Approaches to Early Childhood Education, 6th edition
Published by Pearson (April 11, 2012) © 2013
- Jaipaul Roopnarine
- James E. Johnson
eTextbook
- Easy-to-use search and navigation
- Add notes and highlights
- Search by keyword or page
- Hardcover, paperback or looseleaf edition
- Affordable rental option for select titles
- Free shipping on looseleafs and traditional textbooks
- Explores the most current trends in early childhood education. Three chapters in the text are devoted to early prevention initiatives, early development and education programs in public school, and Tools of the Mind:Â 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.Â
- Emphasis on the evolving nature of early childhood education and teacher training in the U.S. and elsewhere. Includes chapters on early childhood special education, working with infants and toddlers, and the Vygotskyian approach to educating young children.
- Offers a fresh perspective on educating our youngest children. An important chapter on Infants and toddlers (Chapter 2) by J. Ronald Lally and Peter L. Mangione represents the new emphasis on considering early childhood education from a multicultural perspective.
- Continues to include chapters on the most contemporary approaches in the field today. Introduces teachers to up-and-coming approaches and the most current thinking in the field of early childhood education with chapters on new approaches such as Project Spectrum, Waldorf education, and the Pyramid Method.
- Groups approaches to early childhood education according to location of origin. Part 3 addresses approaches from the United States, and Part 5 those of Europe, facilitating comparison of approaches and allowing exploration of the differences between approaches in these two regions.
- Takes a multicultural perspective. The text reflects the latest intellectual history of the field and new innovations in educating young children in diverse contexts.
- Gives new emphasis on linking the relationships of extracurricular activities to the goals and standards of early childhood education today. Provides coverage of the movement towards an aligned and coordinated pre-kindergarten to third grade system as a major idea in educational reform.Â
The sixth edition is replete with updates, including new chapters on important recent developments in multicultural competence and assessment, and the Creative Curriculum.
- New Chapter on the Creative Curriculum Approach. Along with High/Scope, the Creative Curriculum is the dominant choice for Head Start programs nationwide and around the globe. This edition addresses the need for teachers to be well-versed in the most widely-used and popular assessment and strategies tool in early childhood education.
- New Chapter on Assessment in Early Childhood Education. Prepares new teachers to instruct, communicate, and guide young children by equipping them with the knowledge and procedural skills in child learning assessment to complement curriculum generation, implementation, and evaluation. The sixth edition informs educators about this major and frequently misunderstood area of teaching and prepares them to succeed.
- New Promotes Multicultural Competence. This edition gives clear recognition to this timely movement in the field, promoting teacher sensitivity, responsiveness, and effectiveness in order to enhance the life experiences and learning opportunities for all young persons they teach—preparing our future national and global citizens to confront challenges and solve problems of living and thriving in the 21st Century.
Part I: INTRODUCTION
Â
Chapter 1:Â Â Â Â Â Â Â History of Early Childhood Education in Multicultural Perspective
                            Blyth F. Hinitz, College of New Jersey
Chapter 2:Â Â Â Â Â Â Â The Program for Infant/Toddler Care
                            J. Ronald Lally and Peter L. Mangione,
                            WestEd, San Francisco, California
Chapter 3Â Â Â Â Â Â Â Â The Head Start Program
                            Douglas R. Powell, Purdue University
Chapter 4Â Â Â Â Â Â Â Â Home Visiting Programs
                            Barbara Hanna Wasik, Adrienne Villagomez, Sheena Berry, and Priya Mulholkar,
                            University of North Carolina at Chapel Hill
Â
Part II: CORE THEMES
Â
Chapter 5Â Â Â Â Â Â Â Â Including Everyone: A Model Preschool Program for Children with and Without Disabilities
                            David Smukler, State University of New York at Cortland
                            Ellen Barnes, Jowonio School, Syracuse, New York
Chapter 6Â Â Â Â Â Â Â Â More Than the Sum of Its Parts: Creating Multicultural and Linguistically Responsive Early Childhood Classrooms
                            Aisha Ray and Luisiana Melendez. Erikson Institute
Chapter 7 Â Â Â Â Â Â Â Early Prevention Initiatives
                            Karen L. Bierman, Celene Domitrovich, and Harriet Darling,
                            The Pennsylvania State University
Chapter 8Â Â Â Â Â Â Â Â Assessment for Learning in the Early Childhood Classroom,
                            Jie-Qi Chen and Gillian McNamee, Erikson Institute
        Â
Part III: SPECIFIC APPROACHES—UNITED STATES
Â
Chapter  9       Creative Curriculum
                            Diane T. Dodge, Cate Heroman, and Kai-leé Berke, Teaching Strategies, Inc.
