Foundations and Change in Early Childhood Education

, by Dever, Martha T.; Falconer, Renee C.

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ISBN: 9780471472476 | 0471472476
Cover: Paperback
Copyright: 3/9/2007

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Sidebars - designed to extend students' understanding of the themes of the text Enrichment Activities - can be used either as in class or as out of class projects For Further Reading and Professional Development Resources - provide resources for learning more about a particular topic Self-Assessment - designed to help you assess students' learning from the chapter

Evolution of Early Childhood Education
View of Childhood: Past and Present	p. 1
Ancient View of Childhood	p. 2
Ancient Native American View of Childhood	p. 3
Ancient Greek View of Childhood	p. 4
Ancient Roman View of Childhood	p. 4
Children as Miniature Adults	p. 5
Child Guidance	p. 6
Reformation Era (1400-1600)	p. 6
Children as Sinful	p. 6
African-American and Native American Children	p. 6
Child Guidance	p. 7
Native Americans	p. 7
European Americans	p. 8
Children as Blank Slates	p. 8
Children as Children	p. 8
Jean-Jacques Rousseau	p. 8
Johann Heinrich Pestalozzi	p. 9
Children as Children Continues	p. 10
Native American Children	p. 11
Child Guidance	p. 11
African-American Children	p. 11
Standardization of Childhood	p. 11
Native American Children	p. 12
Children with Disabilities	p. 12
Child Guidance	p. 12
Modern Views of Childhood	p. 13
The Sensual Child	p. 13
The Malleable Child	p. 13
The Hurried Child	p. 13
Child Guidance	p. 14
Behavior Modification	p. 15
Democratic Behavior Guidance	p. 15
Children Today	p. 16
Miniature Adults	p. 16
Readiness	p. 16
Child-Centered Learning Environments	p. 16
Children as Our Future	p. 16
Summary	p. 17
Enrichment Activities	p. 17
Self-Assessment	p. 18
For Further Reading	p. 18
References	p. 19
History of Social, Political, and Philosophical Trends	p. 21
Precolonial Times	p. 22
Native Americans	p. 22
European Influence	p. 22
Colonial Era	p. 24
Social-Political Environment	p. 24
Early Childhood Education	p. 25
Dame Schools	p. 25
Latin Grammar Schools	p. 25
Industrial Era	p. 25
Social, Political Environment	p. 25
Common Schools	p. 26
Origin of the Testing Movement	p. 27
Educating African-Americans	p. 28
Educating Native Americans	p. 28
Early Childhood Education	p. 28
Origin of Kindergarten	p. 28
Progressive Movement	p. 30
Social, Political Environment	p. 30
The Testing Movement	p. 31
Educational Theories	p. 31
Progressive Educators	p. 31
Early Childhood Programs	p. 32
Schooling for Children of Color	p. 32
Schooling for Children with Disabilities	p. 33
Nursery Schools	p. 33
Bank Street	p. 33
Kindergarten	p. 33
Montessori Education	p. 34
The Child Study Movement	p. 34
Social, Political Environment	p. 34
The Testing Movement	p. 35
Early Childhood Theories	p. 35
Constructivism	p. 35
Behaviorism	p. 37
Self-Actualization Theory	p. 38
Maturationism	p. 38
Early Childhood Programs	p. 39
Children with Disabilities	p. 39
Waldorf Schools	p. 39
Post World War II and the Great Society	p. 39
Social, Political Environment	p. 39
The Great Society	p. 40
Early Childhood Theories	p. 41
Behaviorism	p. 42
Psychosocial Theory	p. 42
Early Childhood Programs	p. 42
Reggio Emilia	p. 42
High/Scope	p. 44
Head Start	p. 44
Children with Disabilities	p. 44
Accountability Movement	p. 45
Social, Political Environment	p. 45
The Testing Movement	p. 45
Early Childhood Programs	p. 46
Open Education	p. 46
Electronic Age	p. 47
Social, Political Environment	p. 47
The Testing Movement	p. 47
Early Childhood Theories	p. 48
Early Childhood Programs	p. 49
Summary	p. 49
Enrichment Activities	p. 50
For Further Reading	p. 51
Professional Development Resources	p. 51
Self-Assessment	p. 51
References	p. 51
Governance of Early Care and Education: Past and Present	p. 53
Oversight for Early Care and Education	p. 54
Administrative Reform	p. 54
Scientific Management	p. 55
Nursery Schools	p. 55
Governance of Early Care and Education Today	p. 55
Critique of Centralized Governance	p. 56
Federal Policies Affecting Early Childhood Education	p. 57
