Who am I in the lives of children? : an introduction to early childhood education / Stephanie Feeney, University of Hawai'i at Manoa, Emerita, Eva Moravcik, Honolulu Community College, Sherry Nolte, Honolulu Community College.

By:

Feeney, Stephanie [author.]

Contributor(s):

Material type: Text

TextPublication details: Boston, Pearson, 2013Edition: 11th edDescription: xxiii, 561 p. : color illustrations ; 28 cmISBN:

9780134737249
0134737245

Subject(s):

DDC classification:

372.21 23

LOC classification:

LB1140.23 .F44 2013

Online resources:

Click here to access online

Contents:

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

Summary: 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

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Holdings
Item type	Current library	Collection	Call number	Copy number	Status	Date due	Barcode
Books	KMTC:KURIA CAMPUS General Stacks	Non-fiction	LB1140.23.F44 2013 (Browse shelf(Opens below))	1	Available		KUR/985
Books	KMTC:KURIA CAMPUS General Stacks	Non-fiction	LB1140.23.F44 2013 (Browse shelf(Opens below))	2	Available		KUR/986

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

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

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Who am I in the lives of children? : an introduction to early childhood education / Stephanie Feeney, University of Hawai'i at Manoa, Emerita, Eva Moravcik, Honolulu Community College, Sherry Nolte, Honolulu Community College.