Major Trends and Issues in Early Childhood Education: Challenges, Controversies, and Insights (Early Childhood Education Series (Teachers College Pr)) PDF
Preview Major Trends and Issues in Early Childhood Education: Challenges, Controversies, and Insights (Early Childhood Education Series (Teachers College Pr))
EARLYCHILDHOODEDUCATIONSERIES Leslie R. Williams, Editor ADVISORYBOARD: Barbara T. Bowman, Harriet K. Cuffaro, Stephanie Feeney, Doris Pronin Fromberg, Celia Genishi, Stacie G. Goffin, Dominic F. Gullo, Alice Sterling Honig, Elizabeth Jones, Gwen Morgan, David Weikart Major Trends and Issues in Early Childhood Serious Players in the Primary Classroom: Education: Challenges, Controversies, and Empowering Children Through Active Learning Insights, 2nd Edition Experiences, 2nd Edition JOAN PACKER ISENBERG & SELMA WASSERMANN MARY RENCK JALONGO, Eds. Telling a Different Story: The Power of Projects: Teaching and Literacy in an Urban Preschool Meeting Contemporary Challenges in Early CATHERINE WILSON Childhood Classrooms—Strategies and Solutions Young Children Reinvent Arithmetic: JUDY HARRIS HELM & SALLEE BENEKE, Eds. Implications of Piaget’s Theory, 2nd Edition Bringing Learning to Life: The Reggio Approach CONSTANCE KAMII to Early Childhood Education Supervision in Early Childhood Education: LOUISE BOYD CADWELL A Developmental Perspective, 2nd Edition The Colors of Learning: Integrating the Visual JOSEPH J. CARUSO & M. TEMPLE FAWCETT Arts into the Early Childhood Curriculum The Early Childhood Curriculum: ROSEMARY ALTHOUSE, MARGARET H. JOHNSON, A Review of Current Research, 3rd Edition & SHARON T. MITCHELL A Matter of Trust: Connecting Teachers and CAROL SEEFELDT, Ed. Learners in the Early Childhood Classroom Leadership in Early Childhood: The Pathway to Professionalism, 2nd Edition CAROLLEE HOWES & SHARON RITCHIE Widening the Circle: Including Children with JILLIAN RODD Disabilities in Preschool Programs Inside a Head Start Center: Developing Policies from Practice SAMUEL L. ODOM, Ed. DEBORAH CEGLOWSKI Children with Special Needs: Uncommon Caring: Lessons for Early Childhood Professionals Learning from Men Who Teach Young Children MARJORIE J. KOSTELNIK, ESTHER ETSUKO ONAGA, JAMES R. KING BARBARA ROHDE, & ALICE PHIPPS WHIREN Teaching and Learning in a Diverse World: Developing Constructivist Early Childhood Multicultural Education for Young Children, Curriculum: Practical Principles and Activities 2nd Edition RHETA DeVRIES, BETTY ZAN, CAROLYN HILDEBRANDT, REBECCA EDMIASTON, PATRICIA G. RAMSEY & CHRISTINA SALES Windows on Learning: Documenting Young Children’s Work Outdoor Play: Teaching Strategies with Young Children JUDY HARRIS HELM, SALLEE BENEKE, JANE PERRY & KATHY STEINHEIMER Embracing Identities in Early Childhood Bringing Reggio Emilia Home: An Innovative Education:Diversity and Possibilities Approach to Early Childhood Education SUSAN GRIESHABER & GAILE S. CANNELLA, Eds. LOUISE BOYD CADWELL Bambini: Master Players: Learning from Children at Play The Italian Approach to Infant/Toddler Care GRETCHEN REYNOLDS & LELLA GANDINI & CAROLYN POPE EDWARDS, Eds. ELIZABETH JONES Educating and Caring for Very Young Children: Understanding Young Children’s Behavior: The Infant/Toddler Curriculum A Guide for Early Childhood Professionals DORIS BERGEN, REBECCA REID, & LOUIS TORELLI JILLIAN RODD Young Investigators: Understanding Quantitative and Qualitative The Project Approach in the Early Years Research in Early Childhood Education JUDY HARRIS HELM & LILIAN G. KATZ WILLIAM L. GOODWIN & LAURA D. GOODWIN (Continued) Early Childhood Education Series titles, continued Diversity in the Classroom: New Approaches to The Play’s the Thing: the Education of Young Children, 2nd Edition Teachers’ Roles in Children’s Play FRANCES E. KENDALL ELIZABETH JONES & GRETCHEN REYNOLDS Developmentally Appropriate Practice in Scenes from Day Care “Real Life” ELIZABETH BALLIETT PLATT CAROL ANNE WIEN Raised in East Urban Quality in Family Child Care and Relative Care CAROLINE ZINSSER SUSAN KONTOS, CAROLLEE HOWES, Play and the Social Context of Development in MARYBETH SHINN, & ELLEN GALINSKY Early Care and Education Using the Supportive Play