TY - BOOK AU - Feeney,Stephanie AU - Moravcik,Eva AU - Nolte,Sherry TI - Who am I in the lives of children?: an introduction to early childhood education SN - 9780134737249 AV - LB1140.23 .F44 2013 U1 - 372.21 23 PY - 2013/// CY - Boston, PB - Pearson KW - Education, Preschool KW - United States KW - Preschool teaching KW - Child development KW - Early childhood education N1 - Previously published as 9th ed in 2013; Includes bibliographical references and index; Contents note continued: For Your Portfolio 2. The Field of Early Childhood Education Overview of Programs for Young Children Children Purposes Facilities Sponsorship and Funding Programs for Children from Birth to Age 5 Child Care Center-Based Child Care Home-Based Child Care Head Start and Early Head Start Research on the Impact of Early Childhood Programs on Children from Low-Income Families Early Childhood Family Education Programs for Children 0 Through 5 with Disabilities Public Prekindergarten Programs Program Regulation and Quality Enhancement Licensing Quality Standards Programs for Children Ages Through 8 Kindergarten Through Primary Grade (K-3) Programs Charter Schools Programs for Children Ages 5 Through 8 with Disabilities Homeschooling The Standards Movement Common Core Standards Early Learning Standards Issues and Trends in Early Childhood Education Issues. Contents note continued: Goals of Early Childhood Education The Nature of the Curriculum Responsibility for Early Childhood Education Quality, Compensation, Affordability School Readiness Trends Family Stress and Diversity Systems Development Quality Rating and Improvement Systems Coordination and Alignment of Pre-K Through Grade 3 Programs Raising Teacher Education Requirements Accountability Economic Issues Final Thoughts Learning Outcomes To Learn More For Your Portfolio 3. History and Educational Models The Humanistic Tradition The Origins of Early Childhood Education Ancient Greece and Rome (400 B.C.-A.D. 200) Plato Aristotle Quintilian The Middle Ages [500-1450] The Renaissance and the Reformation [1300-1600] Martin Luther John Amos Comenius -The Father of Early Childhood Education The Age of Enlightenment (1700s) John Locke -The Child Is a Blank Slate. Contents note continued: Jean Jacques Rousseau -Belief in the Child as Inherently Good The Industrial Revolution (1800s) Johann Pestalozzi -Early Childhood Education Begins Robert Owen Educational Movements That Shaped the Field of Early Childhood Education Froebel and the Kindergarten The Froebelian Kindergarten The Kindergarten Movement The Impact of Kindergarten Margaret and Rachel McMillan and the Nursery School Early Nursery Schools in the United States The Impact of the Nursery School John Dewey and Progressive Education What Is Progressive Education? The Impact of Progressive Education Contemporary Examples High/Scope The Developmental-Interaction Approach Three Influential European Approaches The Montessori Method Montessori Programs The Impact of Montessori Programs Waldorf Education Waldorf Programs The Impact of Waldorf Education The Reggio Emilia Approach Reggio Emilia Programs. Contents note continued: The Impact of Reggio Emilia Reflection on the Three Approaches Two Significant Components of the History of American Early Childhood Education Child Care The Origins of Child Care in the United States Child Care in Times of National Emergency Child Care After World War II The Evolution of Child Care Head Start The History of Head Start The Impact of Head Start Final Thoughts Learning Outcomes To Learn More For Your Portfolio 4. Child Development The Study of Child Development Principles of Child Development The Child Develops as a Whole Development Follows Predictable Patterns Rates of Development Vary Development Is Influenced by Maturation and Experience Development Proceeds from Top Down and from Center Outward Culture Affects Development Applying Principles to Practice Foundations of Development The Biological Basis of Development Inherited Characteristics. Contents note continued: Basic Needs Temperament The Impact of Environment The Critical Nature of Nurturing Relationships The Importance of Early Experiences Brain Research and Its Implications for Early Childhood Programs Theories of Development Arnold Gesell and Maturational Theory Implications of Maturational Theory for Practice Jean Piaget and Constructivist Theory Kinds of Knowledge Processes