Introduction to Early Childhood Education: Preschool Through Primary Grades, 6th edition
Published by Pearson (July 26, 2006) © 2007
- Jo Ann Brewer University of Massachusetts Lowell
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· Strongly emphasizes literacy and language development (Chs 9 & 10).
· “Celebrating Diversity” features in each chapter encourage teachers of young children to think about the positive benefits of diversity in their classrooms and the community.
· “Children with Special Needs” features in each chapter relate the chapter content to reaching children with a variety of disabilities and exceptionalities.
· “A Teacher Speaks” features, written by practicing classroom teachers, relate chapter content to real-world classroom experiences and encourage student discussion.
· “An Expert Speaks” features provide expert commentary and opinions on current issues to stimulating student interaction and further learning.
· “Parents” boxes in each chapter offer suggestions for teachers on communicating with parents of children in their classrooms.
- Key term lists added to the beginning of each chapter identify important concepts discussed in text and appear with definitions in the end-of-book glossary.
- New Learning Plans provide step-by-step procedures for lessons and projects that can be done in the classroom. Topics include teaching measurement, creating class cookbooks, and more.
- Throughout every chapter, marginal icons pointing to relevant text are correlated by number to standards of the National Association for the Education of Young Children (NAEYC).
- Chapters in Part II, Content-Area Curriculum, incorporate student achievement standards advocated by the most prominent professional organizations for each discipline.
- Integrating the Curriculum features with a new theme of "Spaces," demonstrates how teachers can use a common theme when teaching multiple content areas.
- New annotated website addresses in the margins provide students opportunity to use the Internet to further explore content discussed in the chapters.
- Praxis icons appear in the margin to help readers think about how the text they're reading relates to questions they will encounter on Praxis exams.
- Every chapter ends with two new sections to challenge the student's learning. Reflection Questions (critical thinking) and Activities and Explorations (based on field experience).
- The book concludes with Resources for Further Reading organized by the chapter to which they relate.
- Book-specific PPTs help to organize class lectures and discussions.
Table of Contents
Every chapter begins with a “Table of Contents” and “Focus Questions.” Each chapter contains “Summary,” “Reflection,” “Explorations and Activities,” “An Expert Speaks,” “Celebrating Diversity,” “Chapter Summary,” “Key Terms,” “Children with Special Needs” and “Resources for Further Reading.”
Part One: Foundations of Early Childhood Learning
1. Young Children Growing, Thinking, and Learning
Developmentally Appropriate Practice.
