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Author:   Michael Henniger ,  Michael Henniger
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   6th edition
Dimensions:   Width: 20.00cm , Height: 2.00cm , Length: 25.00cm
Weight:   0.895kg
ISBN:  

9780134013718

ISBN 10:   0134013719
Pages:   560
Publication Date:   31 May 2016
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Professional & Vocational
Format:   Mixed media product
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

PART I: INTRODUCTION TO THE FIELD 1. Overview of the Profession 2. Historical Contexts 3. Early Childhood Program Models PART II: FOUNDATIONS 4. Understanding How a Child Develops and Learns 5. Play in Childhood 6. Guiding Young Children 7. Working with Families and Communities 8. Diversity and Young Children PART III: ORGANIZING FOR INSTRUCTION 9. Planning the Physical Environment: Indoors 10. Planning the Physical Environment: Outdoors 11. Developmentally Appropriate Curriculum PART IV: THE CURRICULUM 12. Health and Wellness 13. Supporting Emotional and Social Development 14. Mathematics, Science, and Social Studies Learning 15. Language and Literacy Learning 16. The Creative Arts 17. Technology and Young Children DETAILED TABLE OF CONTENTS PART I: INTRODUCTION TO THE FIELD 1. Overview of the Profession 2 Essentials of Early Care and Education 4 Understand Children and Their Development 4 / Provide Opportunities to Play 5 / Guide Social and Emotional Development 7 / Work with Parents, Families, and the Community 8 / Understand and Respect Diversity 9 The Scope of Early Care and Education 10 Infant/Toddler Programs 10 / Preschool Programs 12 / Child-Care Programs 12 / Programs for Children with Special Needs 14 / Kindergartens 15 / Primary Education 16 Funding: Who Pays for Early Education? 17 For-Profit Programs 17 / Cooperative Programs 18 / Federally Funded Programs 18 / State and Locally Funded Programs 19 / Corporate Child Care 20 / College- and University-Supported Programs 20 Teaching Young Children 21 The Power of Teaching 21 / Roles of the Early Childhood Educator 21 / Responsibilities of the Early Childhood Educator 22 / Skills Needed to Teach Young Children 23 / Should I Enter the Profession? 25 Professional Preparation of Early Childhood Professionals 27 The CDA Credential 27 / Two-Year, or Associate Degree, Programs 28 / Four-Year Programs 28 / Coordinating Efforts 29 / Advanced Degrees 29 Resources for Professional Development 30 Professional Organizations 30 / Journals 31 / Reference Materials 31 Summary 32 2. Historical Contexts 34 Historical Figures Influencing Early Care and Education 36 European Contributors 36 / American Influences 46 Recent American Contributors 50 Historical Events Influencing Early Care and Education 53 Child Study Movement 53 / The Great Depression 54 / World War II 54 / The Launching of Sputnik 55 / The War on Poverty 55 / No Child Left Behind Act and Race to the Top-Early Learning Challenge 56 Summary 58 3. Early Childhood Program Models 60 The Montessori Program 62 Montessori's Work Experiences 63 / Montessori Materials 64 / Classroom Organization 65 / Role of the Early Childhood Professional 66 / Children Served 67 The High/Scope Curriculum Model 68 Theoretical Basis 69 / The Plan-Do-Review Sequence 69 / The Curriculum 70 / Structure of the Class Day 71 / The High/Scope Professional's Role 72 / Research on the High/Scope Model 72 / Children Served 73 Waldorf Education 73 Theoretical Perspectives 73 / Role of the Waldorf Professional 74 / Sample Teaching Strategies 74 The Bank Street Model 75 Theoretical Underpinnings 75 / Program Goals 76 / Governing Principles 76 / Curriculum and Materials 77 / Children Served 77 The Reggio Emilia Program 79 The Environment 80 / Children, Families, and Reggio Emilia Professionals 80 / Cooperation, Collaboration, and Organization 80 / The Atelierista 81 / The