Teaching Young Children An Introduction, with Enhanced Pearson eText -- Access Card Package

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This comprehensive text gives pre-service early childhood educators a balanced, accessible introduction to early childhood education that also covers the content areas. It shows readers how to teach and care for children by identifying and focusing on five essential elements: understanding child development, play, guidance, working with families, and diversity. Each essential element is addressed in its own separate chapter and then explored at a deeper level in a featured section in ever chapter.

Included is a rigorous overview of the planning, preparation, and delivery of a curriculum for young children built around six specific curriculum areas, each explored in its own chapter. The author stresses the importance of play and the need to nurture each child’s natural affinity for learning through experimentation and exploration. Separate chapters cover the importance of the outdoor environment and the effect of technology on early childhood education, giving future teachers a well-rounded look at delivering quality early education. Short vignettes help students better understand young children; numerous practical examples of developmentally appropriate strategies provide tools for actual classroom teaching; and supplemental resources assist instructors in presenting the course.

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0134013719 / 9780134013718 Teaching Young Children: An Introduction, with Enhanced Pearson eText -- Access Card Package, 6th Edition

Package consists of: 

• 0134449959 / 9780134449951 Teaching Young Children: An Introduction, Enhanced Pearson eText -- Access Card, 6th Edition
• 0134569997 / 9780134569994 Teaching Young Children: An Introduction, Loose-Leaf Version, 6th Edition

Michael Henniger is a retired professor emeritus of early childhood education at Western Washington University. Prior to his 20 years at Western Washington University, he taught early childhood education courses at Northern Illinois University, Central Washington University, and Southern Illinois University at Carbondale. His teaching and research interests include preschool and primary curriculum, play, learning environments, and family/community involvement in education. While completing his doctoral degree at the University of Texas at Austin, Dr. Henniger taught preschool children in the university lab school. His public school experiences were in rural Alaska, where he taught first and second grades and high school mathematics.

PART I: INTRODUCTION TO THE FIELD

1. Overview of the Profession

2. Historical Contexts

3. Early Childhood Program Models

PART II: FOUNDATIONS

4. Understanding How a Child Develops and Learns

5. Play in Childhood

6. Guiding Young Children

7. Working with Families and Communities

8. Diversity and Young Children

PART III: ORGANIZING FOR INSTRUCTION

9. Planning the Physical Environment: Indoors

10. Planning the Physical Environment: Outdoors

11.  Developmentally Appropriate Curriculum

PART IV: THE CURRICULUM

12. Health and Wellness

13. Supporting Emotional and Social Development

14. Mathematics, Science, and Social Studies Learning

15. Language and Literacy Learning

16. The Creative Arts

17. Technology and Young Children

DETAILED TABLE OF CONTENTS

PART I: INTRODUCTION TO THE FIELD

1. Overview of the Profession 2

Essentials of Early Care and Education 4

Understand Children and Their Development 4 / Provide Opportunities to Play 5 / Guide Social and Emotional Development 7 / Work with Parents, Families, and the Community 8 / Understand and Respect Diversity 9

The Scope of Early Care and Education 10

Infant/Toddler Programs 10 / Preschool Programs 12 / Child-Care Programs 12 / Programs for Children with Special Needs 14 / Kindergartens 15 / Primary Education 16

Funding: Who Pays for Early Education? 17

For-Profit Programs 17 / Cooperative Programs 18 / Federally Funded Programs 18 / State and Locally Funded Programs 19 / Corporate Child Care 20 / College- and University-Supported Programs 20

Teaching Young Children 21

The Power of Teaching 21 / Roles of the Early Childhood Educator 21 / Responsibilities of the Early Childhood Educator 22 / Skills Needed to Teach Young Children 23 / Should I Enter the Profession? 25

Professional Preparation of Early Childhood Professionals 27

The CDA Credential 27 / Two-Year, or Associate Degree, Programs 28 / Four-Year Programs 28 / Coordinating Efforts 29 / Advanced Degrees 29

