- Jaipaul Roopnarine |
- James C. Johnson |
Title overview
- Explores the most current trends in early childhood education. Three chapters in the text are devoted to early prevention initiatives, early development and education programs in public school, and Tools of the Mind: Vygotskyian Approach to Early Childhood Education. Grounded in theory, these chapters reflect the most current trends in early child education, and give clear examples of how different practices can be applied when working with young children.
- Emphasis on the evolving nature of early childhood education and teacher training in the U.S. and elsewhere. Includes chapters on early childhood special education, working with infants and toddlers, and the Vygotskyian approach to educating young children.
- Offers a fresh perspective on educating our youngest children. An important chapter on Infants and toddlers (Chapter 2) by J. Ronald Lally and Peter L. Mangione represents the new emphasis on considering early childhood education from a multicultural perspective.
- Continues to include chapters on the most contemporary approaches in the field today. Introduces teachers to up-and-coming approaches and the most current thinking in the field of early childhood education with chapters on new approaches such as Project Spectrum, Waldorf education, and the Pyramid Method.
- Groups approaches to early childhood education according to location of origin. Part 3 addresses approaches from the United States, and Part 5 those of Europe, facilitating comparison of approaches and allowing exploration of the differences between approaches in these two regions.
- Takes a multicultural perspective. The text reflects the latest intellectual history of the field and new innovations in educating young children in diverse contexts.
- Gives new emphasis on linking the relationships of extracurricular activities to the goals and standards of early childhood education today. Provides coverage of the movement towards an aligned and coordinated pre-kindergarten to third grade system as a major idea in educational reform.
The sixth edition is replete with updates, including new chapters on important recent developments in multicultural competence and assessment, and the Creative Curriculum.
- New Chapter on the Creative Curriculum Approach. Along with High/Scope, the Creative Curriculum is the dominant choice for Head Start programs nationwide and around the globe. This edition addresses the need for teachers to be well-versed in the most widely-used and popular assessment and strategies tool in early childhood education.
- New Chapter on Assessment in Early Childhood Education. Prepares new teachers to instruct, communicate, and guide young children by equipping them with the knowledge and procedural skills in child learning assessment to complement curriculum generation, implementation, and evaluation. The sixth edition informs educators about this major and frequently misunderstood area of teaching and prepares them to succeed.
- New Promotes Multicultural Competence. This edition gives clear recognition to this timely movement in the field, promoting teacher sensitivity, responsiveness, and effectiveness in order to enhance the life experiences and learning opportunities for all young persons they teach—preparing our future national and global citizens to confront challenges and solve problems of living and thriving in the 21st Century.
Table of contents
Part I: INTRODUCTION
Chapter 1: History of Early Childhood Education in Multicultural Perspective
Blyth F. Hinitz, College of New Jersey
Chapter 2: The Program for Infant/Toddler Care
J. Ronald Lally and Peter L. Mangione,
WestEd, San Francisco, California
Chapter 3 The Head Start Program
Douglas R. Powell, Purdue University
Chapter 4 Home Visiting Programs
Barbara Hanna Wasik, Adrienne Villagomez, Sheena Berry, and Priya Mulholkar,
University of North Carolina at Chapel Hill
Part II: CORE THEMES
Chapter 5 Including Everyone: A Model Preschool Program for Children with and Without Disabilities
David Smukler, State University of New York at Cortland
Ellen Barnes, Jowonio School, Syracuse, New York
Chapter 6 More Than the Sum of Its Parts: Creating Multicultural and Linguistically Responsive Early Childhood Classrooms
Aisha Ray and Luisiana Melendez. Erikson Institute
Chapter 7 Early Prevention Initiatives
Karen L. Bierman, Celene Domitrovich, and Harriet Darling,
The Pennsylvania State University
Chapter 8 Assessment for Learning in the Early Childhood Classroom,
Jie-Qi Chen and Gillian McNamee, Erikson Institute
Part III: SPECIFIC APPROACHES—UNITED STATES
Chapter 9 Creative Curriculum
Diane T. Dodge, Cate Heroman, and Kai-leé Berke, Teaching Strategies, Inc.
Chapter 10 The High/Scope Model of Early Childhood Education
Lawrence J. Schweinhart and David P. Weikart (deceased)
High/Scope Educational Research Foundation, Ypsilanti, Michigan
Chapter 11 Tools of the Mind: The Vygotskian Approach to Early Childhood Education
Elena Bodrova, Mid-Continent Research for Education and Learning
Deborah J. Leong, Metro State College
Chapter 12 The Developmental–Interaction Approach at Bank Street College of Education
Harriet K. Cuffaro and Nancy Nager, Bank Street College of Education
Chapter 13 The Project Approach: An Overview
Lilian G. Katz, University of Illinois, Urbana-Champaign
Sylvia C. Chard, University of Alberta, Canada
Part IV: SPECIFIC APPROACHES—EUROPE
Chapter 14 The Piramide Method
Jef J. van Kuyk, CITO Corporation, Arnhem, The Netherlands
Chapter 15 Reggio Emilia in the 21st Century: Enduring Commitments Amid New Challenges
Rebecca S. New, University of North Carolina, Chapel Hill
Rebecca Kantor, University of Colorado-Denver
Chapter 16 Montessori Education Today
Martha Torrence, Cambridge Montessori School
John Chattin-McNichols, Seattle University
Chapter 17 The Waldorf Approach to Early Childhood Education
Christy L. Williams, Fairbrook First Steps Christian Preschool
James E. Johnson, The Pennsylvania State University
Author bios
Jaipaul L. Roopnarine, co-editor on this edition, is Jack Reilly Professor of Child and Family Studies and Director of the Jack Reilly Institute for Early Childhood and Provider Education at Syracuse University. He was trained as a child development specialist and has conducted research on families and children in several countries around the world. A Fulbright Scholar to the University of West Indies in Trinidad and Tobago, an Indo-US Submission Scholar at the University of Delhi, he is the author or co-author of several books, chapters, and journal articles on parent-child relationships and early childhood education across cultures.
James E. Johnson, co-editor on this edition, is Professor-in-Charge of Early Childhood Education at The Pennsylvania State University-University Park. Trained as a Life-Span Development Psychologist, as a postdoctoral fellow with Irving Sigel at Educational Testing Service in Princeton he worked on developing Sigel’s Educating the Young Thinker model of Early Childhood Education curriculum and teaching. He is author or co-author of several books and many chapters and articles on the role of play in early development and education. A former Fulbright senior research scholar, and past-president of The Association for the Study of Play, he currently serves as a series editor for Play & Culture Studies and is co-editor in chief of a forthcoming two-volume Handbook of The Study of Play.