Theories of Development
Behaviorist Theory
Maturationist Theory
Constructivist Theory
Multiple Intelligence Theory
Social Learning Theory
Ecological Systems Theory
Theoretical Influences on Teaching
Theoretical Influences on Observations
Children's Development
Physical Development
Social Development
Emotional Development
Intellectual Development
2. Designing Schools for Young Children
Early Schools for Young Children
Key People in Early Childhood Education
Other Influences on Early Childhood Education
Changes in Early Childhood Education
The Child-Care Movement
Kindergarten
Head Start
Programs for Children with Special Needs
Early Intervention Programs
Contemporary Models of Early Childhood Programs
The Montessori Model
The Behaviorist Model
The Constructivist Model
Summaries and Comparisons
Research on Program Models
3. Creating an Environment for Learning
Planning a Learning Environment
Structuring a Physical Environment
Room Arrangement
Physical Climate
Assessing the Environment
Instructional Materials
Learning Areas
Beginning the Year
Managing Learning Areas
Planning the Outdoor Environment
Planning for Safety–Inside and Out
4. Planning Learning Activities.
Curriculum Design
Curriculum Organization
Developmentally Appropriate Curriculum
Rationale for an Integrated Curriculum
Selecting a Theme
Implementing the Theme
Evaluating the Theme
Learning Plans
Mandated Lessons and Goals
Multicultural Education and Anti-Bias Curriculum
Computers in Early Childhood Programs
Teaching and Learning with Computers
Young Children Online
Scheduling
Details of the Schedule
Simplifying Routines
Adapting the Schedule
Kindergarten: Half-Day, Full-Day, and Alternate-Day Programs
Other Scheduling Issues
5. Play: Learning at Its Best
Defining Play
Types of Play
Characteristics of Play
Levels of Play
Purposes of Play
Intellectual Development
Social and Emotional Development
Physical Development
Development of Play Behaviors
Infancy
Preschool
Early Primary Grades
Middle Childhood
Play in School Settings
Roles of the Teacher
Play in Primary Classrooms
Benefits of Play at School
Selecting Materials for Play
Play as a Teaching Strategy
Communicating the Benefits of Play
Play and Academic Learning
Outdoor Play
6. Guidance
Defining Discipline, Punishment, and Guidance
Punishment
Guidance
Planning for Guidance in the Classroom
Preventing Behavior Problems
Strategies for Guiding Behavior
Teaching Skills and Behaviors
Guiding Groups
Making Guidance Decisions
Behavior-Management Systems
Assertive Discipline
Glasser Model
Ginott Model
Dreikurs Model
Assessing Behavior-Management Systems
7. Assessment and Reporting
Defining Assessment and Testing
Types of Assessment
Types of Tests
Testing Young Children
High-Stakes Testing
No Child Left Behind (NCLB) Act
Strategies for Assessment
Tallies
Running Narratives or Logs
Incident Records
Narratives
Anecdotal Records
Checklists and Rating Scales
Records of Conversations, Conferences, and Interviews
Rubrics
Parent Questionnaires
Self-Evaluations
Organizing Assessment Data
Portfolios
Reporting Assessment Data
Report Cards
Conferences
Student-Led Conferences
Narrative Reports
Telephone Calls
Casual Conversations
Newsletters
Videotapes
Evaluating Assessment and Reporting
Program Assessment
8. Working with Parents and Paraprofessionals
Parent Involvement
Realities of Parent-Teacher Relationships
Implications for Teachers
Encouraging Parent Involvement
Teacher and School Strategies
Parent Roles
Activities for Involving Parents
Communication with Parents
School Handbooks
Home Visits
Parent Visits to School
Letters and Notes
Telecommunication
Community Resources
Volunteers in the Classroom
Working with Paraprofessionals
Part Two: Content Area Curriculum
9. Celebrating the Magic of Language
Defining Language
Characteristics of Language
Systems of Language
Learning Language
Sequence of Language Development
Theoretical Models of Language Learning
Teaching Language
Creating an Effective Environment
Standards for Language Development
Observing Language Learners
Providing Activities That Encourage Language Growth
10. Developing Literacy
Defining Literacy
Teacher Qualities that Support Literacy
Evaluating the Research
Understanding How Literacy Develops
Standards for Reading Teachers
Program Elements That Support Literacy
Goals of Literacy Instruction
Standards for Literacy Development
Oral Language and Listening Skills
Music as a Literacy Activity
Reading Aloud and Storytelling
Learning about Print
Attending to Sound
Presenting Selected Text
Commercial Programs for Literacy Instruction
Helping all Children Feel Successful as Literacy Learners
Learning to Write
Development of Writing
Conventions of Written Language
The Writing Process with Young Children
Assessing the Development of Literacy
Observing Oral Language
Observing Writing
Determining Knowledge of Books and Print
Observing Reading
11. Manipulation and Discovery through Mathematics
Defining Mathematics
Learning Mathematics
Teaching Mathematics
Standards for Mathematics Education
The Strand Model
Materials for Mathematics Instruction
Manipulatives
Calculators and Computers
Integrating Mathematics into the Curriculum
Mathematics and Play
Mathematics and Literacy
Mathematics and Literature
Assessment of Mathematical
12. Manipulation and Discovery through Science
Defining Science
Learning Science
Manipulation, Observation, and Discovery
The Scientific Process
Teaching Science
Ensuring Safety
Teaching Basic Concepts and Encourage Positive Attitudes
Planning the Sequence of Activities
Standards for Science Education
Integrating Science into the Curriculum
Science and Literacy
13. Encouraging the Creative Arts
The Importance of Art Experiences
Goals of Arts Education
Standards for Arts Education
Visual Arts
Stages in Development
Goals of Visual Arts Experiences
Standards for Visual Arts Education
Suggested Visual Arts Experiences
Art versus Craft Activities
Music
Goals of Music Program
Standards for Music Education
Singing
Playing Instruments
Listening Experiences
Approaches to Music Instruction
Movement and Dance
Movement Experiences
Dance Education
Standards for Dance Education
Drama
Encouraging Drama
Standards for Drama Education
Roles of the Specialists
Assessing Experiences in the Arts
Integrating the Arts into the Curriculum
14. Living Together: The Social Studies
Defining Social Studies
Learning Social Studies
A Constructivist View
Teaching Social Studies
Multiple Views of the Social Studies Curriculum
Current Expectations
Standards for Social Studies Education
Planning Social Studies Experiences
Integrating Social Studies into the Curriculum
Social Studies Themes
Celebrating Holidays
15. Promoting Wellness: Physical Education and Health, Nutrition, and Safety Education
Physical Education
Encouraging Motor Development
Goals of Physical Development Programs
Standards for Physical Education
Physical Education Activities
Health, Nutrition, and Safety Education
Health Education
Nutrition Education
Safety Education
Integrating Physical Education and Health, Nutrition, and Safety Education into the Curriculum
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