The Whole Child Developmental Education for the Early Years

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  • Edition: 9th
  • Format: Hardcover
  • Copyright: 2009-02-04
  • Publisher: Pearson
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"If we offer the young children we teach rich and appropriate learning opportunities combined with enough time for them to enjoy and experience those opportunities to the fullest, we will enhance childhood, not violate it." The Whole Childis a practical methods book that explains how to teach young children in ways that foster healthy development. This text focuses on the "whole child" and what they need from the learning environment in order to thrive. It pictures the child as being made up of "selves" - emotional, social, physical, creative, and cognitive--and then examines each of those selves in turn. The physical self includes not only large and fine muscle development, but also the handling of routines because such things as eating, resting, and toileting contribute much to physical comfort and well-being. For the emotional self, the book considers ways to increase and sustain mental health, to cope with crises, to use discipline to foster self-control, to cope with aggression, and to foster self-esteem. Included for the social self are ways to build social concern and kindliness and learning to value the cultures of other people. The creative self covers the areas of self-expression through the use of art materials and creativity as expressed in play and applied in thought. Finally, the cognitive, or intellectual, self is considered in terms of language and literacy development--the development of reasoning and thinking skills via the emergent approach, and the development of specific reasoning abilities. New To This Edition: NEW! Presents the content in a new 16-chapter format. Chapter 6 is a new chapter onAssessmentand Planning-Helps students understand the current emphasis on standards-based education and how to maintain "best practices" while meeting school requirements. Chapter 15 is a new chapter,Fostering the Creative Self-Discusses what creativity is, how it develops, and what teachers can do to enhance childrenrs"s creative growth. Chapter 16 is a new chapter,Developing and Implementing Curriculum for the Whole Child-Helps students pull together the different elements of early childhood education into a cohesive program for the whole child. Other chapters were combined and streamlined for more practical use by instructors. (The content from Chapter 7,Tender Topics, has been integrated into other chapters.) NEW! Discusses the integrated curriculum-Helps students understand the importance of meeting all of the childrenrs"s developmental needs across the curriculum spectrum. NEW! Presents new information about the ecological theory of human development as outlined by Urie Brofenbrenner. NEW! Includes content on children in elementary grades 1-3 in each chapter-Expands the usefulness of the text to primary school teachers.

Author Biography

Joanne Hendrick is professor emerita of early childhood education from the University of Oklahoma. In addition to raising four children of her own, her practical experience includes working with children at the Stanford Speech and Hearing Clinic, directing a parent-child workshop, working in Head Start, and chairing the early childhood areas at Santa Barbara City College and the University of Oklahoma. She holds an undergraduate degree from Stanford University in disorders of speech and hearing and graduate degrees from the University of California in counseling and early childhood education. She is past president of the California Association for the Education of Young Children.

Her current interests include gardening, photography, traveling to exotic places, writing about young children, and enjoying her ten grandchildren.


Dr. Patricia Weissman is co-author with Joanne Hendrick of two renowned early childhood college textbooks:  The Whole Child: Developmental Education for the First Early Years (Merrill/Prentice Hall, 2006) and Total Learning: Developmental Curriculum for the Young Child (Merrill/Prentice Hall, 2007). She began her early childhood career as a family care provider for two infants. Having found her calling, she studied early childhood education in the master’s program at San Francisco State University and received a doctorate of education from the University of San Francisco. During the past 30 years, she has worked as an infant caregiver, preprimary teacher, children’s center director, Child Development Associate (CDA) advisor, professor of early childhood education, and a research associate in early childhood development at the Merrill-Palmer Institute of Wayne State University. She was the founding editor of the journal Innovations in Early Education: The International Reggio Exchange. Dr. Weissman also designed and consulted on the production of the Public Broadcasting Service video series entitled The Whole Child: A Caregiver’s Guide to the First Five Years. Dr. Weissman is the mother of two adult children whom she feels turned out "quite well."

Table of Contents

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What Is Good Education for Young Children?
Realize You Are Part of a Noble Profession Can Early Childhood Make a Difference?
Brain Development Research
Effects of Early Childhood Education
Research Implications for Teaching Theoretical Foundations of Early Childhood Education
Developmental Approaches Psychoanalytical
Theory Family-Ecological
Theory Active Learning, Constructivist Theories
Behaviorist or Learning Theory
From Theory to Practice Types of Early Childhood Education
All Programs Include Children with Special Needs
Center-Based Care
Family Child Care
Public School Programs A Final Thought About Programs Basic Premises of This Book Putting Premises Into Practice
Planning a Good Day For Children Good Human Relationships Are a Fundamental
Ingredient of a Good Day Families
Must Be Included as Part of the Life of the School High-Quality Education
Must Be Developmentally Appropriate High-Quality Education
Is Individualized High-Quality Education
Honors Diversity in Its Many Forms High-Quality Education
Uses Reasonable and Authentic Methods of Assessment to Find Out More About the Children High-Quality Education
Has a Balance Between Self-Selection and Teacher Direction; Both Approaches Are Valuable High-Quality Education
Should Be Comprehensive High-Quality Education
Has Stability and Regularity Combined with Flexibility High-Quality Education
Has Variety Learning Must Be Based on Actual Experience and Participation The Program Should Be Reflected on Daily High-Quality Education
Promotes Ethical Standards for Teachers High-Quality Education
Should Encourage Advocacy The Day Should Be Pleasurable
Working with Families
Opening the Door to Good Communication
Understanding Families
Family Diversity Challenges to Working with Families
Suggestions for Establishing a Good Relationship Between Family and Teacher
What If The Relationship Is Not Good?
The Preamble: What to Do Before the Situation Arises Coping with the Initial Encounter
What to Do When That Button Is Pushed What to Do After the Complainer Departs
The Return Engagement Maintaining Good Relationships
Keeping the Lines of Communication
Open Counseling with Families Practical
Pointers about Conducting a Conference
Avoid Interruptions Beginning the Conference
During the Conference, Stay as Relaxed as Possible
Drawing the Conference to a Close
What to Do After the Conference Finally, Remember
That Information Shared by Parents
During a Conference
Is Confidential Limits to Guidance Work Beyond the Conference
Further Strategies for Involving
Families Families in Crisis What Constitutes a Crisis?
Some General Principles for Helpin
Table of Contents provided by Publisher. All Rights Reserved.

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