Early childhood education today

목차 (Table of Contents)

• CONTENTS
• 1 Current Issues : Early Childhood Today = 3
• Popularity of Early Childhood Education = 4
• Public Interest in Early Childhood = 4
• Parents and Early Childhood = 5
• Families and Early Childhood = 5
• Changing Families = 7
• Politics and Early Childhood Education = 9
• Readiness = 11
• National Ready to Learn Council = 12
• State Involvement in Early Childhood Programs = 13
• Corporate Involvement in Early Childhood Programs = 13
• The Return of Child-centered Education = 14
• Terminology of Early Childhood Education = 15
• Names for Children = 20
• Issues with Names and Certification = 20
• The Ecology of Early Childhood = 23
• Public Policy and Early Childhood Education = 24
• Endangered Childhood = 24
• Views of Children : Influences on Early Childhood = 25
• Miniature Adults = 26
• The Competent Child = 27
• The Child as Sinful = 28
• Blank Tablets = 28
• Growing Plants = 29
• Property = 30
• Investments in the Future = 30
• Children as Persons with Rights = 31
• Children as Potential Persons = 33
• Contemporary Social Issues Affecting Early Childhood Education = 33
• Women's Movement = 33
• Working Parents = 34
• Rising Incomes = 35
• Single Parents = 35
• Fathers = 39
• Teenage Parents : Children Having Children = 40
• The Federal Role in Social Service and Education Programs = 40
• Advocacy = 41
• The Public School and Early Education = 41
• Paradigm Shifts in Early Childhood Education = 43
• Observing Children's Behavior = 44
• Advantages of Observation = 45
• Steps in Observing = 46
• Readings for Further Enrichment = 48
• Activities for Further Enrichment = 48
• Notes = 49
• 2 The Past : Prologue to the Present = 53
• Importance of the Past = 54
• Historic Influences = 55
• Martin Luther = 55
• John Amos Comenius = 56
• John Locke = 58
• Jean-Jacques Rousseau = 59
• Johann Heinrich Pestalozzi = 61
• Robert Owen = 63
• Friedrich Wilhelm Froebel = 64
• Common Beliefs = 68
• Modern Influences = 68
• Maria Montessori = 68
• John Dewey = 70
• Jean Piaget = 72
• Lev Vygotsky = 74
• Howard Gardner = 75
• From Luther to Vygotsky : Basic Concepts Essential to Good Educational Practices = 77
• The Recent Past = 78
• Research = 79
• Poverty = 80
• The Open Education Movement = 80
• Recurring Themes = 82
• Readings for Further Enrichment = 86
• Activites for Further Enrichment = 88
• Notes = 88
• 3 Montessori Education : Continuing Renaissance = 91
• Principles of the Montessori Method = 93
• Respect for the Child = 93
• The Absorbent Mind = 94
• Sensitive Periods = 95
• The Prepared Environment = 96
• Self-or Autoeducation = 97
• The Role of the Teacher = 98
• The Montessori Method in Practice = 100
• Practical Life = 100
• Sensory Materials = 101
• Academic Materials for Writing, Reading, and Mathematics = 105
• Additional Features = 107
• Infant Montessori = 107
• Criticisms of the Montessori Method = 112
• Selecting a Montessori School = 113
• Montessori and the Public Schools = 114
• Bilingual Montessori Preschool = 115
• Often Asked Questions About Montessori = 116
• Thoroughly Modern Montessori = 116
• Some Further Thoughts = 117
• Readings for Further Enrichment = 118
• Activities for Further Enrichment = 119
• Notes = 119
• 4 Piaget : Constructivism in Action = 121
• Constructivism and Intellectual Development = 122
• Active Learning = 123
• Intellectual Development and Adaptation = 123
• The Process of Adaptation = 124
• Schemes = 125
• Maturation and Intellectual Development = 128
• Social Transmission and Intellectual Development = 128
• Stages of Intellectual Development = 129
• Programs Based on Piaget = 136
• The High／Scope Educational Approach = 136
• Common Themes of Piaget-Based Curricula = 145
• Issues = 150
• Piaget Reconsidered = 151
• Readings for Further Enrichment = 152
