Teaching young children : an introduction / Michael L. Henniger, Western Washington University

Author:: Henniger, Michael L.
Published:: NY, NY : Pearson, 2017.
Edition:: Sixth edition.
Physical Description:: 1 volume (various pagings) ; 26 cm

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Contents:

Machine generated contents note: pt. I INTRODUCTION TO THE FIELD -- 1.Overview of the Profession -- Essentials of Early Care and Education -- Understand Children and Their Development -- Provide Opportunities to Play -- Guide Social and Emotional Development -- Work with Parents, Families, and the Community -- Understand and Respect Diversity -- The Scope of Early Care and Education -- Infant/Toddler Programs -- Preschool Programs -- Child-Care Programs -- Programs for Children with Special Needs -- Kindergartens -- Primary Education -- Funding: Who Pays for Early Education? -- For-Profit Programs -- Cooperative Programs -- Federally Funded Programs -- State and Locally Funded Programs -- Corporate Child Care -- College- and University-Supported Programs -- Teaching Young Children -- The Power of Teaching -- Roles of the Early Childhood Educator -- Responsibilities of the Early Childhood Educator -- Skills Needed to Teach Young Children -- Should I Enter the Profession? -- Professional Preparation of Early Childhood Professionals -- The CDA Credential -- Two-Year, or Associate Degree, Programs -- Four-Year Programs -- Coordinating Efforts -- Advanced Degrees -- Resources for Professional Development -- Professional Organizations -- Journals -- Reference Materials -- Summary -- 2.Historical Contexts -- Historical Figures Influencing Early Care and Education -- European Contributors -- American Influences -- Recent American Contributors -- Historical Events influencing Early Care and Education -- Child Study Movement -- The Great Depression -- World War II -- The Launching of Sputnik -- The War on Poverty -- No Child Left Behind Act and Race to the Top--Early Learning Challenge -- Summary -- 3.Early Childhood Program Models -- The Montessori Program -- Montessori's Work Experiences -- Montessori Materials -- Classroom Organization -- Role of the Early Childhood Professional -- Children Served -- The High/Scope Curriculum Model -- Theoretical Basis -- The Plan-Do-Review Sequence -- The Curriculum -- Structure of the Class Day -- The High/Scope Professional's Role -- Research on the High/Scope Model -- Children Served -- Waldorf Education -- Theoretical Perspectives -- Role of the Waldorf Professional -- Sample Teaching Strategies -- The Bank Street Model -- Theoretical Underpinnings -- Program Goals -- Governing Principles -- Curriculum and Materials -- Children Served -- The Reggio Emilia Program -- The Environment -- Children, Families, and Reggio Emilia Professionals -- Cooperation, Collaboration, and Organization -- The Atelierista -- The Importance of Documentation -- Projects -- Children Served -- Summary -- pt. II FOUNDATIONS -- 4.Understanding How a Child Develops and Learns -- Key Perspectives on Learning and Development -- John Bowlby (1907--1990) -- Abraham Maslow (1908--1970) -- Howard Gardner (1943--) -- Maria Montessori (1870--1952) -- Lev Vygotsky (1896--1934) -- Erik Erikson (1902--1994) -- Jean Piaget (1896--1980) -- Urie Bronfenbrenner (1917--2005) -- Jack Shonkoff and Deborah Phillips -- Ellen Galinsky -- Children: Developmental Similarities and Differences -- Infants and Toddlers -- Children Ages 3 through 5: The Preschool Years -- Children Ages 6 through 8: The Primary School Years -- Children with Special Needs -- The Developmentally Appropriate Classroom -- Summary -- 5.Play in Childhood -- Defining Play -- Characteristics of Play -- Descriptors of Play -- Why Children Play: Theories -- Classical Theories -- Contemporary Theories -- Cognitive and Social Play -- Cognitive Play -- Social Play -- Benefits of Play -- Intellectual Growth through Play -- Building Social Skills -- Language and Literacy Development -- Physical Development and Health -- Emotional Development -- Play and Creativity -- Facilitating Childhood Play -- Preparing the Play Environments -- Creating a Climate for Play -- Promoting the Importance of Play -- Adult Involvement in Play -- Summary -- 6.Guiding Young Children -- What Is Guidance? -- Supporting Emotional and Social Development -- Growing toward Self-Regulation -- Learning to Function as