| Descript |
xvii, 542 p. : col. ill. ; 26 cm. |
| Edition |
4th ed., annotated student's ed. |
| Bibliog. |
Includes bibliographical references (p. 492-516) and indexes. |
| Contents |
pt. I. The way of early childhood education -- 1. The scope of and need for early childhood education -- The growth of early childhood education -- What is included in early childhood education? -- Defining quality in early childhood programs -- The future of early childhood education -- pt. II. The who of early childhood education -- 2. The children -- Children, similarities -- Children, differences -- Children with special needs -- Working with parents of special children -- 3. The families -- A theoretical perspective -- The changing American family -- The needs of families -- Communicating with families -- Family involvement -- Parent education -- 4. The teachers/caregivers -- The early childhood teacher and caregiver -- Staffing in early childhood programs -- Training and regulation in early childhood education -- Professionalism -- Some current issues and dilemmas -- Parent support for the early childhood profession -- pt. III. The why of early childhood education -- 5. Rationale supporting early childhood education -- A look back, children through time -- Influential people in the history of early childhood education -- Influential theorists of child development -- Application of theories in early childhood education -- Research support for early childhood education -- 6. Goals, objectives, and evaluation -- Goals -- Objectives -- Evaluation -- pt. IV. The where of early childhood education -- 7. The physical environment -- Effects of the physical environment -- Arranging the indoor environment -- Arranging the outdoor environment -- Adapting the environment -- Developmentally appropriate equipment -- Developmentally appropriate materials -- Parents' role in the early childhood environment -- |
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pt. V. The how of early childhood education, curriculum -- 8. Scheduling and curriculum planning -- Components of the early childhood schedule -- Guidelines for program scheduling -- Types of schedules -- Flexibility of the schedule -- What is curriculum? -- Developing written plans for theme-based curriculum -- Emergent curriculum -- Parent involvement in the curriculum -- 9. Creative development through the curriculum -- What is creativity? -- An environment that encourages creativity -- Art -- Music -- Parental values for creativity -- Factors that decrease creativity -- 10. Physical development through the curriculum -- A developmental framework for motor development -- Components of motor development -- Gross motor activities -- Fine motor activities, manipulative -- Sensory activities -- Caring for the body -- Parental values related to physical development and care -- 11. Cognitive development through the curriculum -- Theoretical foundations of cognitive development -- Enhancing infants' cognitive development -- Cognitive tasks -- Math -- Science -- Parental values for cognitive development -- 12. Language development through the curriculum -- Theoretical views of language development -- Components of language -- Bilingualism -- Language and the early childhood curriculum -- Parental values for language development -- 13. Social development through the curriculum -- Social development and the brain -- Theoretical views of the socialization process -- Development of social competence -- Development of prosocial behaviors -- Sociodramatic play -- Cooperative games -- Reflecting the family's culture and values -- pt. VI. The how of early childhood education, guidance -- 14. Guiding routines and group activities -- Arrival and departure times -- The new child at school -- Meals and eating behavior -- Diapering an toileting -- Sleep and rest times -- Parental concerns about routines -- Factors that affect group behavior -- Group guidance and the daily schedule -- Transitions -- The unusual situation -- 15. Guiding social behaviors -- What behaviors do we expect of young children? -- Philosophies of guidance -- Important definitions -- Some techniques of guidance -- What is the difference between normal and problem behavior? -- Factors that affect children's behavior -- Dealing with specific behavior problems -- Working with parents to solve behavior problems -- 16. Helping children cope with stress -- Defining stress and coping -- Sources of stress in children's lives -- Children's reactions to stress -- Techniques to help children cope with stress -- Self-protection programs -- Helping families cope with stress. |
| ISBN |
0766834506 |
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