Beginnings & beyond : foundations in early childhood education

Gordon, Ann Miles (author.). Browne, Kathryn Williams, (author.).

Summary: In a clear and easy-to-understand style, BEGINNINGS AND BEYOND: FOUNDATIONS IN EARLY CHILDHOOD EDUCATION, 10th Edition lays out basic questions any student of early childhood education -- including you -- would want answered. It also presents key concepts, the latest research, and practical examples so that questions are thoroughly answered. Coverage of the current Developmentally Appropriate Practices (DAP) is woven throughout the text, as is material on diversity and development, which enables you to understand that issues of age, gender, race/ethnicity, ability, and family are part of every aspect of teaching and learning. Every chapter has a feature focused on how brain-based research is connected to development, and another that highlights intentional teaching. Through its tone, visuals, and pedagogy, the book is accessible to and respectful of readers with a range of abilities and learning styles.

Record details

ISBN: 9781305500969
ISBN: 1305500962
Physical Description: print
xix, 527, [42] pages : illustrations (chiefly color) ; 29 cm
Edition: 10th edition.
Publisher: Boston, MA : Cengage Learning, ©2017.

Content descriptions

Formatted Contents Note:

Machine generated contents note: 1. History of Early Childhood Education -- Introduction -- Teaching with Intention: Why Does History Help? -- Defining the Terms -- World Influences -- European Roots -- Beyond European Perspectives -- Diversity: Finding Your Place at the Table -- American Influences -- Field Expands: Kindergarten -- Patty Smith Hill -- Foundational Base: Nursery Schools -- Midcentury Developments -- Civil Rights and Head Start -- War on Poverty: Head Start -- From Sputnik to High/Scope -- Infant-Toddler Care -- Contemporary Developments -- Interdisciplinary Influences -- Education -- Psychology -- Themes in Early Childhood Education -- Ethic of Social Reform -- Brain Research Says: What Is Neuroscience, and Why Should We Care? -- Importance of Childhood -- Transmitting Values -- DAP: Making Good Teaching a Professional Enterprise -- Professionalism -- Summary -- Key Terms -- Review Questions -- Observe and Apply -- Helpful Websites -- References -- 2. Types of Programs -- Developmentally Appropriate Practice in Early Childhood Programs -- Three Core components of DAP -- Guidelines for DAP -- Developmentally and Culturally Appropriate Practices (DCAP) -- Teaching with Intention: DAP in Action: What It Looks Like -- Diversity: Connecting Cultures between Home and School -- Early Childhood Core Programs -- Factors That Determine Types of Programs -- Special Program Features -- Core of Programs of Early Childhood Education -- Variations of Core Programs -- Head Start: An Early Intervention Model -- Variety of Early Childhood Program Options -- Infant/Toddler Programs -- Brain Research Says: Prime Time for Infants -- Kindergarten -- Common Core Standards -- Early Elementary/Primary Grades -- Homeschooling -- Assessing Program Quality -- Indicators of Quality -- Issues That Affect Quality -- DAP: High-Quality Programs = DAP -- Process of Assessing Programs -- Essential Steps Before You Begin -- Implement the Findings -- Summary -- Key Terms -- Review Questions -- Observe and Apply -- Helpful Websites -- References -- 3. Defining the Young Child -- Whole Child -- Developmental Domains -- Growth Is Interrelated -- Developmental Ages and Stages: Major Milestones -- Value of Word Pictures -- Teaching with Intention: Using Word Pictures -- Applying Word Pictures to Teaching Strategies -- Culture, Race, and Ethnic Considerations -- DAP: Too Much or Too Little? -- Children with Diverse Abilities -- Factors That Influence Developmental Differences -- Planning for Diverse Abilities -- Children with Special Needs -- Attention Deficit/Hyperactivity Disorder (ADHD) -- Autism Spectrum Disorder -- Brain Research Says: Move It! An Antidote to ADHD -- Children Who Are Exceptionally Bright, Gifted, and Talented -- Inclusive Classroom -- Diversity: Inclusive? Yes! Welcoming? Maybe -- Summary -- Key Terms -- Review Questions -- Observe and Apply -- Helpful Websites -- References -- 4. Developmental and Learning Theories -- Introduction -- Major Theories -- Nature of Development -- Most Excellent Eight -- Psychodynamic Theory -- Sigmund Freud -- Erik Erikson -- Behaviorist Theory -- Behaviorists -- Theory of Behaviorism and Social Learning -- Teaching with Intention: Can Rewards Actually Punish? -- Applying Behaviorist Theory to Work with Children -- Cognitive Theory -- Jean Piaget -- Theory of Cognitive Development -- Applying Cognitive Theory to Work with Children -- DAP: Take Piaget with You -- Sociocultural Theory -- Lev Vygotsky -- Sociocultural Theory -- Applying Sociocultural Theory to Work with Children -- Ecological Theory -- Urie Bronfenbrenner -- Ecological Systems Theory -- Applying Ecological Theory to Work with Children -- Multiple Intelligences Theory -- Howard Gardner -- Theory of Multiple Intelligences -- Applying Multiple Intelligences Theory to Work with Children -- Maturation Theory -- Arnold Gesell -- Maturation Theory -- Applying Maturation Theory to Work with Children -- Humanistic Theory -- Humanists -- Theory of Human Needs -- Applying