Introduction to early childhood education

목차 (Table of Contents)

• CONTENTS
• Preface = xv
• Part Ⅰ The What of Early Childhood Education
• Chapter 1 : The Scope of and Need for Early Childhood Education =3
• The growth of early childhood education = 3
• Changes in family life = 4
• Benefits of early childhood education = 5
• Child advocacy = 6
• What is included in early childhood education? = 7
• Purpose of Programs = 7
• Program settings = 8
• Ages of children = 9
• Infants and toddlers = 9
• Preschooles = 9
• Kindergarten and primary children = 10
• Before- and after-school care = 10
• Sources of support for programs = 10
• For-profit programs = 10
• Not-for-profit programs = 11
• Employer-supported programs = 12
• University- and college-affiliated programs = 12
• Publicly-supported programs = 14
• Head Start = 14
• Public school involvement = 15
• Defining quality in early childhood programs = 16
• Child-adult ratio = 16
• Group size = 17
• Mixed-age grouping = 17
• Devolopmental appropriateness of the program = 18
• Child-adult interaction = 20
• Staff qualification = 20
• Staff consistency = 21
• Respect and concern for staff = 21
• Physical environment = 21
• Family involvement = 22
• Quality as a combination of factors = 22
• The future of early childhood education = 23
• Part Ⅱ The Who of Early Childhood Education
• Chapter 2 : The Children = 29
• Children - similarities = 29
• Age-related commonalities among children = 30
• Infants = 30
• One-year-olds = 31
• Two-year-olds = 32
• Three-year-olds = 33
• Four-year-olds = 34
• Five-year-olds = 35
• Six- to eight-year-olds = 36
• Self-esteem = 36
• Play = 37
• Stages of play = 38
• Children - differences = 40
• Children with special needs = 41
• Inclusion = 42
• Characteristics of children with special needs = 43
• Children with physical disabilities = 45
• Children with cognitive disabilities = 45
• Children with learning disabilities = 47
• Children with visual impaiments = 47
• Children with hearing impairments = 48
• Children with communication impairments = 49
• Children with emotional or behavioral deficits = 50
• Children with health problems = 50
• Gifted children = 50
• Working with parents of speical children = 52
• Chapter 3 : The Families
• A theoretical perspective = 55
• The changing American family = 56
• Family forms = 57
• Other family variations = 58
• Families in poverty = 59
• The needs of families = 59
• Parenthood = 60
• Empowerment = 61
• Coordinating family needs and the program = 62
• Communicating with families Individual methods of communicating with families = 64
• Informal contach with familes = 64
• Formal contact with families = 65
• When problems come up between parents and teachers = 66
• Group methods of communicating with families = 67
• Written communiques = 68
• Bulletin boards = 68
• Meetings and other group functions = 69
• Family involvement = 71
• Families as resources = 71
• Familly members in the classroom = 72
• Family members as decision makers = 73
• Parent education = 73
• Chapter 4 : The Teachers／Caregivers = 77
• The early childhood teacher and caregiver = 77
• Qualities of the good early childhood teacher = 78
• Teachers' developmental stages = 79
• Staffing in early childhood programs = 80
• Director = 82
• Teaching staff = 82
• The head teacher = 83
• The assistant teacher = 83
• Support staff = 85
• Volunteers = 86
• Board of directors = 86
• Community professionals = 86
• Training and regulation in early childhood education = 87
• Academic teacher training programs = 87
• Child Development Associate program = 87
• Regulation and licensing = 88
• Accreditation = 89
• Professionalism = 90
• Ethics = 90
• Professional organizations = 92
• Some current issues and dilemmas = 93
• A historical perspective = 93
• Teacher shortage = 94
• Low pay = 95
• Burnout = 96
• Men is early childhood education = 97
• Empowerment and activism = 98
• Parent support for the early childhood profession = 99
• Part Ⅲ The Why of Early Childhood Education
• Chapter 5 : Rationale Supporting Early Childhood Education = 103
• A look back - children through time = 103
