Published by Pearson (January 5, 2017) © 2018
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
Safety Education 348Nutrition 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
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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
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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
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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
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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
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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
Technology and Home–School Relations 479Digital 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
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Glossary G-1
References R-1
Name Index I-1
Subject Index I-7
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.
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