• Activities for Further Enrichment = 152
• Notes = 153
• 5 Child Care : Meeting the Needs of Children, Parents, and Families = 155
• Popularity of Child Care = 156
• The Terminology of Child Care = 157
• Types of Child Care Programs = 157
• Full-Service Child and Family Programs = 159
• Child Care by Family and Relatives = 160
• Family Day Care = 161
• Intergenerational Child Care = 162
• Center Child Care = 163
• Federally Supported Child Care = 163
• Social Services Block Grant = 163
• Child Care Component of the Child and Adult Care Food Program = 168
• Women, Infants, and Children(WIC) = 168
• Child Care Tax Credits = 169
• Who Supports Child Care? = 170
• Employer-Sponsored Child Care Programs = 171
• Proprietary Child Care = 178
• Foster Child Care = 178
• Baby-Sitters = 179
• Drop-In or Casual Child Care = 179
• Child Care for Children with Medical Needs = 179
• Ill Child care = 180
• Day Care for Children with AIDS = 183
• Before-and After-school Care = 183
• Latchkey Children = 184
• Military Child Care = 186
• Nannies = 187
• Training and Certification for Early Childhood Personnel = 188
• Certificate Programs = 189
• Associate Degree Programs = 189
• Baccalaureate Programs = 189
• Master's Degree Programs = 189
• The CDA National Credentialing Program = 189
• What Constitutes Quality Child Care? = 191
• How Parents Define Quality = 191
• Developmental Needs = 192
• Appropriate and Safe Environment = 192
• Caregiver-Child Ratio = 192
• Developmentally Appropriate Program = 193
• Family Involvement = 193
• Staff Training and Development = 194
• Knowledge of Children = 194
• Quality and Professionalization Organizations = 195
• Program Accreditation = 195
• Advocacy and Quality Child Care : Child Care Aware = 195
• Locating Child Care = 196
• Child Care Issues = 198
• Who Does Child Care Serve? = 198
• Interactions Among the Home, the Workplace, and Child Care = 198
• State and National Licensing Standards = 199
• The Effects of Child Care on Children = 199
• Improving the Quality of Child Care = 200
• Quality Child Care for All = 200
• Who Should Pay for Child Care? = 201
• How Much Should Child Care Cost? = 201
• Agreement Between Parents and Care Providers = 202
• Future Trends in Child Care = 202
• Readings for Further Enrichment = 204
• Activities for Further Enrichment = 205
• Notes = 206
• COLOR INSERT A Look Inside ...Nine Model Programs Following page = 206
• The Children's Center at the St. Paul
• The Stride Rite Intergenerational Day Care Center
• The Thurgood Marshall Child Development Center
• The Montessori Nido
• Reggio Emilia
• Teaching and Learning with Computers : One School's Successful Experience
• VistaKids Computer Literacy Program
• The Pacific Gas and Electric Company Children's Center
• South Pointe Elementary : Learning the Tesserac$$t^{$$\circled R$$]$$ Way
• 6 Infants and Toddlers : Development, Care, and Education = 209
• Physical Development = 210
• Motor Development = 211
• Toilet Training = 212
• Intellectual Development = 213
• Stages of Cognitive Development = 214
• Language Development = 219
• Language Acquisition = 219
• Psychosocial Development = 223
• Stages of Psychosocial Development = 223
• Basic Human Needs = 225
• Characteristics of Professionals = 225
• Programs for Infants and Toddlers = 226
• Appropriate Curriculum and Activities = 230
• Developmentally Appropriate infant and Toddler Programs = 230
• Curricula for Infants and Toddlers = 232
• Providing Multicultural Environments and Activities for Infants and Toddlers = 233
• Childproofing Homes and Centers = 234
• Health Issues in Early Childhood Programs = 235
• Readings for Further Enrichment = 243
• Activities for Further Enrichment = 244
• Notes = 245
• 7 The Preschool Years : Foundations for Learning and Living = 247
• History of Preschool Education = 248