Importance of Documentation 82 / Projects 82 / Children Served 84 Summary 85 PART II: FOUNDATIONS 4. Understanding How a Child Develops and Learns 86 Key Perspectives on Learning and Development 88 John Bowlby (1907-1990) 88 / Abraham Maslow (1908-1970) 90 / Howard Gardner (1943- ) 91 / Maria Montessori (1870-1952) 92 / Lev Vygotsky (1896-1934) 93 / Erik Erikson (1902-1994) 94 / Jean Piaget (1896-1980) 95 / Urie Bronfenbrenner (1917-2005) 96 / Jack Shonkoff and Deborah Phillips 97 / Ellen Galinsky 99 Children: Developmental Similarities and Differences 101 Infants and Toddlers 101 / Children Ages 3 through 5: The Preschool Years 104 / Children Ages 6 through 8: The Primary School Years 108 / Children with Special Needs 110 The Developmentally Appropriate Classroom 115 Summary 119 5. Play in Childhood 120 Defining Play 122 Characteristics of Play 122 / Descriptors of Play 123 Why Children Play: Theories 126 Classical Theories 126 / Contemporary Theories 127 Cognitive and Social Play 129 Cognitive Play 129 / Social Play 129 Benefits of Play 133 Intellectual Growth through Play 133 / Building Social Skills 136 / Language and Literacy Development 136 / Physical Development and Health 137 / Emotional Development 139 / Play and Creativity 140 Facilitating Childhood Play 141 Preparing the Play Environments 141 / Creating a Climate for Play 142 / Promoting the Importance of Play 143 / Adult Involvement in Play 144 Summary 146 6. Guiding Young Children 148 What Is Guidance? 150 Supporting Emotional and Social Development 150 / Growing toward Self-Regulation 151 / Learning to Function as a Productive Member of Society 152 Components of Guidance 152 Indirect Guidance 154 / Building Relationships 156 / Physically Guiding Children 157 / Verbal Guidance 157 / Conflict Resolution Strategies 159 Guidance Applications 162 Feelings and Emotions 162 / Routines 165 / Social Interactions 167 / Group Guidance 170 Summary 173 7. Working with Families and Communities 174 Family Life Today 177 Extended Family Members Caring for Children Together 177 / Living Together as a Multigenerational Family 178 / Single Parents and Families Experiencing Separation and Divorce 178 / Changes in Family Structure: Blending and Forming New Families 179 / Working Families 179 / Older and Younger Parents 179 / Family Mobility 180 / Families Experiencing Homelessness 181 / Families with Lesbian, Gay, Bisexual, and Transgender Members 181 / Families That Have Children with Special Needs 181 / Families with Foster Children 183 / Families with Children Who Are Adopted 183 / Linguistic Diversity 184 / Ethnic/Cultural Diversity 184 Benefits and Potential Conflicts 185 Benefits to Early Childhood Professionals 185 / Benefits to Families 186 / Benefits to Children 186 / Potential Conflicts 186 Building Strong Two-Way Relationships 188 Providing Mutual Support 188 / Communication: The Key 188 / Effective Communication Strategies 191 / Understanding Beliefs and Attitudes 197 / Family-Friendly Schools 199 Engaging Families 200 In Early Childhood Settings 200 / At Home 201 Connecting with the Community 202 Involving the Community in the Early Childhood Setting 203 / Involving the Early Childhood Program in the Community 203 / Advocacy and Public Policy 204 Summary 204 8. Diversity and Young Children 206 Attitudes toward Diversity 208 Racial/Cultural Attitudes 208 / Attitudes about Gender 210 / Sexual Orientation 211 / Children with Special Needs 212 / English Language Learners 213 / Religious Diversity 215 Biased Responses to Diversity 215 Ignore Diversity 215 / The Tourist Approach 216 Understanding Our Own and Others' Diverse Identities 216 Begin with Self-Analysis 217 / Talk about Differences 217 / Talk about Similarities 218 / Expose Children to Diversity 218 Integrating Diversity and Social Justice throughout the Curriculum 218 Culturally Relevant Teaching and Learning 219 / The Antibias