Postwar Years	p. 57
Children with Disabilities	p. 58
The Era of the Great Society	p. 59
The Era of Accountability	p. 59
Entering the Twenty-First Century	p. 59
The History of Bilingual Education	p. 61
The Relationship of Church and State	p. 62
Colonial Era	p. 62
Industrial Era	p. 63
History of Roman Catholic Schools	p. 64
The Progressive Era	p. 64
The Twentieth Century	p. 65
Separation of Church and State Today	p. 66
Summary	p. 67
Enrichment Activities	p. 67
For Further Reading	p. 67
Professional Development Resources	p. 68
Self-Assessment	p. 68
References	p. 68
Early Childhood
The Role of Early Childhood Educators in Children's Lives	p. 69
Preparing to Be an Early Childhood Educator	p. 70
Child Care and Pre-K Programs	p. 70
Grades K-3	p. 70
Professional Development	p. 71
Philosophies of Learning	p. 72
Brain-Based Development	p. 73
Multiple Intelligences	p. 74
Constructivism	p. 76
Behaviorism	p. 76
Maturation	p. 77
Appropriate Practices	p. 78
Developmentally Appropriate Practice	p. 78
Culturally Relevant Practice	p. 79
The Value of Play	p. 79
Play and Social-Emotional Development	p. 81
Play and Cognitive Development	p. 82
Your Role in Supporting Children's Play	p. 82
Support from Outside the Play	p. 82
Support from Inside the Play	p. 83
Curriculum Development	p. 83
Infants and Toddlers	p. 84
Children Ages 3-8	p. 84
Integrated Curriculum	p. 84
Advocacy	p. 87
Summary	p. 88
Enrichment Activities	p. 88
For Further Reading	p. 89
Professional Development Resources	p. 89
Self-Assessment	p. 90
References	p. 90
Infants and Toddlers	p. 91
Developmental Characteristics of Infants and Toddlers	p. 92
Language Development	p. 92
Theories of Language Acquisition	p. 92
Stages of Language Development	p. 96
Reading to Infants and Toddlers	p. 97
Language Is Cultural	p. 98
Delayed Language Development	p. 98
Cognitive Development	p. 99
Egocentrism	p. 100
Reasoning	p. 100
Physical Development	p. 100
Social-Emotional Development	p. 101
Impulse Control	p. 101
Attachment	p. 101
Temperament	p. 102
Play	p. 103
Supporting Infant and Toddler Play	p. 103
Programs for Infants and Toddlers	p. 104
Child Care	p. 104
Reggio Emilia	p. 105
Early Head Start	p. 106
Montessori	p. 106
Creating an Antibias Environment	p. 107
Summary	p. 109
Enrichment Activities	p. 109
For Further Reading	p. 110
Professional Development Resources	p. 110
Self-Assessment	p. 110
References	p. 111
Preschool and Kindergarten	p. 113
Developmentally and Culturally Appropriate Programs for Three- to Five-Year-Olds	p. 114
Language Development	p. 114
Cognitive Development	p. 116
Social-Emotional Development	p. 117
Physical Development	p. 118
Programs for Three- to Five-Year-Olds	p. 118
Head Start	p. 119
High/Scope	p. 121
Bank Street	p. 123
Reggio Emilia	p. 123
Waldorf	p. 124
Montessori	p. 125
Teaching Antibias Attitudes	p. 127
Child Care	p. 128
Types of Child Care	p. 128
Center Based Child Care	p. 128
Employer Sponsored Care	p. 129
Home Child Care	p. 129
Church or Temple Care Centers	p. 129
Nannies	p. 129
Quality in Child Care	p. 129
Funding Quality Care	p. 130
Kindergarten	p. 130
Readiness	p. 131
Retention and Academic Redshirting	p. 132
Benefits Cannot Be Consistently Substantiated	p. 132
Sociocultural Issues	p. 132
Developmental Kindergartens and Transitional First Grade	p. 133
Entrance Age	p. 133
An Alternative	p. 133
Half-Day/Full-Day Kindergarten	p. 134
Kindergarten Curriculum	p. 134
Summary	p. 135
Enrichment Activities	p. 136
For Further Reading	p. 137
Professional Development Resources	p. 137
Self-Assessment	p. 137
References	p. 138
Early Childhood: The Primary Grades	p. 139
Developmental Considerations for Primary Grade Children	p. 140
Language and Literacy Development	p. 140
Cognitive Development	p. 140
Physical Development	p. 143
Social-Emotional Development	p. 144
Antibias Classrooms in the Primary Grades	p. 144
Literacy Learning	p. 144
Antibias Instructional Strategies	p. 146
Integrating Content about Diversity into the Curriculum	p. 147
Curriculum and Effective Teaching in the Primary Grades	p. 150
Child-Centered Environment	p. 151
Explicit Instruction	p. 151