for Construction of Knowledge and Understanding Piagetian Stages of Cognitive Development Piaget's Contributions to Understanding Social and Moral Development Implications of Constructivist Theory for Practice Laurence Kohlberg and Moral Development Theory Lev Vygotsky and Sociocultural Theory Implications of Sociocultural Theory for Practice Urie Bronfenbrenner and Ecological Theory Implications of Ecological Systems Theory for Practice Howard Gardner and Multiple Intelligences Theory. Contents note continued: Implications of Multiple Intelligences Theory for Practice Erik Erikson and Psychosocial Theory Implications of Psychosocial Theory for Practice Abraham Maslow and Self-Actualization Theory Implications of Self-Actualization Theory for Practice Development of the Whole Child Periods of Development Domains of Development Understanding Infants' Development Infants' Physical Development Infants' Cognitive and Language Development Infants' Social and Emotional Development Understanding Toddlers' Development Toddlers' Physical Development Toddlers' Cognitive and Language Development Toddlers' Social and Emotional Development Understanding Preschoolers'/Kindergartners' Development Preschoolers'/Kindergartners' Physical Development Preschoolers'/Kindergartners' Cognitive and Language Development Preschoolers'/Kindergartners' Social and Emotional Development. Contents note continued: Understanding Young School-Age Children's Development Understanding School-Age Children's Physical Development Understanding School-Age Children's Cognitive and Language Development Understanding School-Age Children's Social and Emotional Development Final Thoughts Learning Outcomes To Learn More For Your Portfolio 5. Observing, Documenting, and Assessing Children What Is Assessment? Why Do We Assess Children? The Purposes of Assessment Authentic Assessment Observation The Observation Process Narrative Observation Records Structured Observation Records Electronic Observation Records Selecting an Observation Recording Technique Work Samples Portfolios Creating Portfolios Digital Portfolios Using Portfolios Authentic Assessment Systems Public Documentation Authentic Assessment in Kindergarten and the Primary Grades Standardized Assessment. Contents note continued: Kinds of Standardized Assessment Instruments Screening Instruments Developmental Assessments Diognostic Tests Readiness and Achievement Tests Issues in Standardized Assessment High-Stakes Testing Sharing Information with Families Confidentiality Final Thoughts Learning Outcomes To Learn More For Your Portfolio 6. Relationships and Guidance What Is Guidance? Relationships Are the Foundation for Guidance Guidance Is Based on Trust Guidance Honors Differences Diverse Beliefs About Guidance Differences in Children Guidance Is Not Punishment Goals for Guidance Fostering the Development of Social and Emotional Intelligence Building Inner Control Promoting the Development of Resiliency and a Positive Sense of Self Supporting the Development of Critical Thinking Skills Developing the Ability to Be an Effective Community Member The Teaching Pyramid. Contents note continued: Positive Communication Builds Healthy Relationships Communication Strategies Time and Attention Respectful and Authentic Speech Effective Listening Reflective and Responsive [R & R] Statements Encouragement Instead of Praise I-Messages Communicating with Infants and Toddlers Cultural Differences in Communication Guiding Children's Social Interactions Dealing with Conflict Help Children Identify and Express Their Feelings Teach Peaceful Conflict Resolution Build a Classroom Culture That Promotes Respect and Fairness Guiding Groups: Strategies for Positive Classroom Management Make the Environment and Schedule a Partner in Guidance Use Authority Wisely Create Guidelines for Behavior Redirect Instead of Distract Anticipate Problems Orchestrate Transitions Manage Large Group Times Dealing with Difficult Behaviors Find Your "Button Pushers" The Child Is Different from the Behavior. Contents note continued: Mistaken Behavior Strategies for Dealing with Difficult Behaviors Natural and Logical Consequences The Problem with Time Out A Place to Calm Down Behaviorist Approaches Spanking Is Never a Choice Challenging Behaviors Final Thoughts Learning Outcomes To Learn More For Your Portfolio 7. Health, Safety, and Well-Being Physical Safety and Health Creating