Resources for Professional Development 30

Professional Organizations 30 / Journals 31 / Reference Materials 31

Summary 32

2. Historical Contexts 34

Historical Figures Influencing Early Care and Education 36

European Contributors 36 / American Influences 46

Recent American Contributors 50

Historical Events Influencing Early Care and Education 53

Child Study Movement 53 / The Great Depression 54 / World War II 54 / The Launching of Sputnik 55 / The War on Poverty 55 / No Child Left Behind Act and Race to the Top–Early Learning Challenge 56

Summary 58

3. Early Childhood Program Models 60

The Montessori Program 62

Montessori’s Work Experiences 63 / Montessori Materials 64 / Classroom Organization 65 / Role of the Early Childhood Professional 66 / Children Served 67

The High/Scope Curriculum Model 68

Theoretical Basis 69 / The Plan-Do-Review Sequence 69 / The Curriculum 70 / Structure of the Class Day 71 / The High/Scope Professional’s Role 72 / Research on the High/Scope Model 72 / Children Served 73

Waldorf Education 73

Theoretical Perspectives 73 / Role of the Waldorf Professional 74 / Sample Teaching Strategies 74

The Bank Street Model 75

Theoretical Underpinnings 75 / Program Goals 76 / Governing Principles 76 / Curriculum and Materials 77 / Children Served 77

The Reggio Emilia Program 79

The Environment 80 / Children, Families, and Reggio Emilia Professionals 80 / Cooperation, Collaboration, and Organization 80 / The Atelierista 81 / The Importance of Documentation 82 / Projects 82 / Children Served 84

Summary 85

PART II: FOUNDATIONS

4. Understanding How a Child Develops and Learns 86

Key Perspectives on Learning and Development 88

John Bowlby (1907–1990) 88 / Abraham Maslow (1908–1970) 90 / Howard Gardner (1943– ) 91 / Maria Montessori (1870–1952) 92 / Lev Vygotsky (1896–1934) 93 / Erik Erikson (1902–1994) 94 / Jean Piaget (1896–1980) 95 / Urie Bronfenbrenner (1917–2005) 96 / Jack Shonkoff and Deborah Phillips 97 / Ellen Galinsky 99

Children: Developmental Similarities and Differences 101

Infants and Toddlers 101 / Children Ages 3 through 5: The Preschool Years 104 / Children Ages 6 through 8: The Primary School Years 108 / Children with Special Needs 110

The Developmentally Appropriate Classroom 115

Summary 119

5. Play in Childhood 120

Defining Play 122

Characteristics of Play 122 / Descriptors of Play 123

Why Children Play: Theories 126

Classical Theories 126 / Contemporary Theories 127

Cognitive and Social Play 129

Cognitive Play 129 / Social Play 129

Benefits of Play 133

Intellectual Growth through Play 133 / Building Social Skills 136 / Language and Literacy Development 136 / Physical Development and Health 137 / Emotional Development 139 / Play and Creativity 140

Facilitating Childhood Play 141

Preparing the Play Environments 141 / Creating a Climate for Play 142 / Promoting the Importance of Play 143 / Adult Involvement in Play 144

Summary 146

6. Guiding Young Children 148

What Is Guidance? 150

Supporting Emotional and Social Development 150 / Growing toward Self-Regulation 151 / Learning to Function as a Productive Member of Society 152

Components of Guidance 152

Indirect Guidance 154 / Building Relationships 156 / Physically Guiding Children 157 / Verbal Guidance 157 / Conflict Resolution Strategies 159

Guidance Applications 162

Feelings and Emotions 162 / Routines 165 / Social Interactions 167 / Group Guidance 170 Summary 173

7. Working with Families and Communities 174

Family Life Today 177

Extended Family Members Caring for Children Together 177 / Living Together as a Multigenerational Family 178 / Single Parents and Families Experiencing Separation and Divorce 178 / Changes in Family Structure: Blending and Forming New Families 179 / Working Families 179 / Older and Younger Parents 179 / Family Mobility 180 / Families Experiencing Homelessness 181 / Families with Lesbian, Gay, Bisexual, and Transgender Members 181 / Families That Have Children with Special Needs 181 / Families with Foster Children 183 / Families with Children Who Are Adopted 183 / Linguistic Diversity 184 / Ethnic/Cultural Diversity 184

