Foundations of Early Childhood Education : Teaching Children in a Diverse Society, 3/e
Janet Gonzalez-Mena,
Napa Valley College
ISBN: 0072877847 Copyright year: 2003
Table of Contents
Part 1
Foundations of the Teaching–Learning Process: The Role of the Early Childhood Educator
Chapter 1 Early Childhood Education as a Profession
FOUR THEMES IN EARLY CHILDHOOD TEACHER TRAINING
The Value of Reflective Thinking
A Multicultural Perspective
A Holistic Approach
Professionalism
CHILD-DEVELOPMENT HISTORY
Historical Trends and Figures
CHILD-DEVELOPMENT THEORISTS AND THEIR THEORIES
PIONEER EDUCATORS
Brain Research
WHAT IT MEANS TO BE A PROFESSIONAL
Legal Responsibilities
Code of Ethics
A STORY TO END WITH
SUMMARY
ONLINE RESOURCES
TERMS TO KNOW
FOR FURTHER READING
Chapter 2 First Things First: Health and Safety Through Observation and Supervision
OBSERVATION AND SUPERVISION
OBSERVATION SKILLS FOR BEGINNERS
SUPERVISION SKILLS FOR BEGINNERS
Focusing on Individuals and the Group
A Crash Course in Guidance
Conflict as a Safety Issue
Risk Taking as a Safety Measure
Helping Children Learn from Their Experiences
A SAFE PHYSICAL ENVIRONMENT
Developmental Appropriateness
Maintenance as Prevention
Sanitation Procedures
Program Policies and Procedures for Health and Safety
Stress and Frustration as Health and Safety Issues
A STORY TO END WITH
SUMMARY
ONLINE RESOURCES
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Chapter 3 Providing for the Child's Emotional Growth and Well-Being through Communication
LISTENING: AN IMPORTANT SKILL
COMMUNICATION, RELATIONSHIPS, AND THE COGNITIVE CONNECTION
Listening and Giving Feedback Are Valuable to Communication
Listening and Responding to Different Situations
HOW TO COMMUNICATE CLEARLY
Ask Real Questions, Not Rhetorical Ones
Validate Feelings and Perceptions Instead of Discounting Them
Address Uncomfortable Situations Instead of Ignoring the Obvious
Be Congruent; Avoid Incongruence
Watch Out for Double-Bind Messages
Use Redirection Instead of Distraction
Be Sensitive about Questioning Children
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION
A STORY TO END WITH
SUMMARY
ONLINE RESOURCES
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Chapter 4 Facilitating Young Children's Work and Play
WHO'S IN THE SPOTLIGHT—ADULT OR CHILDREN?
The Teacher as Director and Star
The Teacher as Responder, Protector, and Facilitator
PLAY, COGNITION, AND LEARNING
FOCUS ON INCLUSION: Making Play Available and Appropriate for All Children
Playing to Get Smart
Is Play Always Fun?
How Does Play Differ from Work?
Types of Play—Cognitive and Social
Benefits of Play
WORK: A WAY OF LEARNING
Adult Attitudes toward Work and Their Effect on Children
Children's Observations of Adults at Work
Two Views on Child-Centered Learning
The Project Approach to Learning
THE ADULT'S ROLES IN CHILDREN'S WORK AND PLAY
The Adult as Observer
The Adult as Stage Manager
The Adult as Teacher
The Adult as Encourager
A STORY TO END WITH
SUMMARY
ONLINE RESOURCES
TERMS TO KNOW
REFLECTION QUESTIONS
FOR FURTHER READING
Chapter 5 Guiding Young Children's Behavior
APPROPRIATE BEHAVIORAL EXPECTATIONS
PUNISHMENT, INCLUDING SPANKING, IS A NO NO
What's Wrong with Punishment?
Side Effects of Punishment
GUIDANCE ALTERNATIVES TO PUNISHMENT
Time-Out
Learning from Consequences
Setting Limits
Redirection
Teaching Children to Express Their Feelings
Modeling Prosocial Behaviors
FOCUS ON INCLUSION: Children with Special Needs
INTERPRETING CHILDREN'S BEHAVIOR
A STORY TO END WITH
SUMMARY
ONLINE RESOURCE
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Chapter 6 The Teacher as Model
MODELING NONVIOLENT PROBLEM SOLVING
Seeking Information
Recognizing Alternatives
Considering Consequences
The Many Roots of Violence
MODELING SELF-ESTEEM
Modeling Virtue
Modeling Power
Modeling Significance
Modeling Competence
MODELING EQUITY
MODELING LEARNING
The Importance of Observation
Creating an Emergent Curriculum
A STORY TO END WITH
SUMMARY
ONLINE RESOURCES
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Chapter 7 Modeling Adult Relationships in Early Childhood Settings
WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHER PROFESSIONALS
Being Sensitive to Cultural Diversity
Recognizing Some Differences in the Way Adults Approach Problems
The Importance of Being Authentic
Handling Adult Disagreements through Dialoguing
Teachers Dialoguing: An Example
WORKING WITH FAMILIES: PROFESSIONALS' RELATIONSHIPS WITH PARENTS
Making Families Feel Part of the Program
Honoring Diversity
FOCUS ON INCLUSION: A Special Kind of Partnership
Recognizing That Parents' and Providers' Roles Are Different
Handling Conflicts with Parents
Facilitating Communication with Families
Supporting Families
A STORY TO END WITH
SUMMARY
ONLINE RESOURCES
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Part 2
Foundations of Curriculum: Planning for Learning
Chapter 8 Setting Up the Physical Environment
SETTING UP ACTIVITY AREAS
FOCUS ON INCLUSION: Modifying the Environment for Special Needs
CONTENTS ix Physical-Care Centers
Interest Centers
Gross-Motor Learning Spaces
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS
"Dimensions"
Space
How Much Should There Be to Do?