• The Growing Popularity of Preschools = 249
• Schools for the Twenty-first Century = 252
• Who Is Preschool For? = 252
• Purposes of Preschools = 252
• Who Should Provide Preschool Services? = 253
• Who Is the Preschooler? = 254
• Physical and Motor Development = 254
• Cognitive Development = 255
• Language Development = 255
• Preschool Play = 256
• What Is Play? = 257
• Purposes of Play = 257
• Kinds of Play = 257
• Value of Play = 260
• Professionals' Roles in Promoting Play = 260
• Informal or Free Play = 261
• Dramatic(Pretend)Play = 262
• Outdoor Play = 263
• Rough-and-Tumble Play = 264
• Issues Associated with Play = 264
• The Preschool Curriculum = 264
• Play as Curriculum = 265
• Preschool Goals = 266
• Developing Independence = 267
• Texas Essential Elements for Preschool = 269
• Developing the Whole Child = 273
• The Daily Schedule = 273
• Selecting a Good Early Childhood Program = 276
• Quality Programs in Public Schools = 277
• Effectiveness of Preschool Programs = 279
• Issues of Preschool Education = 280
• Placement of Preschools in Public Schools = 280
• Developmentally Appropriate Curriculum = 280
• Curriculum = 280
• Certificate Training = 281
• Child-Centered Programs = 281
• Should Three-and Four-Year-Olds Be in Public Preschools? = 281
• Who Are Preschools For? = 282
• The Future of Preschool Education = 282
• Readings for Further Enrichment = 282
• Activities for Further Enrichment = 283
• Notes = 283
• 8 Kindergarten Education : Learning All You Need to Know = 287
• The History of Kindergarten Education = 288
• Who Is Kindergarten For? = 291
• School Readiness : Who Gets Ready for Whom? = 292
• Maturation and Readiness = 294
• Self-Education Through Play = 294
• Quality Programs = 295
• Readiness Skills = 295
• Dimensions of Readiness = 297
• Making Readiness a National Agenda = 297
• Developmental Kindergartens = 299
• Transition Classes = 299
• What Should Kindergarten Be Like? = 300
• Developmentally Appropriate Practice = 301
• Practice = 301
• Full-or Half-Day Kindergarten = 302
• Texas Essential Elements for Kindergarten Education = 312
• Assessment in the Kindergarten = 315
• Screening Processes = 315
• Screening Instruments = 316
• Developmentally Appropriate Assessment = 316
• Portfolios = 325
• Literacy and the Nation's Children = 326
• Cultural and Social Processes = 328
• Emergent Literacy = 328
• Whole Language = 329
• Implications of Whole Language = 330
• Kindergarten Children and Transitions = 330
• Issues in the Kindergarten = 332
• The Pushed-Down Curriculum = 332
• What Happens When We Retain a Child? = 333
• High-Stakes Testing = 334
• The Graying of Kindergarten = 334
• Should Attendance Be Mandatory? = 334
• What Should the Kindergarten Curriculum Be Like? = 335
• What Lies Ahead? Kindergarten's Future = 335
• Readings for Further Enrichment = 340
• Activities for Further Enrichment = 340
• Notes = 341
• 9 The Primary Years : The Process of Schooling = 343
• Reclaiming the Primary Years = 344
• What Are Primary Children Like? = 345
• Physical Development = 345
• Motor Development = 345
• Cognitive Development = 345
• Moral Development = 346
• Implications for Classrooms = 348
• Significance of the Primary Years = 348
• Restructuring the Primary School = 349
• The Contemporary Primary School = 349
• Reasons for Changes in Primary Education = 352
• The New Curriculum for the Primary Grades = 352
• The Self-Esteem Movement = 352
• Prosocial and Peace Education = 353
• Teaching Thinking = 356
• Cooperative Learning = 358
• Character Education = 362
• Whole Language = 364
• The Naturalness of Literacy Development = 365
• Reading, Writing, and Literature = 365
• The Whole-Language Curriculum = 366
• Child Centered and Humanistic = 366
• The Integrated Curriculum = 367
• Authentic Writing = 367