Direct Instruction	p. 151
Balanced Literacy	p. 151
National Reading Panel Report	p. 153
Extension of Programs for 3- to 5-Year-Olds into Primary Grades	p. 153
Play in the Primary Grades	p. 153
Before and After School Programs	p. 154
Classroom and Calendar Configurations in Primary Grades	p. 154
Multiage Grouping	p. 154
Looping	p. 155
Homeschooling	p. 155
Year-round and Traditional Schools	p. 156
Educating Homeless Children	p. 157
Summary	p. 158
Enrichment Activities	p. 158
For Further Reading	p. 159
Professional Development Resources	p. 159
Self-Assessment	p. 159
References	p. 160
Guiding and Assessing Young Children
Guiding Children's Behavior in Early Childhood Settings	p. 161
Encouraging Environments	p. 162
Infants	p. 162
Toddlers	p. 162
Preschoolers and Kindergarteners	p. 163
Primary Grade Children	p. 166
Managing Environments and Guiding Behavior	p. 168
General Considerations for Guiding Behavior	p. 169
Choices	p. 169
Praise	p. 169
Punishment	p. 170
Developmentally Appropriate Guidance Strategies	p. 170
Infants	p. 170
Toddlers	p. 171
Preschoolers and Kindergarteners	p. 173
Primary Grade Children	p. 175
Children with Special Needs	p. 177
Cultural Considerations	p. 178
Individualism vs. Collectivism	p. 179
Understanding Roles	p. 180
Supporting Nonviolent Behavior	p. 181
Bullying	p. 183
Summary	p. 184
Enrichment Activities	p. 184
For Further Reading	p. 185
Self-Assessment	p. 185
References	p. 186
Assessing the Child in Early Childhood Settings	p. 187
Types of Assessment in Early Childhood Settings	p. 188
Observation	p. 188
Anecdotal Records and Field Notes	p. 189
Audio/Video and Photographic Recordings	p. 190
Checklists	p. 191
Portfolios	p. 191
Reflection	p. 192
Purposes	p. 193
Age Appropriate Portfolios	p. 193
Home Visits	p. 194
The Work Sampling System	p. 194
Standardized Tests	p. 195
Linking Assessment and Curriculum	p. 195
Assessment Issues	p. 196
Align Assessment with the Nature of the Child	p. 196
Infants and Toddlers	p. 197
Preschool, Kindergarten, and Primary Grade Children	p. 197
Standardized Testing in Early Childhood Settings	p. 197
Developmental Considerations	p. 197
Inappropriate Labels	p. 198
High-Stakes Testing	p. 198
Cultural Issues in Assessment	p. 199
Culturally and Linguistically Diverse Children	p. 200
Barriers to Accurate Assessment	p. 200
Culturally Appropriate Assessment	p. 201
Assessing Children and Programs	p. 202
Summary	p. 203
Enrichment Activities	p. 204
For Further Reading	p. 205
Self-Assessment	p. 205
References	p. 205
Children Who Are Linguistically Diverse	p. 207
The Challenge	p. 208
The Controversy	p. 208
Linguistic Differences	p. 210
Dialects	p. 210
Dialect Errors: Points to Consider	p. 210
Black English	p. 211
Role of the Early Childhood Educator	p. 211
Accents	p. 212
Sign Language	p. 212
Speakers of Languages Other than English	p. 213
Bilingual Education	p. 213
English as a Second Language	p. 214
Nonverbal Communication	p. 215
Acquiring a Second Language	p. 215
Theories of Second Language Acquisition	p. 215
Language Acquisition Stages	p. 216
Factors Affecting Second Language Acquisition: Social, Emotional, and Cognitive	p. 220
Loss of the First Language	p. 222
Summary	p. 223
Enrichment Activities	p. 224
For Further Reading	p. 224
Professional Development Resource	p. 224
Self-Assessment	p. 225
References	p. 225
Supporting and Advocating for Young Children in the Twenty-first Century
Children with Special Needs	p. 227
Causes of Exceptionalities	p. 228
Genetic	p. 229
Prenatal Conditions	p. 229
Birth and Postbirth Complications	p. 229
Exceptionalities and the Role of Early Childhood Educators	p. 229
Assessment of Exceptionalities	p. 230
Labeling	p. 231
Attention Deficit Hyperactivity Disorder	p. 231
The Role of Early Childhood Educators	p. 232
Autism	p. 232
The Role of Early Childhood Educators	p. 233
Behavior Disorders	p. 233
The Role of Early Childhood Educators	p. 233
Developmental Delays	p. 233
The Role of Early Childhood Educators	p. 234
Down Syndrome	p. 234
The Role of Early Childhood Educators	p. 234
Gifted	p. 235
Role of Early Childhood Educators	p. 235
Language and Hearing Disabilities	p. 236