Curriculum 220 / Using Toys That Promote Diversity 221 / Diversity through Games 222 / Quality Children's Literature 223 / The Visual-Aesthetic Environment 223 / Meaningful Diversity Experiences 224 / English Language Learners and the Curriculum 225 / Integrating Curriculum for Individuals with Special Needs 226 / Gender and the Curriculum 228 Summary 230 PART III: ORGANIZING FOR INSTRUCTION 9. Planning the Physical Environment: Indoors 232 Planning Guidelines 234 Basic Considerations 234 / Selecting Equipment and Materials 238 / Changing the Physical Environment 240 / Health and Safety Considerations 242 / Environmentally Friendly Indoor Spaces 243 Centers-Based Early Childhood Programs 244 Art Center 245 / Manipulative Center 245 / Literacy Center 245 / Block Center 247 / Housekeeping Center 248 / Dramatic Play Center 249 / The Music Center 250 / Discovery/Science Center 250 / Other Creative Centers 250 Infant/Toddler Environments 253 Developmental Considerations 253 / Spaces and Centers 254 Preschool Spaces 254 Planning Considerations 254 / Center Organization 256 Kindergarten and Primary Classrooms 256 Academic Issues 258 / Areas and Centers 258 Summary 261 10. Planning the Physical Environment: Outdoors 262 Importance of Outdoor Play 264 Committing to the Outdoor Environment 265 Planning Guidelines 266 Basic Considerations 267 / Selecting Equipment and Materials 271 / Planning for Change in the Outdoor Environment 272 / Health and Safety Considerations 275 Outdoor Play Areas 277 Transition Area 277 / Manipulative/Construction Area 277 / Dramatic Play Area 277 / Physical Area 278 / Sand/Water Play Area 278 / Natural Areas 278 Infant/Toddler Environments 280 Developmental Considerations 280 / Areas and Equipment 281 Preschool Playgrounds 281 Planning Considerations 283 / Area Organization 284 Kindergarten and Primary Playgrounds 284 Issues Concerning Recess 284 / Children with Special Needs 286 / Equipment and Its Organization 287 Summary 290 11. Developmentally Appropriate Curriculum 292 Creating a Developmentally Appropriate Curriculum 294 Identify Children's Needs and Interests 297 / Plan the Curriculum 299 / Engage in Assessment 303 The Integrated Curriculum 304 Why Implement an Integrated Curriculum? 305 / Planning and Preparation 306 / The Project Approach 308 Observation in Early Childhood Settings 310 Informal and Formal Observations 310 / Uses for Observations 311 / Becoming an Objective Observer 311 / Observation Strategies 312 Planning Activities and Lessons 315 Activity Planning 315 / Lesson Planning 315 Assessment 316 Standardized Assessments 318 / Developmental Screening in Early Childhood 318 / The Role of Observation in Assessment 318 / Documentation of Children's Learning 320 / The Portfolio and Its Use 320 Summary 323 PART IV: THE CURRICULUM 12. Health and Wellness 324 Importance of Health and Wellness 326 Physical Education and Its Importance 326 / The Values of Health Education 329 / Safety Education and Young Children 330 / Working with Families 331 Physical Education 332 Basic Considerations 332 / Instructional Strategies for Physical Education 333 / Physical Development and Play 334 / Organized Physical Activities 335 / Games and Activities: Indoors 337 / Games and Activities: Outdoors 339 Health Education 342 Nutrition 342 / Healthy Body Image 344 / Medical and Dental Health 345 / Illnesses 346 / Healthy Adults 347 Safety Education 348 Environmental Risks 348 / Accident Prevention 349 / Abuse and Neglect 351 Summary 352 13. Supporting Emotional and Social Development 354 Supporting Emotional Development 356 What Are Emotions? 