• Characteristics of a Primary Professional = 367
• Assessment = 371
• Authentic Assessment = 372
• Promotion = 373
• The Future of Primary Education = 377
• Readings for Further Enrichment = 378
• Activities for Further Enrichment = 378
• Notes = 378
• 10 The Federal Government, Children, and Families : Buiding for the Future = 381
• Families and Poverty = 382
• Head Start : A Two-Generation Program = 383
• History and Operating Principles = 383
• Head Start Components = 387
• Improvements and Innovations = 399
• New Initiatives, Future Directions = 401
• Head Start in the 1990s = 409
• Is Head Start Effective? = 410
• Follow Through = 411
• Migrant Education = 411
• Chapter 1 = 411
• Even Start = 412
• Federal Support for Early Childhood Programs = 413
• Child Care = 413
• Readings for Further Enrichment = 414
• Activities for Further Enrichment = 414
• Notes = 415
• 11 Teaching Children with Special Needs : Developing Awareness = 419
• Children with Special Needs = 420
• Children with Disabilities = 421
• Gifted and Talented Children = 421
• Teaching in the Mainstream = 422
• Full Inclusion = 424
• Popularity of Full Inclusion = 424
• Interest in Special Needs Children = 430
• Public Law 94-142 = 431
• Child Find = 434
• Public Law 99-457 = 434
• Teaching Children with Disabilities = 437
• Resource Room = 438
• The Transdisciplinary Team = 439
• Children with Disabilities in Head Start Programs = 446
• Guidelines for Teaching Children with Disabilities = 447
• Reverse Mainstreaming = 447
• Making Transitions = 448
• Gifted Children = 449
• Mainstreaming the Gifted = 450
• Involving Special Needs Families = 451
• Parents Need Help = 454
• Child Abuse and Neglect = 455
• Causes of Abuse = 459
• Seeking H'p = 461
• Child Abuse Prevention Curricula = 462
• Homeless Children = 462
• Childhood Stress = 462
• Readings for Further Enrichment = 464
• Activities for Further Enrichment = 464
• Notes = 465
• 12 Guiding Children : Developing Prosocial Behavior = 467
• Discipline Defined = 468
• Knowing Yourself = 469
• Knowing Child Development = 470
• Meeting Children's Needs = 470
• Helping Children Build New Behaviors = 473
• Establishing Appropriate Expectations = 476
• Arranging and Modifying the Environment = 478
• Modeling Appropriate Behavior = 480
• Avoiding Problems = 481
• Involving Parents and Families = 482
• Promoting Empathy and Prosocial Behavior = 482
• Cooperative Discipline = 483
• Cooperative Living and Learning = 483
• Teaching Conflict Management and Resolution = 484
• Behavior Modification = 485
• Reinforced Misbehavior = 487
• Positive Reinforcement = 487
• Understanding Behavior = 487
• Providing Guidance = 488
• Reinforcing Behavior = 488
• Appropriate Reinforcers = 488
• Praise as a Reinforcer = 490
• Contingency Management = 490
• Token System = 490
• Time-Out = 490
• Development of Autonomous Behavior = 491
• Physical Punishment = 494
• Readings for Further Enrichment = 495
• Activities for Further Enrichment = 495
• Notes = 496
• 13 Parent, Family, and Community Involvement : Keys to Successful Programs = 499
• Interest in Parent, Family, and Community Involvement = 500
• Changes in Schooling = 500
• Readiness Goal = 500
• Political and Social Forces = 500
• Family Involvement : A New Paradigm = 502
• Who Is a Parent? = 504
• What Is a Family? = 504
• Types of Families = 504
• Implications of Family Patterns for Early Childhood Professionals = 507
• Support Services = 507
• Child Care = 508
• Avoiding Criticism = 509
• Program Adjustments = 509
• Sensitivity = 509
• Seeking Training = 509
• Increasing Parent Contacts = 510
• Why Is Parent and Family Involvement Important? = 510
• What Is Parent／Family Involvement? = 511
• Four Approaches to Parent and Family Involvement = 511
• Methods for Involving Parents and Families = 513
• Activities for Involving Families = 518