Benefits and Potential Conflicts 185

Benefits to Early Childhood Professionals 185 / Benefits to Families 186 / Benefits to Children 186 / Potential Conflicts 186

Building Strong Two-Way Relationships 188

Providing Mutual Support 188 / Communication: The Key 188 / Effective Communication Strategies 191 / Understanding Beliefs and Attitudes 197 / Family-Friendly Schools 199

Engaging Families 200

 In Early Childhood Settings 200 / At Home 201

Connecting with the Community 202

Involving the Community in the Early Childhood Setting 203 / Involving the Early Childhood Program in the Community 203 / Advocacy and Public Policy 204

Summary 204

8. Diversity and Young Children 206

Attitudes toward Diversity 208

Racial/Cultural Attitudes 208 / Attitudes about Gender 210 / Sexual Orientation 211 / Children with Special Needs 212 / English Language Learners 213 / Religious Diversity 215

Biased Responses to Diversity 215

Ignore Diversity 215 / The Tourist Approach 216

Understanding Our Own and Others’ Diverse Identities 216

Begin with Self-Analysis 217 / Talk about Differences 217 / Talk about Similarities 218 / Expose Children to Diversity 218

Integrating Diversity and Social Justice throughout the Curriculum 218

Culturally Relevant Teaching and Learning 219 / The Antibias Curriculum 220 / Using Toys That Promote Diversity 221 / Diversity through Games 222 / Quality Children’s Literature 223 / The Visual–Aesthetic Environment 223 / Meaningful Diversity Experiences 224 / English Language Learners and the Curriculum 225 / Integrating Curriculum for Individuals with Special Needs 226 / Gender and the Curriculum 228

Summary 230

PART III: ORGANIZING FOR INSTRUCTION

9. Planning the Physical Environment: Indoors 232

Planning Guidelines 234

Basic Considerations 234 / Selecting Equipment and Materials 238 / Changing the Physical Environment 240 / Health and Safety Considerations 242 / Environmentally Friendly Indoor Spaces 243

Centers-Based Early Childhood Programs 244

Art Center 245 / Manipulative Center 245 / Literacy Center 245 / Block Center 247 / Housekeeping Center 248 / Dramatic Play Center 249 / The Music Center 250 / Discovery/Science Center 250 / Other Creative Centers 250

Infant/Toddler Environments 253

Developmental Considerations 253 / Spaces and Centers 254

Preschool Spaces 254

Planning Considerations 254 / Center Organization 256

Kindergarten and Primary Classrooms 256

Academic Issues 258 / Areas and Centers 258

Summary 261

10. Planning the Physical Environment: Outdoors 262

Importance of Outdoor Play 264

Committing to the Outdoor Environment 265

Planning Guidelines 266

Basic Considerations 267 / Selecting Equipment and Materials 271 / Planning for Change in the Outdoor Environment 272 / Health and Safety Considerations 275

Outdoor Play Areas 277

Transition Area 277 / Manipulative/Construction Area 277 / Dramatic Play Area 277 / Physical Area 278 / Sand/Water Play Area 278 / Natural Areas 278

Infant/Toddler Environments 280

Developmental Considerations 280 / Areas and Equipment 281

Preschool Playgrounds 281

Planning Considerations 283 / Area Organization 284

Kindergarten and Primary Playgrounds 284

Issues Concerning Recess 284 / Children with Special Needs 286 / Equipment and Its Organization 287

Summary 290

11. Developmentally Appropriate Curriculum 292

Creating a Developmentally Appropriate Curriculum 294

Identify Children’s Needs and Interests 297 / Plan the Curriculum 299 / Engage in Assessment 303

The Integrated Curriculum 304

Why Implement an Integrated Curriculum? 305 / Planning and Preparation 306 / The Project Approach 308

Observation in Early Childhood Settings 310

Informal and Formal Observations 310 / Uses for Observations 311 / Becoming an Objective Observer 311 / Observation Strategies 312

Planning Activities and Lessons 315

Activity Planning 315 / Lesson Planning 315

Assessment 316

Standardized Assessments 318 / Developmental Screening in Early Childhood 318 / The Role of Observation in Assessment 318 / Documentation of Children’s Learning 320 / The Portfolio and Its Use 320