a Productive Member of Society -- Components of Guidance -- Indirect Guidance -- Building Relationships -- Physically Guiding Children -- Verbal Guidance -- Conflict Resolution Strategies -- Guidance Applications -- Feelings and Emotions -- Routines -- Social Interactions -- Group Guidance -- Summary -- 7.Working with Families and Communities -- Family Life Today -- Extended Family Members Caring for Children Together -- Living Together as a Multigenerational Family -- Single Parents and Families Experiencing Separation and Divorce -- Changes in Family Structure: Blending and Forming New Families -- Working Families -- Older and Younger Parents -- Family Mobility -- Families Experiencing Homelessness -- Families with Lesbian, Gay, Bisexual, and Transgender Members -- Families That Have Children with Special Needs -- Families with Foster Children -- Families with Children Who Are Adopted -- Linguistic Diversity -- Ethnic/Cultural Diversity -- Benefits and Potential Conflicts -- Benefits to Early Childhood Professionals -- Benefits to Families -- Benefits to Children -- Potential Conflicts -- Building Strong Two-Way Relationships -- Providing Mutual Support -- Communication: The Key -- Effective Communication Strategies -- Understanding Beliefs and Attitudes -- Family-Friendly Schools -- Engaging Families -- In Early Childhood Settings -- At Home -- Connecting with the Community -- Involving the Community in the Early Childhood Setting -- Involving the Early Childhood Program in the Community -- Advocacy and Public Policy -- Summary -- 8.Diversity and Young Children -- Attitudes toward Diversity -- Racial/Cultural Attitudes -- Attitudes about Gender -- Sexual Orientation -- Children with Special Needs -- English Language Learners -- Religious Diversity -- Biased Responses to Diversity -- Ignore Diversity -- The Tourist Approach -- Understanding Our Own and Others' Diverse Identities -- Begin with Self-Analysis -- Talk about Differences -- Talk about Similarities -- Expose Children to Diversity -- Integrating Diversity and Social Justice throughout the Curriculum -- Culturally Relevant Teaching and Learning -- The Antibias Curriculum -- Using Toys That Promote Diversity -- Diversity through Games -- Quality Children's Literature -- The Visual--Aesthetic Environment -- Meaningful Diversity Experiences -- English Language Learners and the Curriculum -- Integrating Curriculum for Individuals with Special Needs -- Gender and the Curriculum -- Summary -- pt. III ORGANIZING FOR INSTRUCTION -- 9.Planning the Physical Environment: Indoors -- Planning Guidelines -- Basic Considerations -- Selecting Equipment and Materials -- Changing the Physical Environment -- Health and Safety Considerations -- Environmentally Friendly Indoor Spaces -- Centers-Based Early Childhood Programs -- Art Center -- Manipulative Center -- Literacy Center -- Block Center -- Housekeeping Center -- Dramatic Play Center -- The Music Center -- Discovery/Science Center -- Other Creative Centers -- Infant/Toddler Environments -- Developmental Considerations -- Spaces and Centers -- Preschool Spaces -- Planning Considerations -- Center Organization -- Kindergarten and Primary Classrooms -- Academic Issues -- Areas and Centers -- Summary -- 10.Planning the Physical Environment: Outdoors -- Importance of Outdoor Play -- Committing to the Outdoor Environment -- Planning Guidelines -- Basic Considerations -- Selecting Equipment and Materials -- Planning for Change in the Outdoor Environment -- Health and Safety Considerations -- Outdoor Play Areas -- Transition Area -- Manipulative/Construction Area -- Dramatic Play Area -- Physical Area -- Sand/Water Play Area -- Natural Areas -- Infant/Toddler Environments -- Developmental Considerations -- Areas and Equipment -- Preschool Playgrounds -- Planning Considerations -- Area Organization -- Kindergarten and Primary Playgrounds -- Issues Concerning Recess -- Children with Special Needs -- Equipment and Its Organization -- Summary -- 11.Developmentally Appropriate Curriculum -- Creating a Developmentally Appropriate Curriculum -- Identify Children's Needs and Interests -- Plan the Curriculum -- Engage in Assessment -- The Integrated Curriculum -- Why Implement an Integrated Curriculum? -- Planning and Preparation -- The Project Approach -- Observation in Early Childhood Settings -- Informal and Formal Observations -- Uses for Observations -- Becoming an Objective Observer -- Observation Strategies -- Planning Activities and Lessons -- Activity Planning -- Lesson Planning -- Assessment -- Standardized Assessments -- Developmental Screening in Early Childhood -- The Role of Observation in Assessment -- Documentation of Children's Learning -- The Portfolio and Its Use -- Summary -- pt. IV THE CURRICULUM -- 12.Health and Wellness -- Importance of Health and Wellness -- Physical Education and Its Importance -- The Values of Health Education -- Safety Education and Young Children -- Working with Families -- Physical Education -- Basic Considerations -- Instructional Strategies for Physical Education -- Physical Development and Play -- Organized Physical Activities -- Games and Activities: Indoors -- Games and Activities: Outdoors -- Health Education -- Nutrition -- Healthy Body Image -- Medical and Dental Health -- Illnesses -- Healthy Adults -- Safety Education -- Environmental Risks -- Accident Prevention -- Abuse and Neglect -- Summary -- 13.Supporting Emotional and Social Development -- Supporting Emotional Development -- What Are Emotions? -- Dealing with Feelings -- Bullying -- Materials and Activities for Emotional Development -- Facilitating Social Competence -- Building a Sense of Self -- Adult--Child Relationships -- Peer Interactions -- Guiding Social Interactions -- The Environment and Materials -- Activities and Themes -- and Contents note continued: Stress as a Factor in Emotional and Social Development -- Stress Factors -- Helping Children Cope -- Adult Stress -- Summary -- 14.Mathematics, Science, and Social Studies Learning -- The Cognitive Curriculum: Developing Children's Thinking -- Learning Facts -- Critical Thinking -- Problem Solving -- Lifelong Learning -- The Constructivist Approach -- Family Roles -- Mathematics and Young Children -- Classification -- Seriation -- Patterning -- Number Concepts -- Measurement -- Geometry -- The Language of Mathematics -- Science Learning -- Scientific Content -- The Scientific Process -- Young Children and Social Studies -- Understanding Self -- Understanding Others -- Integrating Cognitive Learning throughout the Curriculum -- Infant/Toddler Materials and Activities -- Children Ages 3 through 5 -- The Primary Grades -- Summary -- 15.Language and Literacy Learning -- Language and Literacy Development -- Theoretical Perspectives -- Language Development -- Linguistic Systems -- Literacy Development -- Language and Literacy Learning -- Facilitating Language Learning -- Language Learning Materials -- Assisting with Emergent Literacy -- Children's Books -- Writing Tools -- Writing Instruction -- Formal Reading Instruction -- Addressing the Needs of Diverse Language and Literacy Learners -- Encouraging Family Involvement -- Taking Advantage of Daily Living -- Simple Home Learning Tasks -- Summary -- 16.The Creative Arts -- What Is Creativity? -- Defining Creativity -- Characteristics and Skills of Creative Individuals -- Assisting with the Creative Process -- Creativity and Play -- The Young Artist -- Why Include the Arts? -- Misconceptions about Art -- Developmental Trends in Art -- The Early Childhood Art Curriculum -- The Adult's Role in Art Experiences -- The Art of Reggio Emilia -- Art Activities -- Music and the Young Child -- The Importance of Music in Early Childhood -- Musical Development -- Movement and Music -- The Music Curriculum for Young Children -- Facilitating Musical Experiences -- Music Activities -- Creative Dramatics, Theater, and Dance -- Dramatic Play -- Theater -- Dance -- Summary -- 17.Technology and Young Children -- Developmentally Appropriate Technology -- Electronic Screens -- Television and Young Children -- The Video Game Dilemma -- Computers and Young Children -- Mobile Media: Tablets and Smartphones -- Selecting Software Applications for Young Children -- Other Technologies -- Digital Cameras -- Video/Audio Recorders and Players -- Interactive Whiteboards -- Internet Tools -- Technology and Home--School Relations -- Family Television Viewing -- Video Games in the Home -- Software Applications for the Home -- Tools for Communicating with Families -- Summary.

Subject(s):

Early childhood education

ISBN:

9780134013718
0134013719
0134569997
9780134569994

Bibliography Note:

Includes bibliographical references (pages R-1-R-24) and indexes.

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