• Influential people in the history of early childhood education = 105
• Jean Jacques Rousseau(1712 - 1778) = 105
• Johann Pestalozzi(1746 - 1827) = 107
• Friedrich Froebel(1782 - 1852) = 107
• Maria Montessori(1870 - 1952) = 108
• Influential theorists of child development = 109
• Erik Erikson(1902 - 1904) = 109
• Jean Piaget(1896 - 1980) = 111
• B. F. Skinner(1904 - 1990) = 114
• Lev Semanovich Vygotsky(1896 - 1934) = 115
• Application of theories in early childhood education = 117
• Montessori programs = 118
• The environment = 118
• The children = 118
• The teachers = 119
• The materials = 119
• The curriculum = 119
• The Bank Street approach = 120
• The environment = 121
• The curriclum = 121
• The teachers = 122
• The Cognitively Oriented Curriculum = 122
• The environment = 123
• The schedule = 123
• The curriculum = 123
• The Reggio Emilia approach = 125
• The environment = 125
• The curriculum = 125
• The teachers = 130
• The Bereiter-Engelmann model = 130
• The curriculum = 132
• The environment = 132
• The schedule = 133
• The teachers = 133
• Evaluations = 133
• Research support for early childhood education = 134
• The effects of early intervention = 134
• The effects of early childhood programs on low-risk children = 136
• Chapter 6 : Goals, Objectives, and Evaluation = 141
• Goals = 141
• Objectives = 141
• Developmental objectives = 142
• Content objectives = 143
• Behavioral objectives = 144
• Evaluation = 145
• Observation = 145
• Types of observation = 145
• Characteristics of good observations = 148
• Interpreting observations = 149
• Some observational techniques = 150
• Teacher-designed instruments = 151
• Checklists = 151
• Rating scales = 152
• Standardized tests = 153
• Screening tests = 154
• Developmental tests = 155
• Intelligence tests = 155
• Readiness tests = 156
• Concerns about use of evaluation instruments = 156
• Selecting and using evaluation methods = 158
• Information about children = 160
• Information for program planning = 160
• Information for parent feedback = 161
• Part Ⅳ The Where of Early Childhood Education
• Chapter 7 : The Physical Environment = 165
• Effects of the physical environment = 165
• Effect of the environment on children = 166
• Effect of the environment on teachers = 167
• Arranging the indoor environment = 167
• Fixed features = 167
• Movable features = 169
• Learning centers = 171
• Safety = 173
• Environments for infants and toddlers = 173
• Arranging the outdoor environment = 175
• Fixed outdoor play structures = 175
• Flexible outdoor play components = 177
• Adapting the environment = 178
• Developmentally appropriate equipment = 179
• Criteria for selecting equipment = 180
• Computers = 182
• Developmentally appropriate materials = 184
• Criteria for selecting materials = 184
• Teacher-made materials and resources = 186
• Parents' role in the early childhood environment = 187
• Part Ⅴ The How of Early Childhood Education - Curriculum
• Chapter 8 : Scheduling and Curriculum Planning = 191
• Components of the early childhood schedule = 191
• Activity time = 192
• Large group activities = 193
• Small group activities = 194
• Outdoor activity = 194
• Cleanup = 195
• Meals = 195
• Nap or rest = 196
• Transitions = 196
• Scheduling for infants and toddlers = 196
• Guidelines for program scheduling = 196
• Alternating active and quiet times = 198
• Balancing child-initiated and teacher-initiated activities = 198
• Activity level of the children = 198
• Developmental level of the children = 199
• Arrival of children = 200
• Seasonal considerations = 200
• Types of schedules = 200
• Examples of schedules = 201
• Flexibility of the schedule = 203
• What is curriculum? = 204
• Elements of the curriculum = 206
• Program philosophy and curriculum = 206
• Goals and objectives and the curriculum = 207
• Evaluation and the curriculum = 207
• Children's development and curriculum = 208
• Curriculum content = 208
• Children as the focus of curriculum = 209
• The family as the focus of curriculum = 209
• The community as the focus of curriculum = 210
• Developing written plans = 211
