Introduction to early childhood education

605 Pages·2014·17.742 MB·English

by  Essa, Eva

Connection of this Book to Developmentally
Appropriate Practice (DAP)
Developmentally Appropriate Practice (DAP) is one of the
hallmarks of the fi eld of early childhood education. Throughout Developmentally appropri-
this 6th edition, you will fi nd strong linkages to NAEYC’s Posi- ate practices derive from deep
tion Statement and book, Developmentally Appropriate Practice knowledge of child development prin-
in Early Childhood Programs Serving Children from Birth to ciples and of the program’s children in
particular, as well as the context within
Age 8. Below is a summary of the information presented in this
which each of them is living. The younger
book as it relates to DAP. Look for the DAP icon in the margins
the child, the more necessary it is for
for places where this connection is made.
practitioners to acquire this particular
knowledge through relationships with
children’s families.
Developmentally Appropriate Practice
Copple & Bredekamp, 2009, p. 22
Part of Text Chapter # Chapter Title DAP Connections to…
WHAT 1 The Scope and Need for …the purpose and mission of DAP;
Early Childhood Education indicators of program quality and research
support for high quality programs
WHO 2 The Children …development and appropriate practices
for children of different ages; importance
of play
3 The Families …the value of understanding and developing
relationships with families; the importance of
cultural and community context
4 The Teachers/Caregivers …the signifi cance of teachers who are
refl ective, purposeful, and thoughtful
WHY 5 Rationale Supporting Early …the impor6t0a549n_0c3_ech0 3o_pf0 6t4-h08e8.inoddry64 and research as 8/26/09 6:01:20PM
Childhood Education the foundation for appropriate practice
6 Accountability, Standards, …the link between experience and
and Assessment assessment; the relationship between
standards and DAP
WHERE 7 The Physical Environment …environments that are safe and promote
independence and exploration; developmen-
tally appropriate materials, including computer
programs
Part of Text Chapter # Chapter Title DAP Connections to…
HOW - I 8 Scheduling and Curriculum …curriculum that is coherent and tied to
Planning goals; the importance of scheduling ample
time for play and projects
9 Creative Development …meaningful integration of creative
through the Curriculum activities; the link between the development
of creativity and learning
10 Physical Development …the role of both play and planned
through the Curriculum movement activities in a physically
active and healthy life; the importance of
opportunity to develop fi ne motor control
11 Cognitive Development …focusing on active learning by building on
through the Curriculum children’s natural curiosity; appropriate math
and science concepts
12 Language Development …enriching and extending children’s interest
through the Curriculum in language; appropriate bilingual practices;
fi ndings of the National Early Literacy Panel
report
13 Social Development through …supporting positive relations with others,
the Curriculum including friendships; the value of
sociodramatic play
HOW - II 14 Guiding Routines and …setting consistent and reasonable limits
Group Activities on behavior; developmentally appropriate
expectations
15 Guiding Social Behaviors …guiding behavior in the context of respect and
caring; using confl ict among children
and misbehavior as learning opportunities
16 Helping Children Cope …helping children develop coping skills and
with Stress resilience; helping to protect children from
destructive stressors
Epilogue Pulling it All Together: An …all aspects of the book, which are summarized
Early Childhood Classroom through a real-life example of a day with a group
Observation of children and teachers in an early childhood
classroom
Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally Appropriate Practice in Early Childhood Programs
Serving Children from Birth through Age 8 (3rd Ed.). Washington, D.C.: National Association for the Education of
Young Children.
Introduction to
Early Childhood
Education
Sixth Edition
Annotated
Student’s
Edition
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Eva L. Essa
University of Nevada, Reno
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Introduction to Early Childhood © 2011, 2008 Wadsworth, Cengage Learning
Education, Annotated Student’s
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Edition, Sixth Edition
herein may be reproduced, transmitted, stored, or used in any form
Eva L. Essa
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Brief Contents
Preface / XV
PART I
The What of Early Childhood Education CHAPTER 1 The Scope of and Need for Early Childhood
1 Education / 3
PART II CHAPTER 2 The Children / 31
The Who of Early Childhood Education CHAPTER 3 The Families / 64
29 CHAPTER 4 The Teachers/Caregivers / 89
PART III CHAPTER 5 Rationale Supporting Early Childhood
The Why of Early Childhood Education Education / 121
119 CHAPTER 6 Accountability, Standards,
and Assessment / 163
PART IV
The Where of Early Childhood Education CHAPTER 7 The Physical Environment / 191
189
PART V CHAPTER 8 Scheduling and Curriculum Planning / 221
The How of Early Childhood CHAPTER 9 Creative Development through
Education—Curriculum the Curriculum / 254
219 CHAPTER 10 Physical Development through
the Curriculum / 292
CHAPTER 11 Cognitive Development through
the Curriculum / 326
v
vi Brief Contents
CHAPTER 12 Language Development through
the Curriculum / 359
CHAPTER 13 Social Development through
the Curriculum / 391
PART VI CHAPTER 14 Guiding Routines and Group
The How of Early Childhood Activities / 423
Education—Guidance CHAPTER 15 Guiding Social Behaviors / 459
421
CHAPTER 16 Helping Children Cope with Stress / 491
Pulling It All Together: An Early Childhood
Classroom Observation / 517
Appendix / 525
1
Glossary / 533
References / 543
Name Index / 563
Subject Index / 569
Chapter Contents
Family Support Family Involvement / 23
Preface / XV
Quality as a Combination of Factors / 23
The Future of Early Childhood Education / 23
PART I
The What of Early
PART II
Childhood Education
The Who of Early
1
Childhood Education
29
CHAPTER 1
The Scope of and Need for Early Childhood
CHAPTER 2
Education / 3
The Children / 31
Developmentally Appropriate Practice (DAP) / 4
Children—Similarities / 32
The Growth of Early Childhood Education / 4
Age-Related Commonalities among
Changes in Family Life / 5
Children / 32
Benefits of Early Childhood Education / 7
Self-Esteem / 40
Child Advocacy / 7
The Brain and Children’s Development / 42
Take a Closer Look: “Child Care—A Wise
Play / 43
Economic Investment” / 8
Take a Closer Look: ”What Has Happened to
What is Included in Early Childhood Education? / 9
Children’s Play?” / 44
Purpose of Programs / 9
Children—Uniqueness / 48
Program Settings / 10
Temperament / 48
Ages of Children / 11
Culture / 48
Sources of Support for Programs / 13
Children with Disabilities / 49
Stories from the Field: “Meeting
Inclusion / 50
Multiple Needs” / 15
Characteristics of Children with Disabilities / 51
Publicly Supported Programs / 16
Stories from the Field: “Tayla: A Very Special
Defining Quality In Early Childhood
Little Girl” / 53
Programs / 18
Working with Families of Children with
Child–Adult Ratio / 18
Disabilities / 60
Group Size / 19
Staff Qualifications / 20
Developmental Appropriateness of the CHAPTER 3
Program / 20 The Families / 64
Child–Adult Interaction / 21
A Theoretical Perspective / 65
Staff Consistency / 21
The Changing American Family / 66
Respect and Concern for Staff / 22
Family Forms / 66
Physical Environment / 22
vii