Chapter 10Â Â Â Â Â Â The High/Scope Model of Early Childhood Education
                            Lawrence J. Schweinhart and David P. Weikart (deceased)
                            High/Scope Educational Research Foundation, Ypsilanti, Michigan
Chapter 11Â Â Â Â Â Â Tools of the Mind: The Vygotskian Approach to Early Childhood Education
                            Elena Bodrova, Mid-Continent Research for Education and Learning
                            Deborah J. Leong, Metro State College
Chapter 12      The Developmental–Interaction Approach at Bank Street College of Education
                            Harriet K. Cuffaro and Nancy Nager, Bank Street College of Education
Chapter 13Â Â Â Â Â Â The Project Approach: An Overview
                            Lilian G. Katz, University of Illinois, Urbana-Champaign
                            Sylvia C. Chard, University of Alberta, Canada
Â
Part IV:  SPECIFIC APPROACHES—EUROPE
Â
Chapter 14Â Â Â Â Â The Piramide Method
                            Jef J. van Kuyk, CITO Corporation, Arnhem, The Netherlands
Chapter 15Â Â Â Â Â Reggio Emilia in the 21st Century:Â Enduring Commitments Amid New Challenges
                            Rebecca S. New, University of North Carolina, Chapel Hill
                            Rebecca Kantor, University of Colorado-Denver
Chapter 16Â Â Â Â Â Â Montessori Education Today
                            Martha Torrence, Cambridge Montessori School
                            John Chattin-McNichols, Seattle University
Chapter 17Â Â Â Â Â Â The Waldorf Approach to Early Childhood Education
                            Christy L. Williams, Fairbrook First Steps Christian Preschool
                            James E. Johnson, The Pennsylvania State University
Jaipaul L. Roopnarine, co-editor on this edition, is Jack Reilly Professor of Child and Family Studies and Director of the Jack Reilly Institute for Early Childhood and Provider Education at Syracuse University. He was trained as a child development specialist and has conducted research on families and children in several countries around the world. A Fulbright Scholar to the University of West Indies in Trinidad and Tobago, an Indo-US Submission Scholar at the University of Delhi, he is the author or co-author of several books, chapters, and journal articles on parent-child relationships and early childhood education across cultures.
James E. Johnson, co-editor on this edition, is Professor-in-Charge of Early Childhood Education at The Pennsylvania State University-University Park. Trained as a Life-Span Development Psychologist, as a postdoctoral fellow with Irving Sigel at Educational Testing Service in Princeton he worked on developing Sigel’s Educating the Young Thinker model of Early Childhood Education curriculum and teaching. He is author or co-author of several books and many chapters and articles on the role of play in early development and education. A former Fulbright senior research scholar, and past-president of The Association for the Study of Play, he currently serves as a series editor for Play & Culture Studies and is co-editor in chief of a forthcoming two-volume Handbook of The Study of Play.
Need help? Get in touch
Play
Pearson eTextbook: What’s on the inside just might surprise you
They say you can’t judge a book by its cover. It’s the same with your students. Meet each one right where they are with an engaging, interactive, personalized learning experience that goes beyond the textbook to fit any schedule, any budget, and any lifestyle.Â
Digital Learning NOW
Extend your professional development and meet your students where they are with free weekly Digital Learning NOW webinars. Attend live, watch on-demand, or listen at your leisure to expand your teaching strategies. Earn digital professional development badges for attending a live session.