Introduction to Early Childhood Education (What's New in Early Childhood)
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INTRODUCTION TO EARLY CHILDHOOD EDUCATION, 6/E, provides a comprehensive overview of early childhood education that is solidly based on current research and theories. Grounded in constructivist theory but also covering other perspectives, the text focuses on developmentally appropriate practices for infants and toddlers, preschoolers, early elementary schoolchildren, and children with disabilities. The majority of the text examines curriculum and the fostering of creativity, as well as physical, cognitive, language, and social development--and every facet of early childhood education is examined and explained. This edition also has been extensively revised and includes new standards and accountability in the field of early childhood education, a new emphasis on working with children from diverse backgrounds, and discussions of the role of families and forms of parent communication. With a strong emphasis on DAP (Developmentally Appropriate Practice) along with completely updated references, examples from practitioners, and new video offerings, this book has become the most comprehensive resource available.
which are in-depth investigations of a topic of interest to the children, provide for integrated learning experiences that engage children--and that their learning can, therefore, correspond with standards. Furthermore, she states, “learning is easier for children when new information is connected to what they already know, not taught in isolation. Research in early cognition indicates that by the time children are four years old, they have developed a complex, interconnected knowledge base about
Early Head Start program for children under the age of three. PRESCHOOLERS. The largest segment of children in early childhood programs are preschool-age, including youngsters from two or three years of age until they begin formal schooling. Some programs consider the preschool period as beginning at age three; others enroll children once they are out of diapers. Programs for this age group include a wide variety of options. The majority of preschoolers are in all-day programs that provide care
what I truly remember about Tayla. I treasure what she taught me and taught the children just with her presence in our classroom. She taught me to love unconditionally, to accept without hesitation each child and his or her own unique abilities, to savor each small accomplishment, to value each struggle, and to covet each small step toward a goal. She taught me how to appreciate the value of a smile, the twinkle in an eye, and how to live each day to the fullest. I appreciate the small things,
families work well together, communicate often, are able to make effective decisions, and can handle change. In addition, understanding the family means looking at its functioning within the larger context; for instance, the extended family, the community, and the neighborhood. The early childhood center becomes part of that larger context in which families function (Bronfenbrenner & Morris, 1998). Each individual’s development occurs in a broader ecological context, within different but
provides the backing of like-minded professionals when the practitioner takes a “risky but courageous stand in the face of an ethical dilemma“(Katz, 1988, p. 77). Under the leadership of Stephanie Feeney, the NAEYC has adopted a Code of Ethical Conduct C H A P T E R 4 The Teachers/Caregivers 103 TAKE A CLOSER LOOK CULTURE MATTERS The United States is becoming increasingly more diverse and you, as a teacher of young children, will very likely work with children and families from different