Circulation Patterns
Balance
A SAFE AND HEALTHY ENVIRONMENT
Ensuring Developmental Appropriateness
Providing Protection
FOCUS ON INCLUSION: Environments that Safely Meet All Children's Needs
Assessing the Environment for Safety
Sanitation and Cleanliness
THE ENVIRONMENT AS A REFLECTION OF PROGRAM GOALS AND VALUES
Individuality
Independence and Interdependence
Cooperation
Antibias Focus
Authenticity
Exploration
Aesthetics
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS
Full-Day Child Care Center
Half-Day Parent Co-op
Half-Day Head Start Preschool
School-Age Child Care
Family Child Care Home
Kindergarten and Primary Programs
A STORY TO END WITH
SUMMARY
ONLINE RESOURCES
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Chapter 9 Creating a Social-Emotional Environment
QUALITIES OF THE SOCIAL-EMOTIONAL ENVIRONMENT
Respect
Warmth, Nurturance, Acceptance, Protection, and Responsiveness
Continuity
FOCUS ON INCLUSION: A Feeling of Belonging
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR THE INDIVIDUAL?
CULTURAL ISSUES
The Child's Home Culture
The Dynamic Nature of Culture
The Evolution of the Early Childhood Culture
A STORY TO END WITH
SUMMARY
ONLINE RESOURCES
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Chapter 10 Routines
CAREGIVING AS CURRICULUM
Synchronous Interactions
Attachment
PHYSICAL-CARE ROUTINES
Feeding
Toileting
Resting
Grooming and Dressing
FOCUS ON INCLUSION: Adapting Routines for Children with Special Needs
OTHER ROUTINES
Transitions
Group Time
A STORY TO END WITH
SUMMARY
ONLINE RESOURCES
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Chapter 11 Developmental Tasks as the Curriculum: How to Support Children at Each Stage
WHAT CHILDREN NEED: A BROAD VIEW
DEVELOPMENTAL STAGES
Young Infants
Mobile Infants
Toddlers
Two-Year-Olds
Three-Year-Olds
Four-Year-Olds
Five-Year-Olds
School-Age Children
A STORY TO END WITH
SUMMARY
ONLINE RESOURCES
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Chapter 12 Observing, Recording, and Assessing
OBSERVING
RECORDING
Anecdotal Records
Running Record Observations
Incidents Reports
Journals
Photographs, Tape Recordings, and Videos
Checklists and Mapping
Time Samples
ASSESSING
Assessing the Children
Assessing the Program
A STORY TO END WITH
SUMMARY
ONLINE RESOURCES
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Part 3
Foundations for Formal Education: Planning for Learning
Chapter 13 Language and Emergent Literacy
DIVERSITY AND LANGUAGE
HOW TO FACILITATE LANGUAGE DEVELOPMENT
Facilitating Language Development in Infants and Toddlers
Facilitating Language Development in Two-Year-Olds
Facilitating Language Development in Three-, Four-, and Five-Year-Olds
Facilitating Language Development in School-Age Children
EMERGENT LITERACY
A Reading-Readiness Approach versus an Emergent-Literacy Approach
Emergent Literacy for Infants and Toddlers
Promoting the Development of Emergent-Literacy Skills in Three-, Four-, and Five-Year-Olds
Promoting the Development of Emergent-Literacy Skills in School-Age Children
A STORY TO END WITH
ONLINE RESOURCES
SUMMARY
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Chapter 14 Providing Developmentally Appropriate Experiences in Math and Science
THE CONSTRUCTIVIST APPROACH
What Do Children Learn?
How Do Children Learn?
MATH
Infants and Toddlers and Math
Preschoolers and Math
School-Age Children and Math
Concepts of Time and Space
"Real-World Math"
Games
SCIENCE
A Constructivist Approach versus Formal Science Lessons
Physics and the Project Approach
Chemistry and the Project Approach
Two Basic Science Concepts
Nature Study
Transitions Projects
BASIC EQUIPMENT AND MATERIALS FOR MATH AND SCIENCE LEARNING
A STORY TO END WITH
ONLINE RESOURCES
SUMMARY
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
Chapter 15 Integrating Art, Music, and Social Studies into a Holistic Curriculum
ART
What Do Children Gain from Art Experiences?
Facilitating Art Experiences
MUSIC
Facilitating Music Experiences
Group Time: Singing
Group Time: Instruments
Creative Movement
SOCIAL STUDIES
Social Studies Begins with Self
From Self to Others
From Self and Others to Community
HOW THE EARLY CHILDHOOD PROFESSIONAL WEAVES THE FABRIC OF THE PROGRAM
Creating and Explaining a Holistic Curriculum
Creating a Topic Web
A STORY TO END WITH
ONLINE RESOURCES
SUMMARY
REFLECTION QUESTIONS
TERMS TO KNOW
FOR FURTHER READING
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2003 McGraw-Hill Higher Education