• Parent-Professional Conferences = 520
• Telephone Contacts = 522
• Involving Single-Parent Families = 522
• Language-Minority Parents and Families = 524
• Culturally Sensitive Family Involvement = 525
• Teenage Parents = 526
• Involving Fathers = 527
• Involving Other Caregivers = 527
• Community Involvement = 527
• Developing Social Capital = 528
• Program-Business Involvement = 529
• National Organizations = 530
• Readings for Further Enrichment = 531
• Activities for Further Enrichment = 531
• Notes = 532
• 14 Multiculturalism : Education for Living in a Diverse Society = 535
• Multicultural Children = 537
• Multicultural Education = 538
• Multicultural Infusion = 540
• The Multicultural Early Childhood Professional = 541
• Use Currently Popular Child-Centered Approaches = 541
• Use Good Literature = 541
• Assess Your Attitudes Toward Children = 545
• Use These Processes = 546
• Follow These Guidelines = 547
• Head Start and Multicultural Programming = 548
• Different Children, Different Learning Styles = 548
• Noise Level = 549
• Light = 549
• Authority Figures Present = 549
• Visual Preferences = 549
• Tactile Preferences = 551
• Kinesthetic Preferences = 551
• Mobility = 551
• Different Children, Different Intelligences = 551
• Sexism and Sex-role Stereotyping = 552
• Bilingual Education = 557
• Reasons for Interest in Bilingual Education = 557
• Types of Bilingual Programs = 558
• Texas Essential Elements for Bilingual Education = 559
• Issues in Bilingual Education = 561
• American Indian and Alaska Native Education = 562
• Antibias Curriculum = 562
• Children of Poverty = 563
• Readings for Further Enrichment = 565
• Activities for Further Enrichment = 566
• Notes = 567
• 15 Technology and Early Childhood : Education for the Twenty-First Century = 569
• The Computer Generation = 570
• Technology : A Definition = 572
• Technological Literacy = 572
• The Technology of Teaching and Learning = 573
• Computers in Early Childhood Programs = 574
• Multicultural Technology = 575
• Bilingual Education Technology = 575
• Multicultural Infusion Through Technology = 575
• Application of Technology to Early Childhood Programs = 577
• Technology and Children with Special Needs = 577
• Assistive Technology = 586
• Software for Young Children = 590
• Integrated Learning Systems = 591
• Other Technological Applications = 593
• Synthesizers = 593
• CD-ROM = 593
• Videodiscs = 594
• Audio = 596
• Television = 596
• Research and Technology = 596
• Involving Parents Through Technology = 579
• Early Childhood Professionals and Technology = 597
• Issues in Technology = 598
• Equity = 598
• Antibias = 598
• Integration = 599
• Appropriate Use = 599
• Drill versus Discovery = 600
• Higher-Order Learning = 600
• Computer Literacy = 600
• The Future = 601
• Activities for Further Enrichment = 601
• Readings for Further Enrichment = 602
• Notes = 603
• 16 Early Childhood Professional Development : Becoming a Professional = 605
• The Early Childhood Professional = 606
• The Knowledge Base of the Profession = 608
• The Process of Becoming a Professional = 608
• Qualities of Early Childhood Professional = 610
• Preparing for a Career in Early Childhood Education = 611
• Developing a Philosophy of Education = 618
• A Good Teacher : A Lesson from History = 619
• Ethical Standards for the Profession = 619
• The Early Childhood Professional and the World of Tomorrow = 625
• Readings for Further Enrichment = 630
• Activities for Further Enrichment = 631
• Notes = 631
• APPENDICES
• A CDA Competency Goals and Functional Areas = 633
• B Highlights of the United Nations Convention on the Rights of the Child = 635
• C Individualized Family Service Plan = 637
• D The National Association for the Education of Young Children Code of Ethical Conduct = 647
• INDEX = 655
• THE AUTHOR = 668