• Planning the overall curriculum = 211
• Units = 212
• Lesson plans = 214
• Activities = 215
• Staff planning = 216
• Parent involvement in the curriculum = 216
• Chapter 9 : Creative Development Through the Curriculum = 219
• What is creativity? = 219
• Creativity and the split brain = 220
• An environment that encourages creativity = 221
• Attitudes that encourage creativity = 221
• A physical environment that encourages creativity = 224
• Art = 225
• Theories of art development = 226
• Psychoanalytic theory = 226
• Perceptual theory = 226
• Cognitive theories = 227
• Developmental theories = 227
• Two-dimensional graphic arts = 228
• Drawing = 228
• Painting = 230
• Printmaking = 232
• Three-dimensional modeling arts = 232
• Paly dough and clay = 232
• Collage = 234
• Woodworking = 235
• Aesthetic appreciation = 237
• Music = 238
• Music and child development = 239
• Listening = 240
• Singing = 241
• Playing musical instruments = 242
• Movement and music = 244
• Creative movement activities = 244
• Parental values for creativity = 244
• Factors that decrease creativity = 245
• Television and creativity = 245
• Chapter 10 : Physical Development Through the Curriculum = 249
• A developmental framework for motor development = 249
• Components for motor development = 250
• Body control = 251
• Manual control = 252
• Sensory-perceptual development = 255
• The senses = 255
• The kinesthetic sense = 256
• Perceptual development = 257
• Perceptual motor skills = 257
• Gross motor activities = 258
• Physical fitness = 258
• Outdoor play = 261
• The benefits of outdoor play = 261
• Outdoor activities = 262
• Blocks = 262
• Benefits of block play = 262
• Stages of block play = 262
• Types of blocks = 263
• Teachers' role in block play = 266
• Fine motor activites - manipulatives = 267
• Benefits of manipulatives = 267
• Types of manipulatives = 267
• Puzzles = 267
• Games = 268
• Construction toys = 268
• Small blocks = 269
• Miscellaneous manipulatives = 269
• Sensory activities = 269
• Water and sand play = 269
• Sensory concepts = 270
• Caring for the body = 271
• Nutrition education and cooking = 272
• Nutrition education = 272
• Cooking experiences = 273
• Health = 275
• Safety = 276
• Parental values related to physical development and care = 276
• Chapter 11 : Cognitive Development Through the Curriculum = 279
• Theoretical foundation of cognitive development = 279
• Behaviorism = 280
• Piaget's theory of cognitive development = 280
• The sensorimotor period = 281
• The preoperational period = 282
• The concrete operations period = 282
• Information processing = 283
• An information processing model = 284
• Memory = 284
• Enhancing infants' cognitive development = 285
• Cognitive tasks = 286
• Classification = 286
• Seriation = 288
• Number concepts = 288
• Temporal concepts = 290
• Spatial concepts = 291
• Acquisition of information = 292
• Math = 293
• Science = 294
• Biological sciences = 295
• The human body = 295
• Animals = 296
• Plants = 297
• Physical sciences = 299
• Physics = 299
• Chemistry = 301
• Meteorology = 301
• Parental values for cognitive development = 301
• Chapter 12 : Language Development Through the Curriculum = 305
• Theoretical views of language development = 305
• Behaviorist view of language development = 306
• Innatist view of language development = 306
• Interactionist view of language development = 307
• Components of language = 307
• Early language development = 308
• Language meaning = 308
• Vocabulary = 308
• Semantics = 309
• Language rules = 310
• Morphology = 310
• Syntax = 310
• Pragmatics = 310
• Bilingualism = 311
• Second-language teaching strategies = 314
• Dialects = 315
• Language and the early childhood curriculum = 316
• Spontaneous language = 316
• Conversations = 318
• Playing with language = 319
• Language activities = 320
• Books = 320
• Poetry = 321
• Storytelling = 323
• Flannel board stories = 323
• Lap board stories = 323
• Story enactment = 324
• Puppets = 324
• Emergent literacy = 324
• Learning to write = 325
• Learning to read = 326
• Implications = 326
• Promoting literacy development = 327