Summary 323

PART IV: THE CURRICULUM

12. Health and Wellness 324

Importance of Health and Wellness 326

Physical Education and Its Importance 326 / The Values of Health Education 329 / Safety Education and Young Children 330 / Working with Families 331

Physical Education 332

Basic Considerations 332 / Instructional Strategies for Physical Education 333 / Physical Development and Play 334 / Organized Physical Activities 335 / Games and Activities: Indoors 337 / Games and Activities: Outdoors 339

Health Education 342

Nutrition 342 / Healthy Body Image 344 / Medical and Dental Health 345 / Illnesses 346 / Healthy Adults 347

Environmental Risks 348 / Accident Prevention 349 / Abuse and Neglect 351

Summary 352

13. Supporting Emotional and Social Development 354

Supporting Emotional Development 356

What Are Emotions? 356 / Dealing with Feelings 357 / Bullying 358 / Materials and Activities for Emotional Development 359

Facilitating Social Competence 361

Building a Sense of Self 363 / Adult–Child Relationships 363 / Peer Interactions 365 / Guiding Social Interactions 367 / The Environment and Materials 368 / Activities and Themes 370

Stress as a Factor in Emotional and Social Development 373

Stress Factors 373 / Helping Children Cope 375 / Adult Stress 376

Summary 377

14. Mathematics, Science, and Social Studies Learning 378

The Cognitive Curriculum: Developing Children’s Thinking 380

Learning Facts 380 / Critical Thinking 381 / Problem Solving 381 / Lifelong Learning 382 / The Constructivist Approach 383 / Family Roles 384

Mathematics and Young Children 386

Classification 388 / Seriation 389 / Patterning 389 / Number Concepts 390 / Measurement 390 / Geometry 391 / The Language of Mathematics 391

Science Learning 392

Scientific Content 393 / The Scientific Process 396

Young Children and Social Studies 398

Understanding Self 399 / Understanding Others 400

Integrating Cognitive Learning throughout the Curriculum 401

Infant/Toddler Materials and Activities 402 / Children Ages 3 through 5 402 / The Primary Grades 403

Summary 405

15. Language and Literacy Learning 406

Language and Literacy Development 408

Theoretical Perspectives 408 / Language Development 409 / Linguistic Systems 410 / Literacy Development 410

Language and Literacy Learning 411

Facilitating Language Learning 412 / Language Learning Materials 417 / Assisting with Emergent Literacy 417 / Children’s Books 422 / Writing Tools 425 / Writing Instruction 425 / Formal Reading Instruction 426 / Addressing the Needs of Diverse Language and Literacy Learners 427

Encouraging Family Involvement 428

Taking Advantage of Daily Living 430 / Simple Home Learning Tasks 430

Summary 431

16. The Creative Arts 432

What Is Creativity? 434

Defining Creativity 434 / Characteristics and Skills of Creative Individuals 435 / Assisting with the Creative Process 435 / Creativity and Play 436

The Young Artist 438

Why Include the Arts? 439 / Misconceptions about Art 440 / Developmental Trends in Art 441 / The Early Childhood Art Curriculum 442 / The Adult’s Role in Art Experiences 442 / The Art of Reggio Emilia 444 / Art Activities 445

Music and the Young Child 448

The Importance of Music in Early Childhood 448 / Musical Development 450 / Movement and Music 451 / The Music Curriculum for Young Children 451 / Facilitating Musical Experiences 453 / Music Activities 454

Creative Dramatics, Theater, and Dance 456

Dramatic Play 456 / Theater 457 / Dance 458

Summary 459

17. Technology and Young Children 460

Developmentally Appropriate Technology 462

Electronic Screens 464

Television and Young Children 464 / The Video Game Dilemma 465 / Computers and Young Children 466 / Mobile Media: Tablets and Smartphones 472 / Selecting Software Applications for Young Children 473

Other Technologies 475

Digital Cameras 476 / Video/Audio Recorders and Players 476 / Interactive Whiteboards 477 / Internet Tools 477

Family Television Viewing 479 / Video Games in the Home 479 / Software Applications for the Home 481 / Tools for Communicating with Families 481

Summary 482

Glossary G-1

References R-1

Name Index I-1

Subject Index I-7

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