|Early child education is at a crossroads today. Public awareness of the importance of educating young children has grown in recent years, applying greater pressure on educators to provide high-quality early childhood programs. Should the field move in the direction of an emphasis on academic learning and achievement, or on development and care? How can we meet the needs of so many diverse learners? Many approaches to instruction and learning are presented in this book. Teachers who hope to become leaders in the field have to keep up with the new directions in research and applications. This comprehensive and unique text has been extensively revised in this edition to give strong coverage of the current trends and issues in the field of early childhood education. With contributions by 32 experts in the field, it addresses new developments in curricula, assessment strategies, and teaching methods. The aim of the text is to enhance the reader's knowledge and skill set of early child education in order to meet the new needs and challenges that face the teaching profession. NEW! Includes three new chapters (Chapters 7, 8, and 10) on early prevention initiatives, early development and education programs in public school, and Tools of the Mind: Vygotskyian Approach to Early Childhood Education -grounded in theory, these chapters reflect the most current trends in early child education and give clear examples of how different practices can be applied when working with young children.|
Today s broad field of early childhood education offers many programs and approaches. An understanding of the varied approaches and current research is crucial for effective practice. Public awareness surrounding the importance of educating young children has grown in the public awareness in recent years, applying greater pressure to provide high quality early childhood programs. Surveying the many approaches, from old to new, both American and European, this text enhances students abilities in order to meet the many challenges facing the profession. This new edition explores the important topic of developmental science and prevention research in practice and policy as well as the relationship between ECE standards and curricular activities. Some chapters also address how various approaches are making way for an aligned and coordinated preschool to third-grade system. This text addresses current tensions in ECE and covers new developments in curricula, methods, and assessment strategies., By clarifying and addressing current tensions indefinitions, identities, functions, and boundaries, it helps readers stay on the cutting edge of the field.
|Author||Jaipaul L. Roopnarine, Jaipaul Roopnarine, James E. Johnson, James Johnson|
|Number Of Pages||448 pages|
|Publisher||Prentice Hall PTR|
|LC Classification Number||LB1139.25|
This comprehensive and authoritative volume includes 15 chapters by 32 experts in the field, covering a variety of approaches to teaching. Students will be exposed to some of the major early child education curricula as well as the history of the program’s development. The authors believe that it is very important for students to understand the historical foundations as well as the philosophy and theory behind the applications described.
The text reflects the evolving nature of early childhood education and teacher training in the U.S. and elsewhere. Early child special education, working with infants and toddlers, and the Vygotskian approach to educating young children are each covered in their own chapter.
Organized into four parts, the first part of the book deals with history, infant and toddler care, Head Start, and the Portage Model. Part II has been extensively revised to highlight the multicultural perspective of this edition as well as the important topic of inclusion. Parts III and IV cover specific approaches in the U.S. and Europe respectively. The reader is invited to compare the approaches within and across Parts III and IV.
|Table Of Content|
|Table Of Content||Part I Introduction Chapter 1: History of Early childhood Education in Multicultural Perspective by Blythe F. Hinitz, The College of New Jersey Chapter 2: The Program for Infant Toddler Care by J. Ronald Lally and Peter L. Mangione, West Ed., San Francisco, California Chapter 3: The Head Start Program by Douglas R. Powell, Purdue University Chapter 4: The Portage Model: An International Home Approach to Early Intervention of Young Children and Their Families by David E. Shearer, The International Portage Association, Tampa Florida and Darlene L. Shearer, Lawton & Rhea Chiles Center for Healthy Mothers and Babies, University of South Florida Part II Integral Dimensions Chapter 5: Including Everyone: A Model Preschool Program for Children With and Without Disabilities by Ellen Barnes, Jowonio School, Syracuse, New York and David Smukler, The State University of New York College at Cortland Chapter 6: A Framework for Culturally Relevant Multicultural, and Antibias Education in the Twenty-First Century by Louise Derman-Sparks, Pacific Oaks College and Patricia G. Ramsey, Mount Holyoke College Chapter 7: Early Prevention Initiatives by Karen L. Bierman, Celene Domitrovich, and Harriet Darling, The Pennsylvania State University Chapter 8: Early Development and Education Programs in Public School by James E. Johnson and Jennifer Chestnut, The Pennsylvania State University Part III Specific Approaches/USA Chapter 9: the High/Scope Model of Early Childhood Education by David P. Weikart (deceased) and Lawrence J. Schweinhart, High/Scope Educational Research Foundation, Ypsilanti, Michigan Chapter 10: Tools of the Mind: The Vygotskian Approach to Early Childhood Education by Elena Bodrava, Mid-Continent Research for Education and Learning, and Deborah J. Leong, Metro State College Chapter 11: From Spectrum to Bridging: Approaches to Integrating Assessment with Curriculum and Instruction in Early Childhood Classrooms by Jie-Qi Chen and Gillian McNamee, Erikson Institute, Chicago Chapter 12: The Developmental-Interaction Approach at Bank Street College of Education by Harriet K. Cuffaro and Nancy Nager, Bank Street College of Education, New York Chapter 13: The Project Approach: An Overview by Lillian G. Katz, University of Illinois, and Sylvia C. Chard, University of Alberta, Canada Part IV Specific Approaches/European Chapter 14: The Reggio Emilia Approach to Early Care and Education: Creating Contexts for Discussion by Rebecca S. New, Tufts University, and Rebecca Kantor, The Ohio State University Chapter 15: The Waldorf Approach to Early Childhood Education by Christy L. Husek, Fairbrook First Steps Christian Preschool, Pennsylvania Furnace, Pennsylvania, and James E. Johnson, The Pennsylvania State University Chapter 16: Montessori Education Today by Martha Torrence, Cambridge, Massachusetts and John Chattin-McNichols, Seattle University Chapter 17: The Pyramid Method by Jef J. van Kuyk, Citogroep, Arnhem, The Netherlands|