Copyright: 2001-01-01
• Publisher: Pearson College Div

Summary

The seventh edition of "The Whole Child" gives readers the specific skills they need to function effectively with the children in their care. The t4ext focuses on the whole child and the five developmental selves--emotional, creative, physical, social, and cognitive. The seventh edition: Incorporates groundbreaking information about brain development and its implication for early childhood education. Includes information about the philosophy of Reggio Emilia. Adds new information on asthma and obesity. Extends coverage of Piaget and Vygotsky. Compares the emergent and conventional approaches to instruction. Features a text-specific companion website, www.prenhall.com/hendrick

Table of Contents

Part I Beginning to Teach	1	(76)
How to Survive While Teaching: Suggestions and Guidelines for the First Few Weeks	2	(26)
Some Thoughts About Getting Started	4	(4)
Implications for the Profession: What Do These Facts Have to Do with Me?	8	(1)
Research Study: Who Is Caring for America's Young Children	9	(5)
Some Comforting Thoughts	14	(1)
Basic Professional Ethics	15	(2)
Some Recommendations for Starting Out	17	(1)
Practical Things to Do to Increase Competence	18	(2)
Recognize Stress and Deal with It as Effectively as Possible	20	(2)
Some Special Problems	22	(1)
The Way to Your Mentor's Heart	23	(1)
Summary	24	(4)
What Makes a Good Day for Children?	28	(28)
Can Early Education Make a Difference?	30	(2)
Do Different Educational Approaches Produce Different Results?	32	(1)
Underlying Philosophy of This Book	33	(4)
Basic Premises of This Book	37	(1)
Putting Premises Into Practice: Planning a Good Day for Children	38	(11)
Putting the Elements Together	49	(1)
Summary	50	(6)
What Parents Need	56	(21)
Problems That Interfere with Good Communication	58	(1)
Suggestions for Establishing a Good Relationship Between Parent and Teacher	59	(2)
What If the Relationship Is Not Good?	61	(3)
Maintaining Good Relationships: Keeping the Lines of Communication Open	64	(1)
Counseling with Parents	65	(1)
Research Study: Which Kinds of Children's Centers Are Likely to Do the Best Job Communicating with Parents?	66	(2)
Practical Pointers About Conducting a Parent Conference	68	(4)
Limits to Guidance Work	72	(1)
Summary	72	(5)
Part II Fostering Physical Well-Being	77	(56)
Handling Daily Routines	78	(28)
Schedules and Transitions Into Routines	80	(2)
Research Study: Intentions Versus Reality	82	(2)
Routines of Arrival and Departure	84	(2)
Routines That Center Around Eating	86	(11)
The Process of Toileting	97	(2)
Handling Nap Times	99	(2)
Summary	101	(5)
Development of the Physical Self	106	(27)
Promotion of Health and Safety in the Children's Center	108	(5)
Basic Principles of Physical Development	113	(2)
Fostering Large Muscle Development in Young Children	115	(2)
Research Study: Can a Little Instruction Make a Big Difference?	117	(1)
Use of Perceptual-Motor Activities to Enhance Physical Development	118	(8)
Fostering Sensory Experience	126	(2)
Summary	128	(5)
Part III Nourishing and Maintaining Emotional Health	133	(112)
Fostering Mental Health in Young Children	134	(24)
Importance of Developing Basic Attitudes of Trust, Autonomy, and Initiative in Young Children	136	(2)
Hallmarks of an Emotionally Healthy Young Child	138	(3)
Personal Qualities That Will Help the Teacher Establish an Emotionally Positive Climate in the Children's Center	141	(4)
Practical Ways to Help Young Children Achieve Healthy Emotional Development	145	(8)
Summary	153	(5)
Developing Self-Esteem in Young Children	158	(16)
Relationship of Self-Esteem to Self-Concept	160	(1)
Research Study: Is Positive Self-Esteem Related to Positive Social Behavior Toward Other People?	161	(1)
Sources of Self-Esteem	162	(1)
Common School Practices Likely to Reduce Self-Esteem: Self-Esteem Is Like a Balloon	163	(1)
Positive Methods of Enhancing Self-Esteem	164	(2)
Helping the Child Achieve Competence	166	(4)
Summary	170	(4)
Tender Topics: Helping Children Master Emotional Crises	174	(36)
What Constitues a Crisis?	177	(1)
Some General Principles for Helping Families Deal with Crises	177	(2)
Some General Principles for Helping the Child Deal with Crises	179	(3)
Helping Children Cope with Specific Crises	182	(14)
Research Study: Would You Do It?	196	(8)
Summary	204	(6)
Welcoming Children Who Have Special Educational Requirements Into the Life of the School	210	(35)
Identifying Children Who Have Special Needs and Finding Help for Them: The Preschool Teacher as a Screening Agent	212	(3)
Including Children Who Have Disabilities	215	(1)
Learning to Work as a Member of the Team	216	(2)
Getting Started with a Child Who Has a Disability	218	(2)
General Recommendations for Working with Children Who Have Disabilities	220	(1)
Research Study: Do Preschool Children Recognize Disabilities in Their Peers?	221	(3)
Identifying and Helping Children Who Have Physical Handicaps	224	(6)
Identifying and Helping Children Who Have Emotional Difficulties	230	(5)
Identifying and Helping Children Who Have Delayed or Advanced Mental Ability	235	(5)
Summary	240	(5)
Part IV Fostering Social Development	245	(102)
Developing Social Competence in Young Children	246	(26)
Developmental Trends in Social Growth	248	(4)
Research Study: Learning the Secret Passwords for Group Inclusion	252	(2)