Model: Individualized BARBARA SCALES, MILLIE ALMY, AGELIKI Intervention in Early Childhood Practice NICOLOPOULOU, & SUSAN ERVIN-TRIPP, Eds. MARGARET K. SHERIDAN, The Whole Language Kindergarten GILBERT M. FOLEY, & SARA H. RADLINSKI SHIRLEY RAINES & ROBERT CANADY The Full-Day Kindergarten: Children’s Play and Learning A Dynamic Themes Curriculum, 2nd Edition EDGAR KLUGMAN & SARA SMILANSKY DORIS PRONIN FROMBERG Experimenting with the World: Assessment Methods for Infants and Toddlers: John Dewey and the Early Childhood Classroom Transdisciplinary Team Approaches HARRIET K. CUFFARO DORIS BERGEN New Perspectives in Early Childhood Teacher The Emotional Development of Young Children: Education: Bringing Practitioners into the Debate Building an Emotion-Centered Curriculum STACIE G. GOFFIN MARION C. HYSON & DAVID E. DAY, Eds. Moral Classrooms, Moral Children: Creating a Young Children Continue to Reinvent Constructivist Atmosphere in Early Education Arithmetic—2nd Grade RHETA DeVRIES & BETTY ZAN CONSTANCE KAMII Diversity and Developmentally Appropriate The Good Preschool Teacher Practices WILLIAM AYERS BRUCE L. MALLORY & REBECCA S. NEW, Eds. A Child’s Play Life: An Ethnographic Study Understanding Assessment and Evaluation in Early Childhood Education DIANA KELLY-BYRNE The War Play Dilemma DOMINIC F. GULLO NANCY CARLSSON-PAIGE Changing Teaching, Changing Schools: & DIANE E. LEVIN Bringing Early Childhood Practice into Public Education–Case Studies from the Kindergarten The Piaget Handbook for Teachers and Parents FRANCES O’CONNELL RUST ROSEMARY PETERSON & VICTORIA FELTON-COLLINS Physical Knowledge in Preschool Education: Implications of Piaget’s Theory Promoting Social and Moral Development in Young Children CONSTANCE KAMII & RHETA DeVRIES CAROLYN POPE EDWARDS Caring for Other People’s Children: Today’s Kindergarten A Complete Guide to Family Day Care BERNARD SPODEK, Ed. FRANCES KEMPER ALSTON Visions of Childhood Family Day Care: Current Research for Informed Public Policy JOHN CLEVERLEY DONALD L. PETERS & ALAN R. PENCE, Eds. & D. C. PHILLIPS Reconceptualizing the Early Childhood Starting School Curriculum: Beginning the Dialogue NANCY BALABAN SHIRLEY A. KESSLER & BETH BLUE SWADENER, Eds. Ideas Influencing Early Childhood Education Ways of Assessing Children and Curriculum: EVELYN WEBER Stories of Early Childhood Practice The Joy of Movement in Early Childhood CELIA GENISHI, Ed. SANDRA R. CURTIS MAJOR TRENDS AND ISSUES IN EARLY CHILDHOOD EDUCATION Challenges, Controversies, and Insights SECOND EDITION EDITED BY JOAN PACKER ISENBERG MARY RENCK JALONGO FOREWORD BY SUE BREDEKAMP Teachers College, Columbia University New York and London Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 Copyright © 2003 by Teachers College, Columbia University All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. The principles of global education enumerated in Chapter 11 are adapted from Educating the Global Village: Including the Young Child in the World, 2nd ed., by L. B. Swiniarski, M.-L. Breitborde, & J.-A. Murphy. © 1999. Reprinted by permission of Pearson Education, Inc., Upper Saddle River, NJ. Library of Congress Cataloging-in-Publication Data Major trends and issues in early childhood education : challenges, controversies, and insights / edited by Joan Packer Isenberg, Mary Renck Jalongo ; foreword by Sue Bredekamp.—2nd ed. p. cm. — (Early childhood education series) Includes bibliographical references and index. ISBN 0-8077-4351-8 (cloth : alk. paper) — ISBN 0-8077-4350-X (pbk. : alk. paper) 1. Early childhood education—United States. 2. Child development—United States. 3. Curriculum planning—United States. 