• Parental values for language development = 329
• Chapter 13 : Social Development Through the Curriculum = 333
• Theoretical Views of the socialization process = 333
• The constructivist view of socialization = 334
• The behaviorist view of socialization = 334
• The Vygotskyan view of socialization = 335
• Development of social competence = 335
• Peer interaction = 337
• Friendship = 337
• Gender role development = 338
• Guidelines for nonsexist teaching = 341
• Racial and cultural awareness and attitudes = 342
• Guidelines for teaching about race and culture = 343
• Sensitivity toward the disabled = 347
• Moral development = 347
• Piaget's view of moral development = 348
• Kohlberg's stages of moral development = 348
• Guidelines for promoting moral development = 350
• Development of prosocial behaviors = 351
• Sociodramatic play = 352
• Cooperative games = 353
• Reflecting the family's culture and values = 355
• Part Ⅵ, The How of Early Childhood Education - Guidance
• Chapter 14 : Guiding Routines and Group Activities = 359
• Arrival and departure times = 359
• Morning health check = 360
• The new child at school = 362
• Departure time = 363
• Meals and eating behavior = 363
• Feeding infants = 364
• Nutritional needs of young children = 364
• Providing nutritious meals that children will eat = 365
• Encouraging healthy eating habits = 368
• Problem-eating behaviors Food assistance programs = 370
• Diapering and toileting = 370
• Toilet accidents = 373
• Bathroom facilities = 373
• Toothbrushing = 374
• Sleep and rest times = 374
• Infant sleep patterns and needs = 374
• Children who don't need to sleep = 375
• Nap guidelines = 375
• Problem sleepers = 376
• Parental concerns about routines = 377
• Factors that affect group behavior = 378
• The physical environment = 378
• Developmentally appropriate expectations = 378
• Coveying expectations = 379
• Rules = 380
• Group guidance and the daily schedule = 381
• Arrival and departure times = 381
• Activity time = 382
• Meals = 383
• Group times = 384
• Transitions = 387
• The unusual situation = 388
• Planned unusual events = 389
• Field trips = 389
• Walks = 390
• Unplanned unusual situations = 391
• Chapter 15 : Guiding Social Behaviors = 393
• What behaviors do we expect of young children? = 393
• Philosophies of guidance = 394
• Dreikurs' Child Guidance Centers = 395
• Gordon's Teacher Effectiveness Training = 396
• Behavior management = 397
• Factors in selecting a guidance technique = 399
• Important definitions = 400
• Some techniques of guidance = 401
• How do you handle infants? = 401
• Thorough and creative planning = 401
• Reinforcement = 402
• Attention = 403
• Ignoring = 404
• Time-out = 405
• Prevention = 406
• Redirection = 407
• Discussion = 407
• Problem solving = 407
• What is the difference between normal and problem behavior? = 408
• Factors that affect children's behavior = 410
• Clear-cut guidelines = 410
• Health and related problems = 411
• Individual temperament = 413
• The child's family = 414
• Dealing with specific behavior problems = 415
• Aggressive children = 416
• Toddlers who bite = 418
• Shy children = 423
• Working with parents to solve behavior proplems = 426
• Chapter 16 : Helping Children Cope With Stress = 429
• Defining stress and coping = 429
• Stages of stress = 430
• Sources of stress in children's lives = 431
• Family stressors = 431
• Divorce = 431
• Poverty and homelessness = 432
• Other family stressors = 434
• Fast-paced family life = 434
• Child abuse and neglect = 434
• Health stressors = 436
• Death = 438
• Preschoolers' understanding death = 438
• Bereavement = 440
• Children's fears = 440
• Community violence = 442
• Children's reactions to stress = 442
• Resilient children = 443
• Techniques to help children cope with stress = 444
• A consistent, supportive atomsphere = 444
• Communication = 447
• Bibliotherapy = 448
• Relaxation techniques = 448
• Play and coping with stress = 450
• Self-protection programs = 451
• Helping families cope with stress = 452
• References = 455
• Glossary = 477
• Key Questions = 487
• Name Index = 493
• Subject Index = 501