Introduction to Early Childhood Education provides current and future educators with a highly readable, comprehensive overview of the field. The underlying philosophy of the book is that early childhood educators’ most important task is to provide a program that is sensitive to and supports the development of young children. Author Eva L. Essa and new co-author Melissa Burnham provide valuable insight by strategically dividing the book into six sections that answer the “What, Who, Why, Where, and How” of early childhood education. Utilizing both NAEYC (National Association for the Education of Young Children) and DAP (Developmentally Appropriate Practice) standards, this supportive text provides readers with the skills, theories, and best practices needed to succeed and thrive as early childhood educators.
|Edition description:||Eighth Edition|
|Product dimensions:||8.50(w) x 11.00(h) x (d)|
About the Author
Dr. Eva Essa is a retired professor of Human Development and Family Studies. She taught child development and early childhood education classes for 41 years at the University of Nevada, Reno. For 16 of those years she also served as the director of the Child and Family Research Center, which shifted from being a small laboratory school to a full-time program for infants, toddlers, and preschool-aged children of students, faculty, and staff during Dr. Essa’s years as director. Dr. Essa published several other books and numerous articles relevant to early childhood education. She has also been involved in a range of professional activities on campus, within the community, throughout the state, and nationally.
Dr. Melissa Burnham is the Associate Dean for the College of Education and Professor of Human Development and Family Studies and Early Childhood Education. She has been a faculty member at the University of Nevada, Reno since the fall of 2001. Dr. Burnham's research interests focus on the examination of infant and child development in context. She has studied the impact of quality early care and education on child development and P-3 educational reform efforts, and has been involved in P-3 work at the local and state levels in Nevada since 2011. Dr. Burnham has worked on an initiative resulting in existing primary grade teachers obtaining licensure in Early Childhood Education, and in the creation of a new Educational Leadership principal preparation program in collaboration with a local school district. Thus, her work spans research, policy, and practice.
Table of Contents
PrefaceAcknowledgmentsAbout the AuthorsPART I. THE WHAT OF EARLY CHILDHOOD EDUCATIONChapter 1. The Scope of and Need for Early Childhood Education Developmentally Appropriate Practice and Early Childhood Standards The Growth of Early Childhood Education What Is Included in Early Childhood Education? Defining Quality in Early Childhood Programs The Future of Early Childhood Education SummaryPART II. THE WHO OF EARLY CHILDHOOD EDUCATIONChapter 2. The Children Age-Related Commonalities Among Children Factors That Influence Child Development Children With Different Abilities Working With Families of Young Children SummaryChapter 3. The Families A Theoretical Perspective The Changing American Family The Needs of Families Communicating With Families Family Engagement SummaryChapter 4. The Teachers and Caregivers The Early Childhood Teacher and Caregiver Staffing in Early Childhood Programs Training and Regulation in Early Childhood Education Professionalism Some Current Issues and Dilemmas Family Support for the Early Childhood Profession SummaryPART III. THE WHY OF EARLY CHILDHOOD EDUCATIONChapter 5. Rationale Supporting Early Childhood Education A Look BackChildren Through Time Influential People in the History of Early Childhood Education Influential Theorists’ Views of Child Development Application of Theories in Early Childhood Education Research Support for Early Childhood Education SummaryChapter 6. Accountability, Standards, and Assessment Accountability: Program Standards and Assessment Learning Standards for Young Children Child Assessment: Informal Methods Child Assessment: Formal Methods Assessment Systems Family Collaboration in Screening and Assessment SummaryChapter 7. Helping Children Cope With Stress Defining Stress and Coping Sources of Stress in Children’s Lives Resilient Children Techniques to Help Children Cope With Stress Helping Families Cope With Stress SummaryPART IV. THE WHERE OF EARLY CHILDHOOD EDUCATIONChapter 8. The Physical Environment Effects of the Physical Environment Arranging the Indoor Environment Arranging the Outdoor Environment Adapting Environments for Different Ages and Abilities Developmentally Appropriate Equipment Developmentally Appropriate Materials Technology and Interactive Media SummaryPART V. THE HOW OF EARLY CHILDHOOD EDUCATIONCURRICULUMChapter 9. Scheduling and Curriculum Planning Components of the Early Childhood Schedule Guidelines for Program Scheduling Types of Schedules What Is Curriculum? Theme-Based Curriculum Emergent Curriculum Family Involvement in the Curriculum SummaryChapter 10. Creative Development Through the Curriculum What Is Creativity? An Environment That Encourages Creativity Art Theories and Philosophies Art Activities Music Activities Supporting Creativity in Children of Different Ages and Abilities Factors That Decrease Creativity Family Values for Creativity SummaryChapter 11. Physical Development Through the Curriculum A Developmental Framework for Motor Development Components of Motor Development Gross Motor Activities Fine Motor ActivitiesManipulatives Caring for the Body Supporting Physical Development in Children of Different Ages and Abilities Family Values Related to Physical Development and Care SummaryChapter 12. Cognitive Development Through the Curriculum Theoretical Foundations of Cognitive Development Tools of the Mind Cognitive Tasks STEM Supporting STEM Learning in Children of Different Ages and Abilities Family Values for Cognitive Development SummaryChapter 13. Language Development Through the Curriculum Theoretical Views of Language Development Components of Language English Language Learners Language and the Early Childhood Curriculum Supporting Language and Literacy Development in Children of Different Ages and Abilities Family Values for Language and Literacy Development SummaryChapter 14. Social–Emotional Development Through the Curriculum Theoretical Views of the Socialization Process Emotional Intelligence Development of Social Competence Promoting Anti-Bias Attitudes Activities That Promote Social Development Supporting Social Development in Children of Different Ages and Abilities Reflecting the Family’s Culture and Values SummaryPART VI. THE HOW OF EARLY CHILDHOOD EDUCATIONGUIDANCEChapter 15. Guiding Routines and Group Activities Guiding Routines for Individual Children Guiding Routines for Groups of Children Factors That Affect Group Behavior Out-of-the-Ordinary or Unexpected Situations Coordinating With Families About Routines SummaryChapter 16. Guiding Social Behaviors What Behaviors Do Educators Expect of Young Children? Philosophies of Guidance Some Techniques of Guidance What Is the Difference Between Normal and Problem Behavior? Factors That Affect Children’s Behavior Dealing With Specific Behavior Challenges Working With Families to Solve Behavior Challenges SummaryPulling It All Together: An Early Childhood Classroom ObservationAppendix: Standards Correlation MatrixGlossaryReferencesIndex