Safe Places for Children What Is Safe? Developmental Differences and Safety Safe Outdoor Environments Practices That Promote Outdoor Safety Safe Indoor Environments Vehicle and Trip Safety Practices That Promote Safety Help Children Learn to Be Safe Protect Children from Abuse and Neglect Creating Healthy Places for Young Children Understand How Illness Spreads Follow Healthy Routines Follow Guidelines for Excluding Sick Children Work with a Health Care Professional Conditions That Affect Health. Contents note continued: Understanding and Preventing Childhood Obesity Lead Poisoning Food Allergies and Intolerances Help Children Learn to Be Healthy Promote Physical Activity and Movement Encourage Healthy Food Choices Make Health a Part of the Curriculum Use Personal Care Routines as Teaching Opportunities Well-Being The Importance of Touch Good Transitions Support Well-Being Good Beginnings Good Endings Supporting Children During Times of Crisis Disaster and Loss Violence Final Thoughts Learning Outcomes To Learn More For Your Portfolio 8. The Learning Environment Creating a Learning Environment Space Self-Contained and Open-Design Classrooms Principles for Arranging Space Equipment and Materials Outdoor Learning Environments Outdoor Activity Zones An Outdoor Playscape for Infants and Toddlers Using the Outdoor Environment Making the Environment Work. Contents note continued: Consider Dimensions of Teaching-Learning Environments Pay Attention to Organization and Aesthetics Reflect the Children -Reflect the Place Avoid Being Cute Different Children -Different Places Infant-Toddler Environments -A Place Like Home Design for Comfort Design for Routines Design for Flexibility Design for Movement Preschool and Kindergarten Classrooms -A Child's Place Blocks Dramatic Play Area Manipulative Toys and Games Sensory Play Center Art Area or Studio Library Writing Center Discovery Center Woodworking Primary Classrooms -A Place Called School Computers and Other Technology in the Classroom Computers Television and Video Including Children with Disabilities Including Adults Time The Daily Schedule Influences on the Flow of the Day Classroom Routines Diapering and Toileting Final Thoughts Learning Outcomes To Learn More. Contents note continued: For Your Portfolio 9. Understanding and Supporting Play Understanding Play Characteristics of Play Kinds of Play Why Do Children Play? Contemporary Theories of Play Stages of Play Parten: Stages of Social Play Piaget and Smilansky: Cognitive Stages of Play Vygotsky and Elkonin: Levels of Make-Believe Play Understanding the Stages of Play The Role of Play in Development The Role of Play in Physical Development The Role of Play in Emotional Development The Role of Play in Social Development The Role of Play in Cognitive Development The Role of Play in Integrating Development Explaining Play's Role Facilitating Play Supportive Attitudes Supportive Roles Stage Manager Observer Mediator and Protector Participant Tutor The Special Role of Outdoor Play Issues in Play Diversity and Play Culture, Social Class, and Play Disabilities and Play Gender-Stereotyped Play. Contents note continued: Violent Dramatic Play Rough-and-Tumble Play Exclusion -You Can't Say You Can't Play Shrinking Opportunities for Play Final Thoughts Learning Outcomes To Learn More For Your Portfolio 10. The Curriculum What Is Curriculum? Where Does Curriculum Come From? How Children Learn Curriculum in Early Childhood Education The Physical Development Curriculum Large Motor Curriculum Fine Motor Curriculum Sensory Development Curriculum The Communication Curriculum Language Curriculum Literacy Curriculum Literature Curriculum The Creative Arts Curriculum Visual Art Curriculum Music Curriculum Creative Movement Curriculum Aesthetics Curriculum The Inquiry Curriculum Math Curriculum Science Curriculum Social Studies Curriculum Final Thoughts Learning Outcomes To Learn More For Your Portfolio 11. Curriculum Planning Planning Considerations. Contents note continued: Influences on Curriculum Choices Values and Beliefs Knowledge of Children Family, Culture, and Community What's Worth Knowing? Content Standards Organizing Curriculum Learner-Centered Organization Subject-Area Organization Integrated Organization Content and Methods Play Scaffolded Activities Small-Group Activities Large-Group Activities Selecting the Activity Basing Plans on What You Observe Observe