This title is out of print.
Jaipaul Roopnarine, Syracuse University
James E. Johnson, The Pennsylvania State University
Early child education is at a crossroads today. Public awareness of the importance of educating young children has grown in recent years, applying greater pressure on educators to provide high-quality early childhood programs. Should the field move in the direction of an emphasis on academic learning and achievement, or on development and care? How can we meet the needs of so many diverse learners? Many approaches to instruction and learning are presented in this book. Teachers who hope to become leaders in the field have to keep up with the new directions in research and applications.
This comprehensive and unique text has been extensively revised in this edition to give strong coverage of the current trends and issues in the field of early childhood education. With contributions by 32 experts in the field, it addresses new developments in curricula, assessment strategies, and teaching methods. The aim of the text is to enhance the reader’s knowledge and skill set of early child education in order to meet the new needs and challenges that face the teaching profession.
NEW! Includes three new chapters (Chapters 7, 8, and 10) on 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.
Unique! The only book of its kind on the market!
~ Gives broad coverage of well established as well as contemporary approaches of early childhood education and practice.
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.
Chapter on infants and toddlers (Chapter 2) by J. Ronald Lally and Peter L. Mangione–This chapter has been rewritten with new authors to represent the new emphasis on considering early childhood education from a multicultural perspective.
~Offers a fresh perspective on educating our youngest children.
Continues to include chapters on the most contemporary approaches–Project Spectrum, Waldorf education, and the Pyramid Method.
~Introduces prospective teachers to these up and coming approaches and ensures them the benefit of the most current thinking in the early childhood education field.
Groups approaches according to location of origin—Part 3 addresses approaches from the United States, Part 5 those of Europe.~ Facilitates comparison of approaches and allows exploration of their differences.
NEW! Takes a multicultural perspective — this new edition seeks to reflect the latest intellectual history of the field and new innovations in educating young children in diverse contexts.
~This new approach is reflected in Chapter 1 History of Early childhood Education in Multicultural Perspective, Chapter 2 The Program for Infant Toddler Care, and Chapter 7 Early Prevention Initiatives.
NEW! Gives new emphasis on linking the relationships of extracurricular activities to the goals and standards of early childhood education today-- providing coverage of the movement towards an aligned and coordinated pre-kindergarten to third grade system as a major idea in educational reform.
NEW! Includes a new chapter (Chapter 7) by Bierman, Domitrovich, and Darling on early prevention initiatives–considers the evolving nature of early childhood education.
NEW! Features a new chapter (Chapter 8) by Johnson and Chestnut on early development and education programs in public school–keeps readers up to date with the changes that are occurring in the field.
NEW! Contains a new chapter (Chapter 10) by Bedrova and Leong, Tools of the Mind: Vygotskyian Approach to Early Childhood Education–grounded in theory, this chapter gives clear examples of how different practices are applied in working with young children.
Part I Introduction
Chapter 1: History of Early childhood Education in Multicultural Perspective by Blythe F. Hinitz, The College of New Jersey
Chapter 2: The Program for Infant Toddler Care by J. Ronald Lally and Peter L. Mangione, West Ed., San Francisco, California
Chapter 3: The Head Start Program by Douglas R. Powell, Purdue University
Chapter 4: The Portage Model: An International Home Approach to Early Intervention of Young Children and Their Families by David E. Shearer, The International Portage Association, Tampa Florida and Darlene L. Shearer, Lawton & Rhea Chiles Center for Healthy Mothers and Babies, University of South Florida
Part II Integral Dimensions
Chapter 5: Including Everyone: A Model Preschool Program for Children With and Without Disabilities by Ellen Barnes, Jowonio School, Syracuse, New York and David Smukler, The State University of New York College at Cortland
Chapter 6: A Framework for Culturally Relevant Multicultural, and Antibias Education in the Twenty-First Century by Louise Derman-Sparks, Pacific Oaks College and Patricia G. Ramsey, Mount Holyoke College
Chapter 7: Early Prevention Initiatives by Karen L. Bierman, Celene Domitrovich, and Harriet Darling, The Pennsylvania State University
Chapter 8: Early Development and Education Programs in Public School by James E. Johnson and Jennifer Chestnut, The Pennsylvania State University
Part III Specific Approaches/USA
Chapter 9: the High/Scope Model of Early Childhood Education by David P. Weikart (deceased) and Lawrence J. Schweinhart, High/Scope Educational Research Foundation, Ypsilanti, Michigan
Chapter 10: Tools of the Mind: The Vygotskian Approach to Early Childhood Education by Elena Bodrava, Mid-Continent Research for Education and Learning, and Deborah J. Leong, Metro State College
Chapter 11: From Spectrum to Bridging: Approaches to Integrating Assessment with Curriculum and Instruction in Early Childhood Classrooms by Jie-Qi Chen and Gillian McNamee, Erikson Institute, Chicago
Chapter 12: The Developmental-Interaction Approach at Bank Street College of Education by Harriet K. Cuffaro and Nancy Nager, Bank Street College of Education, New York
Chapter 13: The Project Approach: An Overview by Lillian G. Katz, University of Illinois, and Sylvia C. Chard, University of Alberta, Canada
Part IV Specific Approaches/European
Chapter 14: The Reggio Emilia Approach to Early Care and Education: Creating Contexts for Discussion by Rebecca S. New, Tufts University, and Rebecca Kantor, The Ohio State University
Chapter 15: The Waldorf Approach to Early Childhood Education by Christy L. Husek, Fairbrook First Steps Christian Preschool, Pennsylvania Furnace, Pennsylvania, and James E. Johnson, The Pennsylvania State University
Chapter 16: Montessori Education Today by Martha Torrence, Cambridge, Massachusetts and John Chattin-McNichols, Seattle University
Chapter 17: The Pyramid Method by Jef J. van Kuyk, Citogroep, Arnhem, The Netherlands
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