Helping Children Become Socially Competent: Suggestions for Teaching Appropriate Social Skills	254	(13)
Summary	267	(5)
Helping Young Children Establish Self-Discipline and Self-Control: But What if She Won't Do What I Say?	272	(22)
Two Basic Goals of Discipline	274	(1)
Establishing Inner Controls: Ego Strength and Moral Development	274	(3)
Practical Things to Do to Make It Easier for Children to Behave in Acceptable Ways	277	(7)
Research Study: Who's to Blame? Teachers' Reactions to Children's Misbehavior	284	(7)
Summary	291	(3)
Aggression: What to Do About It	294	(20)
Undesirable Ways To Cope with Aggression	296	(3)
Desirable Ways to Cope with Aggression	299	(4)
Research Study: What Kinds of Things Make Young Children Angry, and What Do They Do in Response?	303	(7)
Summary	310	(4)
Providing Cross-Cultural, Nonsexist Education	314	(33)
Examples of Teacher Prejudice	316	(1)
Can Such Attitudes Be Changed?	317	(1)
Suggestions for Controlling and Overcoming the Expression of Prejudice	317	(3)
Is Preschool Too Soon to Begin Cross-Cultural, Nonsexist Education?	320	(1)
What Do Cross-Cultural and Nonsexist Education Have in Common?	321	(1)
Principles of Cross-Cultural Education	321	(9)
Emphasizing the Similarities as Well as Valuing the Uniqueness of People	330	(1)
Can Teaching About Cultural Uniqueness and Similarity of Needs Be Combined?	331	(1)
Encouraging Equity by Providing a Nonsexist Education and Helping Children Value Their Own Sexuality	332	(8)
Research Study: The Changing World of Picture Books	340	(1)
Summary	341	(6)
Part V Enhancing Creativity	347	(58)
Fostering Creativity by Means of Self-Expressive Materials	348	(26)
Definition of Creativity	350	(1)
Importance of Creativity	351	(1)
Stages of Development	351	(2)
General Recommendations About Creativity	353	(3)
Use of Self-Expressive Materials to Foster the Creative Self	356	(1)
Practical Ways to Encourage the Creative Aspect of Self-Expressive Materials	357	(5)
Presentation of Specific Materials	362	(7)
Summary	369	(5)
Fostering Creativity in Play	374	(31)
Purposes of Play	376	(4)
Research Study: Games Babies Play	380	(2)
Developmental Stages of Play	382	(3)
Factors Likely to Facilitate Creative Play	385	(1)
Some Practical Ways to Stimulate and Extend Play	386	(7)
Specific Activities to Encourage Creativity in Play	393	(7)
Summary	400	(5)
Part VI Developing Language Skills	405	(58)
Fostering the Development of Language Skills	406	(32)
How Language Is Acquired	408	(4)
Developmental Milestones	412	(4)
Basic Ways to Foster Language Development	416	(6)
Language and Dialectical Differences	422	(2)
Research Study: Does Learning a Second Language Mean Losing the First One?	424	(5)
Children Who Have Special Disabilities Related to Speech and Hearing	429	(5)
Summary	434	(4)
Fostering the Emergence of Literacy	438	(25)
Does Fostering Literacy Mean Teaching Reading?	441	(1)
Some Fundamental Principles to Keep in Mind	442	(2)
Research Study: Promoting Literacy in a Developmentally Appropriate Way	444	(2)
Even Very Young Children Can and Should Be Involved in Producing the Written Word	446	(3)
Suggestions for Presenting a Language-Rich Group Time Experience	449	(9)
Using the Computer as a Method of Preschool Instruction	458	(1)
Summary	459	(4)
Part VII Fostering Cognitive Development	463	(60)
Developing Thinking and Reasoning Skills: Using the Emergent Approach to Foster Creativity in Thought	464	(30)
New Knowledge About Brain Development Supports the Vital Role Early Childhood Experiences Play in Fostering Its Growth	466	(1)
Selecting Values and Priorities in the Cognitive Realm	467	(1)
What are the Most Valuable Priorities?	468	(4)
Putting These Basic Principles Into Practice: Two Approaches to Learning	472	(1)
Implementing the Emergent Curriculum	472	(1)
Some Basic Concepts of Vygotskian Psychology	473	(1)
Research Study: Going Down the Road to Learning---Which Path Is Best to Take?	474	(1)
Getting Started with Emergent Curriculum	475	(1)
Some Basic Principles to Remember When Using the Emergent Approach	476	(12)
An Example of How American Teachers Collaborated with the Children to Develop an Emergent Pathway Using the School's Ducklings for Inspiration	488	(1)
Summary	488	(6)
Developing Thinking and Reasoning Skills: Using the Conventional Approach to Build Midlevel Mental Abilities	494	(29)
Basic Concepts of Piagetian Psychology	496	(8)
How to Provide Opportunities for Practicing Concept Formation Skills	504	(2)
Some Practical Suggestions About Presenting Midlevel Thinking and Reasoning Skills in the Curriculum	506	(11)
An Example of How Midlevel Mental Ability Skills Can Be Included as Part of an Emergent Approach	517	(1)
Summary	517	(6)
Appendix A Code of Ethical Conduct and Statement of Commitment	523	(8)
Appendix B Summary of Communicable Diseases	531	(6)
Appendix C Recommended Childhood Immunization Schedule	537	(4)
Appendix D Chart of Normal Development	541	(8)
Appendix E 10 Quick Ways to Analyze Children's Books for Racism and Sexism	549	(4)
Appendix F A Beginning List of Free and Recyclable Materials	553	(4)
Appendix G Activities to Develop Auditory Discrimination	557	(2)
Appendix H Educational Organizations, Newsletters, and Journals Associated with Early Childhood	559	(4)
References	563	(36)
Acknowledgments for Chapter-Opening Quotations	599	(2)
Index	601