Individuals Observe the Group Observe with a Focus Writing Plans Activity or Lesson Plans Decide What Explain Why Identify What You Need Plan the Teaching: What You Do Plan for Assessment Implementing the Plan Assessing and Documenting Learning Evaluating the Plan: What Worked and What Didn't Work Writing Activity/Lesson Plans in the Real World Weekly Plans Planning an Integrated Study Select a Topic of Study Look at Your Purpose. Contents note continued: Identify Major Understandings Generate Ideas for Activities Enrich the Environment Make the Plan Implement the Study Evaluate the Integrated Study Final Thoughts Learning Outcomes To Learn More For Your Portfolio 12. Including Diverse Learners People-First Language Inclusion and the Law Preparing Yourself for Inclusion Identifying Children with Special Needs Observe and Document Response to Intervention Eligibility for Special Education Services Determining Educational Needs Implementing Inclusion Preparation Program Modifications Environmental Support Materials Adaptations Simplification of Activities Use of Adaptive Devices Support from Peers Invisible Support Inclusion and Developmentally Appropriate Practice Collaboration Characteristics and Strategies for Working with Young Children with Disabilities Children with Orthopedic Impairments. Contents note continued: Children with Cognitive Delays Children with Learning Disabilities Children with Communication Disorders Children with Sensory Impairments Visual Hearing Sensory Integration Children with Attention Deficit/Hyperactivity Disorder Children with Emotional Disorders Children with Autism Spectrum Disorders Children with Challenging Behaviors Other Special Needs Children Who Have Been Abused or Neglected Children with Acute or Chronic Health Conditions Children with Special Gifts and Talents Dual Language Learners Working with Families of Children with Disabilities Final Thoughts Learning Outcomes To Learn More For Your Portfolio 13. Partnerships with Families Preparing to Work with Families Understanding Families Stages of Parenting The Role of the Family Today Families Are Diverse Family Systems Theory Understanding Yourself and Your Role. Contents note continued: Your Values and Beliefs Related to Child Rearing Your Role -Differences Between Being a Teacher and Being a Parent Your Stage of Development in Relating to Families Building Relationships with Families Getting Started Home Visits Establishing Rapport Making Families Feel Welcome Communicating Communication Skills Daily Communication Written Communication Family Conferences Addressing Questions and Concerns Involving Families Classroom Involvement Program Involvement Family Education Supporting Families Helping in Times of Stress Strengthening Families Supporting Families of Children with Disabilities Understanding Legal and Ethical Responsibilities Confidentiality Reporting Child Abuse and Neglect Final Thoughts Learning Outcomes To Learn More For Your Portfolio 14. Becoming an Early Childhood Professional Make a Commitment to Children Develop a Philosophy. Contents note continued: Know About Children and Best Practice Understand and Use a Code of Ethics Reflect and Set Goals Make a Commitment to Yourself Take Care of Yourself Connect with Colleagues Plan Your Career Path Make a Commitment to Your Profession Behave Like a True Professional Continue to Learn and Grow Join a Professional Organization Advocate Stand Firm in What Is Right for Children Final Thoughts Learning Outcomes To Learn More For Your Portfolio N2 - Who Am I in the Lives of Children, ninth edition presents a constructivist, developmental approach to the full range of early childhood education and care programs. Its practical orientation, personal voice, appealing photographs, and numerous stories and examples set it apart. Because of its emphasis on respecting and honoring the individual child, values and ethics, and the personal and professional development of teachers of young children, it has become one of most well-respected books in the field. Educators in child-centered programs are encouraged to begin with children as they are and focus on getting to know each individual's strengths, interests, challenges, and circumstances. They then support each child in growing and learning in ways that are in harmony with who they are, rather than according to a predetermined plan UR - Uniform Resource Identifier ER -