Humanistic Theory to Work with Children -- Developmental Topics -- Attachment -- Stages and Types of Attachment -- Moral Development -- Play -- Brain Function -- Brain Research Says: Connect the Dots: How Neuroscience Supports Theory and DAP -- Ethnicity and Cultural Diversity -- Language -- Gender -- Diversity: Male/Female Concepts in Girls and Boys -- Using Developmental and Learning Theories -- Basic Tenets -- Developmental Research Conclusions -- Conditions for Learning -- Teaching with Intention: Put Those Theories to Work! -- Summary -- Key Terms -- Review Questions -- Observe and Apply -- Helpful Websites -- References -- 5. Teaching: A Professional Commitment -- Today's Early Childhood Teachers -- Comparison with Teaching in Other Educational Settings -- Diversity: Can You Speak Spanish? Chinese? Arabic? -- Early Childhood Teacher's Role: Professionalism in Action -- Brain Research Says: Staying the Course/Shaping Young Minds -- Personal Attributes of Early Childhood Educators -- Becoming a Professional: What You Need to Know -- Professional Standards for Teacher Preparation -- Essential Attributes of a Professional Teacher -- When Parents -- When Another Teacher -- When the Administrator -- Teaching with Intention: Practice Intentional Teaching -- Team Teaching: A Professional Collaboration -- Team Composition -- Role Definition and Satisfaction -- Flexibility -- Open and Frequent Communication -- Who Am I? -- Mutual Respect and Acceptance -- Evaluations -- Why Team Teaching Works -- Performance Assessment: Key to Improved Teaching Practices -- Purposes for an Annual Performance Review -- Components of an Effective Assessment -- Who Are the Evaluators? -- Types of Assessments -- DAP: Portfolio-Based Assessment -- Field Experience: Practice What You Teach -- Learning Through the Practicum Experience -- Summary -- Key Terms -- Review Questions -- Observe and Apply -- Helpful Websites -- References -- 6. Observation and Assessment of Children -- Key Elements and Purposes of Observation -- What Is Observation? -- Why Observe? -- Diversity: How Do We Assess Young English-Language Learners? -- Contexts for Understanding Observations -- Children as Individuals -- Children in General -- Developmental Relationships -- Influences on Behavior -- Understanding of Self -- Common Types of Observation Systems -- Key Elements of Observation -- Types of Observation -- How to Observe and Record Effectively -- Observing While Teaching -- Brain Research Says: Observation: Capture the Brain at Work or Overload -- Goals and Tools of Child Assessment -- Why Evaluate? -- DAP: Early Intervention Spells HOPE -- Types of Assessments -- Early Learning Standards -- Common Core -- Testing and Screening -- Concerns About Assessment -- Using Observation and Assessment Information -- Teaching with Intention: From Observation to Intention and Action -- Summary -- Key Terms -- Review Questions -- Observe and Apply -- Helpful Websites -- References -- 7. Guiding Children's Behavior -- Understanding Children's Behavior -- Guidance Triangle -- Theories -- Factors That Affect Behavior -- Guidance, Discipline, and Punishment: What Works -- What Is Guidance? -- Diversity: Punishment: Is It Culturally Determined? -- Teaching with Intention: Inductive Guidance and the Firefighter Rules -- What Is Discipline? -- What Is Punishment? -- Toward Self-Discipline -- Language of Guidance and Discipline -- Promoting a Caring Classroom Community Through Guidance -- Developmentally Appropriate Guidance -- DAP: Developmentally Appropriate Guidance for Children with Special Needs -- Culturally Appropriate Guidance -- Behavior Models -- Consistency -- Realistic Expectations -- Actively Observe -- Preventing Misbehavior -- Indirect Guidance -- Guidance Ladder: Ten Effective Strategies -- Ignoring Behavior -- Brain Research Says: Do Rewards Work? -- Active Listening and "I" Messages -- Reinforcement -- Redirection and Distraction -- Giving Children Choices -- Setting Limits -- Active Problem Solving -- Natural and Logical Consequences -- Time Out -- Physical Intervention -- Behavior That Is Challenging -- Summary -- Key Terms -- Review Questions -- Observe and Apply -- Helpful Websites -- References -- 8. Families and Teachers: Partners in Education -- Promoting Strong and Effective Partnerships -- Historical Overview -- Strengthening the Partnership -- Becoming Full and Equal Partners -- Complexity of Today's Families -- Understanding Parenthood -- Families with Diverse Needs -- Valuing Family Culture -- Families of Dual-Language Learners -- Enhancing Communication to Support Learning -- Education and Involvement -- Strategies for Keeping in Touch -- Diversity: Immigrant Families -- DAP: Scaffolding Parent Involvement -- Separation Process: Learning to Trust One Another -- Brain Research Says: What Shall We Tell the Parents? -- Parent/Family[—]Teacher Conferences -- Teaching with Intention: Saying Good-Bye -- Maintaining Privacy and Confidentiality -- Summary -- Key Terms -- Review Questions -- Observe and Apply -- Helpful Websites -- References -- 9. Creating Environments -- Criteria for Creating Environments -- Definition and Characteristics -- Developmentally Appropriate Learning Environments -- Three Core Aspects of DAP Environments -- Anti-Bias Environment -- Diversity: A Place at the Table --