356 / Dealing with Feelings 357 / Bullying 358 / Materials and Activities for Emotional Development 359 Facilitating Social Competence 361 Building a Sense of Self 363 / Adult-Child Relationships 363 / Peer Interactions 365 / Guiding Social Interactions 367 / The Environment and Materials 368 / Activities and Themes 370 Stress as a Factor in Emotional and Social Development 373 Stress Factors 373 / Helping Children Cope 375 / Adult Stress 376 Summary 377 14. Mathematics, Science, and Social Studies Learning 378 The Cognitive Curriculum: Developing Children's Thinking 380 Learning Facts 380 / Critical Thinking 381 / Problem Solving 381 / Lifelong Learning 382 / The Constructivist Approach 383 / Family Roles 384 Mathematics and Young Children 386 Classification 388 / Seriation 389 / Patterning 389 / Number Concepts 390 / Measurement 390 / Geometry 391 / The Language of Mathematics 391 Science Learning 392 Scientific Content 393 / The Scientific Process 396 Young Children and Social Studies 398 Understanding Self 399 / Understanding Others 400 Integrating Cognitive Learning throughout the Curriculum 401 Infant/Toddler Materials and Activities 402 / Children Ages 3 through 5 402 / The Primary Grades 403 Summary 405 15. Language and Literacy Learning 406 Language and Literacy Development 408 Theoretical Perspectives 408 / Language Development 409 / Linguistic Systems 410 / Literacy Development 410 Language and Literacy Learning 411 Facilitating Language Learning 412 / Language Learning Materials 417 / Assisting with Emergent Literacy 417 / Children's Books 422 / Writing Tools 425 / Writing Instruction 425 / Formal Reading Instruction 426 / Addressing the Needs of Diverse Language and Literacy Learners 427 Encouraging Family Involvement 428 Taking Advantage of Daily Living 430 / Simple Home Learning Tasks 430 Summary 431 16. The Creative Arts 432 What Is Creativity? 434 Defining Creativity 434 / Characteristics and Skills of Creative Individuals 435 / Assisting with the Creative Process 435 / Creativity and Play 436 The Young Artist 438 Why Include the Arts? 439 / Misconceptions about Art 440 / Developmental Trends in Art 441 / The Early Childhood Art Curriculum 442 / The Adult's Role in Art Experiences 442 / The Art of Reggio Emilia 444 / Art Activities 445 Music and the Young Child 448 The Importance of Music in Early Childhood 448 / Musical Development 450 / Movement and Music 451 / The Music Curriculum for Young Children 451 / Facilitating Musical Experiences 453 / Music Activities 454 Creative Dramatics, Theater, and Dance 456 Dramatic Play 456 / Theater 457 / Dance 458 Summary 459 17. Technology and Young Children 460 Developmentally Appropriate Technology 462 Electronic Screens 464 Television and Young Children 464 / The Video Game Dilemma 465 / Computers and Young Children 466 / Mobile Media: Tablets and Smartphones 472 / Selecting Software Applications for Young Children 473 Other Technologies 475 Digital Cameras 476 / Video/Audio Recorders and Players 476 / Interactive Whiteboards 477 / Internet Tools 477 Technology and Home-School Relations 479 Family Television Viewing 479 / Video Games in the Home 479 / Software Applications for the Home 481 / Tools for Communicating with Families 481 Summary 482 Glossary G-1 References R-1 Name Index I-1 Subject Index I-7

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Author Information

Michael Henniger is a retired professor emeritus of early childhood education at Western Washington University. Prior to his 20 years at Western Washington University, he taught early childhood education courses at Northern Illinois University, Central Washington University, and Southern Illinois University at Carbondale. His teaching and research interests include preschool and primary curriculum, play, learning environments, and family/community involvement in education. While completing his doctoral degree at the University of Texas at Austin, Dr. Henniger taught preschool children in the university lab school. His public school experiences were in rural Alaska, where he taught first and second grades and high school mathematics.

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