Contents note continued: For Your Portfolio -- 2.The Field of Early Childhood Education -- Overview of Programs for Young Children -- Children -- Purposes -- Facilities -- Sponsorship and Funding -- Programs for Children from Birth to Age 5 -- Child Care -- Center-Based Child Care -- Home-Based Child Care -- Head Start and Early Head Start -- Research on the Impact of Early Childhood Programs on Children from Low-Income Families -- Early Childhood Family Education -- Programs for Children 0 Through 5 with Disabilities -- Public Prekindergarten Programs -- Program Regulation and Quality Enhancement -- Licensing -- Quality Standards -- Programs for Children Ages -- Through 8 -- Kindergarten Through Primary Grade (K-3) Programs -- Charter Schools -- Programs for Children Ages 5 Through 8 with Disabilities -- Homeschooling -- The Standards Movement -- Common Core Standards -- Early Learning Standards -- Issues and Trends in Early Childhood Education -- Issues --

Contents note continued: Goals of Early Childhood Education -- The Nature of the Curriculum -- Responsibility for Early Childhood Education -- Quality, Compensation, Affordability -- School Readiness -- Trends -- Family Stress and Diversity -- Systems Development -- Quality Rating and Improvement Systems -- Coordination and Alignment of Pre-K Through Grade 3 Programs -- Raising Teacher Education Requirements -- Accountability -- Economic Issues -- Final Thoughts -- Learning Outcomes -- To Learn More -- For Your Portfolio -- 3.History and Educational Models -- The Humanistic Tradition -- The Origins of Early Childhood Education -- Ancient Greece and Rome (400 B.C.-A.D. 200) -- Plato -- Aristotle -- Quintilian -- The Middle Ages [500-1450] -- The Renaissance and the Reformation [1300-1600] -- Martin Luther -- John Amos Comenius---The Father of Early Childhood Education -- The Age of Enlightenment (1700s) -- John Locke---The Child Is a Blank Slate --

Contents note continued: Jean Jacques Rousseau---Belief in the Child as Inherently Good -- The Industrial Revolution (1800s) -- Johann Pestalozzi---Early Childhood Education Begins -- Robert Owen -- Educational Movements That Shaped the Field of Early Childhood Education -- Froebel and the Kindergarten -- The Froebelian Kindergarten -- The Kindergarten Movement -- The Impact of Kindergarten -- Margaret and Rachel McMillan and the Nursery School -- Early Nursery Schools in the United States -- The Impact of the Nursery School -- John Dewey and Progressive Education -- What Is Progressive Education? -- The Impact of Progressive Education -- Contemporary Examples -- High/Scope -- The Developmental-Interaction Approach -- Three Influential European Approaches -- The Montessori Method -- Montessori Programs -- The Impact of Montessori Programs -- Waldorf Education -- Waldorf Programs -- The Impact of Waldorf Education -- The Reggio Emilia Approach -- Reggio Emilia Programs --

Contents note continued: The Impact of Reggio Emilia -- Reflection on the Three Approaches -- Two Significant Components of the History of American Early Childhood Education -- Child Care -- The Origins of Child Care in the United States -- Child Care in Times of National Emergency -- Child Care After World War II -- The Evolution of Child Care -- Head Start -- The History of Head Start -- The Impact of Head Start -- Final Thoughts -- Learning Outcomes -- To Learn More -- For Your Portfolio -- 4.Child Development -- The Study of Child Development -- Principles of Child Development -- The Child Develops as a Whole -- Development Follows Predictable Patterns -- Rates of Development Vary -- Development Is Influenced by Maturation and Experience -- Development Proceeds from Top Down and from Center Outward -- Culture Affects Development -- Applying Principles to Practice -- Foundations of Development -- The Biological Basis of Development -- Inherited Characteristics --

Contents note continued: Basic Needs -- Temperament -- The Impact of Environment -- The Critical Nature of Nurturing Relationships -- The Importance of Early Experiences -- Brain Research and Its Implications for Early Childhood Programs -- Theories of Development -- Arnold Gesell and Maturational Theory -- Implications of Maturational Theory for Practice -- Jean Piaget and Constructivist Theory -- Kinds of Knowledge -- Processes for Construction of Knowledge and Understanding -- Piagetian Stages of Cognitive Development -- Piaget's Contributions to Understanding Social and Moral Development -- Implications of Constructivist Theory for Practice -- Laurence Kohlberg and Moral Development Theory -- Lev Vygotsky and Sociocultural Theory -- Implications of Sociocultural Theory for Practice -- Urie Bronfenbrenner and Ecological Theory -- Implications of Ecological Systems Theory for Practice -- Howard Gardner and Multiple Intelligences Theory --

Contents note continued: Implications of Multiple Intelligences Theory for Practice -- Erik Erikson and Psychosocial Theory -- Implications of Psychosocial Theory for Practice -- Abraham Maslow and Self-Actualization Theory -- Implications of Self-Actualization Theory for Practice -- Development of the Whole Child -- Periods of Development -- Domains of Development -- Understanding Infants' Development -- Infants' Physical Development -- Infants' Cognitive and Language Development -- Infants' Social and Emotional Development -- Understanding Toddlers' Development -- Toddlers' Physical Development -- Toddlers' Cognitive and Language Development -- Toddlers' Social and Emotional Development -- Understanding Preschoolers'/Kindergartners' Development -- Preschoolers'/Kindergartners' Physical Development -- Preschoolers'/Kindergartners' Cognitive and Language Development -- Preschoolers'/Kindergartners' Social and Emotional Development --