4. Early childhood educators— Training of—United States. I. Early childhood education series (Teachers College Press) LB1139.25 .M353 2003 372.21—dc21 2002040927 ISBN 0-8077-4350-X (paper) ISBN 0-8077-4351-8 (cloth) Printed on acid-free paper Manufactured in the United States of America 10 09 08 07 06 05 04 03 8 7 6 5 4 3 2 1 For all the early childhood educators who have dedicated their professional lives to the care and education of the very young J.P.I. M.R.J. Contents Foreword by Sue Bredekamp ix Acknowledgments xiii Introduction 1 PART I Child and Family Issues 11 CCCCChhhhhaaaaapppppttttteeeeerrrrr 11111 Development Issues Affecting Children 13 C. Stephen White and Joan Packer Isenberg CCCCChhhhhaaaaapppppttttteeeeerrrrr 22222 Young Children’s Affirmation of Differences: Curriculum That Is Multicultural and Developmentally Appropriate 30 Edwina Battle Vold CCCCChhhhhaaaaapppppttttteeeeerrrrr 33333 Perspectives on Inclusion in Early Childhood Education 47 Doris Bergen CCCCChhhhhaaaaapppppttttteeeeerrrrr 44444 Working with Families of Young Children 69 Kevin J. Swick PART II Curricular Trends and Issues Affecting Practice 81 CCCCChhhhhaaaaapppppttttteeeeerrrrr 55555 Developmental Appropriateness: New Contexts and Challenges 85 Shirley C. Raines and John M. Johnston CCCCChhhhhaaaaapppppttttteeeeerrrrr 66666 Assessing and Reporting Young Children’s Progress: A Review of the Issues 97 Sue C. Wortham vii viii CONTENTS CCCCChhhhhaaaaapppppttttteeeeerrrrr 77777 Shaking the Very Foundations of Emergent Literacy: Book Reading Versus Phonemic Awareness 114 Lea M. McGee CCCCChhhhhaaaaapppppttttteeeeerrrrr 88888 Sensitivity to the Social and Cultural Contexts of the Play of Young Children 126 Fergus Hughes CCCCChhhhhaaaaapppppttttteeeeerrrrr 99999 Educational Technology in the Early and Primary Years 136 Sudha Swaminathan and June L. Wright PART III Policy and Professional Development Issues 151 CCCCChhhhhaaaaapppppttttteeeeerrrrr 1111100000 Counting the Cost of Caring: Intended and Unintended Consequences of Early Childhood Policies 153 Frances O’Connell Rust CCCCChhhhhaaaaapppppttttteeeeerrrrr 1111111111 Global Education: Why and When to Teach It? 164 Louise Boyle Swiniarski CCCCChhhhhaaaaapppppttttteeeeerrrrr 1111122222 The Professional and Social Status of the Early Childhood Educator 177 Doris Pronin Fromberg Epilogue 193 About the Editors and the Contributors 195 Index 201 Chapter 7 Foreword This book is an important part of what has become a long tradition in the field of early childhood education—the thoughtful and critical examina- tion of issues and controversies surrounding our practices, policies, and professional development. In my work in the field of early childhood edu- cation over the last 25years, I have had the unique opportunity to ob- serve and participate in the ongoing discussions about many of these issues at the national level, especially in the areas of developmentally appropri- ate practice, curriculum and assessment, and teacher preparation and development. Although much of this work remains controversial, what has been exhilarating for me as a professional has been the opportunity to engage in dialogue (sometimes heated, always challenging) about the most fundamental concerns facing those who work with young children today. Such dialogue with individuals from all the diverse perspectives repre- sented in our field has given me the most wonderful opportunity for an early childhood professional—to continually learn more about children and teaching. What excites me about this book is that it offers those opportunities to new generations of professional leaders who will carry on the dialogues in the future. Three important themes provide the conceptual organizers for this volume: context, continuity, and controversy. Just as development and learning occur in and are influenced by social and cultural contexts, so, too, do all the major questions confronting our field demand examination in relation to various contextual factors. The first section of this book explores these contextual issues in depth, especially the child, family, and cultural contexts, while every chapter in the book also contextualizes the issues for the reader. Contextual influences are always present, but usu- ally implicit. However, any thoughtful analysis of critical issues must explicate the context within which beliefs, values, or even specific prac- tices are deemed appropriate. Of course, the “burning” issues of our day are not really new. Some of these debates—such as what and how to teach very young children— began in the 19th century and continue today in much the same form as ix
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