The Role of Early Childhood Educators	p. 236
Learning Disabilities	p. 237
The Role of Early Childhood Educators	p. 238
Physical Disabilities	p. 238
The Role of Early Childhood Educators	p. 238
Visual Disabilities	p. 239
The Role of Early Childhood Educators	p. 239
Early Childhood Environments for Children with Disabilities	p. 239
Inclusion	p. 239
Infants and Toddlers	p. 240
Preschool and Kindergarten	p. 240
Primary Grades	p. 241
Early Intervention and Early Childhood Special Education	p. 242
Abuse and Neglect	p. 242
The Role of Early Childhood Educators	p. 243
Provide Quality Care and Education	p. 243
Develop Reciprocal Relationships with Families	p. 243
Recognize When Children Are at Risk	p. 243
Understand and Assist Families	p. 244
Build on Strengths	p. 244
Be Informed	p. 244
Antibias Environments for Children with Special Needs	p. 244
Teaching about Differences	p. 245
Summary	p. 246
Enrichment Activities	p. 246
For Further Reading	p. 247
Professional Development Resources	p. 247
Self-Assessment	p. 248
References	p. 248
The Impact of Environments and Technology on Young Children	p. 249
Indoor Environments	p. 250
Child-Centeredness	p. 250
Scheduling Considerations	p. 252
Room Arrangements	p. 254
Infants and Toddlers	p. 254
Preschool and Kindergarten	p. 255
Primary Grades	p. 257
Inclusive Environments	p. 259
Outdoor Environments	p. 259
Gross Motor Activity	p. 260
Creative Play	p. 260
Appreciation of Nature	p. 260
The Social Environment	p. 260
Teaching for Social Justice	p. 261
Teach Questioning	p. 262
Perspective Taking	p. 262
Rethinking Curriculum	p. 263
Take Action	p. 264
Inequity in School Funding	p. 264
Quality Schools for All	p. 267
The Role of Technology in Early Childhood Environments	p. 268
NAEYC Position on Technology and Young Children	p. 268
Media Violence	p. 269
Technology and Parenting	p. 270
Antibias Technology Environments	p. 271
Equitable Access	p. 271
Assistive Technology	p. 271
Summary	p. 271
Enrichment Activities	p. 272
For Further Reading	p. 273
Professional Development Resources	p. 273
Self-Assessment	p. 273
References	p. 274
Children and Their Families	p. 275
Diverse Family Beliefs, Attitudes, and Practices	p. 276
Stages of Cultural Identity	p. 276
Cultural Progression in Our Diverse Nation	p. 277
European American Families	p. 277
African-American Families	p. 278
Asian-American Families	p. 279
Biracial Multiethnic Families	p. 280
Gay and Lesbian Families	p. 280
Hispanic American Families	p. 280
Jewish American Families	p. 281
Native American Families	p. 282
Parents with Disabilities	p. 283
Children of Divorce and Blended Families	p. 283
Families Living in Poverty	p. 284
Poverty and Resources	p. 284
Poverty and Language	p. 285
The Role of Early Childhood Educators	p. 285
Involving Parents from Diverse Populations	p. 286
Types of Parental Involvement	p. 287
Barriers to Parent Involvement	p. 288
Antibias Environment	p. 289
Family Literacy	p. 290
Using Community Resources	p. 290
Family Friendliness	p. 291
Resources	p. 292
Invited Guests	p. 293
Summary	p. 293
Enrichment Activities	p. 293
For Further Reading	p. 294
Professional Development Resources	p. 295
Self-Assessment	p. 295
References	p. 296
Issues and Advocacy in Early Childhood in the Twenty-first Century	p. 297
View of the Child	p. 298
Sociopolitical Influences	p. 299
Poverty	p. 299
Health and Well-being	p. 300
Commerce, Industry, and Business	p. 303
Metaphor of the Market for Schooling	p. 303
High-Stakes Testing	p. 305
Diversity	p. 306
Teaching in a Diverse Society	p. 306
Advocacy	p. 308
Professional Development	p. 309
Curriculum	p. 310
Summary	p. 311
Enrichment Activities	p. 311
Self-Assessment	p. 312
For Further Reading	p. 312
Professional Development Resources	p. 313
References	p. 313
Index	p. 314
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Foundations and Change in Early Childhood Education

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Foundations and Change in Early Childhood Education

Summary

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Table of Contents

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