Contents note continued: Understanding Young School-Age Children's Development -- Understanding School-Age Children's Physical Development -- Understanding School-Age Children's Cognitive and Language Development -- Understanding School-Age Children's Social and Emotional Development -- Final Thoughts -- Learning Outcomes -- To Learn More -- For Your Portfolio -- 5.Observing, Documenting, and Assessing Children -- What Is Assessment? -- Why Do We Assess Children? The Purposes of Assessment -- Authentic Assessment -- Observation -- The Observation Process -- Narrative Observation Records -- Structured Observation Records -- Electronic Observation Records -- Selecting an Observation Recording Technique -- Work Samples -- Portfolios -- Creating Portfolios -- Digital Portfolios -- Using Portfolios -- Authentic Assessment Systems -- Public Documentation -- Authentic Assessment in Kindergarten and the Primary Grades -- Standardized Assessment --

Contents note continued: Kinds of Standardized Assessment Instruments -- Screening Instruments -- Developmental Assessments -- Diognostic Tests -- Readiness and Achievement Tests -- Issues in Standardized Assessment -- High-Stakes Testing -- Sharing Information with Families -- Confidentiality -- Final Thoughts -- Learning Outcomes -- To Learn More -- For Your Portfolio -- 6.Relationships and Guidance -- What Is Guidance? -- Relationships Are the Foundation for Guidance -- Guidance Is Based on Trust -- Guidance Honors Differences -- Diverse Beliefs About Guidance -- Differences in Children -- Guidance Is Not Punishment -- Goals for Guidance -- Fostering the Development of Social and Emotional Intelligence -- Building Inner Control -- Promoting the Development of Resiliency and a Positive Sense of Self -- Supporting the Development of Critical Thinking Skills -- Developing the Ability to Be an Effective Community Member -- The Teaching Pyramid --

Contents note continued: Positive Communication Builds Healthy Relationships -- Communication Strategies -- Time and Attention -- Respectful and Authentic Speech -- Effective Listening -- Reflective and Responsive [R & R] Statements -- Encouragement Instead of Praise -- I-Messages -- Communicating with Infants and Toddlers -- Cultural Differences in Communication -- Guiding Children's Social Interactions -- Dealing with Conflict -- Help Children Identify and Express Their Feelings -- Teach Peaceful Conflict Resolution -- Build a Classroom Culture That Promotes Respect and Fairness -- Guiding Groups: Strategies for Positive Classroom Management -- Make the Environment and Schedule a Partner in Guidance -- Use Authority Wisely -- Create Guidelines for Behavior -- Redirect Instead of Distract -- Anticipate Problems -- Orchestrate Transitions -- Manage Large Group Times -- Dealing with Difficult Behaviors -- Find Your "Button Pushers" -- The Child Is Different from the Behavior --

Contents note continued: Mistaken Behavior -- Strategies for Dealing with Difficult Behaviors -- Natural and Logical Consequences -- The Problem with Time Out -- A Place to Calm Down -- Behaviorist Approaches -- Spanking Is Never a Choice -- Challenging Behaviors -- Final Thoughts -- Learning Outcomes -- To Learn More -- For Your Portfolio -- 7.Health, Safety, and Well-Being -- Physical Safety and Health -- Creating Safe Places for Children -- What Is Safe? -- Developmental Differences and Safety -- Safe Outdoor Environments -- Practices That Promote Outdoor Safety -- Safe Indoor Environments -- Vehicle and Trip Safety -- Practices That Promote Safety -- Help Children Learn to Be Safe -- Protect Children from Abuse and Neglect -- Creating Healthy Places for Young Children -- Understand How Illness Spreads -- Follow Healthy Routines -- Follow Guidelines for Excluding Sick Children -- Work with a Health Care Professional -- Conditions That Affect Health --

Contents note continued: Understanding and Preventing Childhood Obesity -- Lead Poisoning -- Food Allergies and Intolerances -- Help Children Learn to Be Healthy -- Promote Physical Activity and Movement -- Encourage Healthy Food Choices -- Make Health a Part of the Curriculum -- Use Personal Care Routines as Teaching Opportunities -- Well-Being -- The Importance of Touch -- Good Transitions Support Well-Being -- Good Beginnings -- Good Endings -- Supporting Children During Times of Crisis -- Disaster and Loss -- Violence -- Final Thoughts -- Learning Outcomes -- To Learn More -- For Your Portfolio -- 8.The Learning Environment -- Creating a Learning Environment -- Space -- Self-Contained and Open-Design Classrooms -- Principles for Arranging Space -- Equipment and Materials -- Outdoor Learning Environments -- Outdoor Activity Zones -- An Outdoor Playscape for Infants and Toddlers -- Using the Outdoor Environment -- Making the Environment Work --

Contents note continued: Consider Dimensions of Teaching-Learning Environments -- Pay Attention to Organization and Aesthetics -- Reflect the Children---Reflect the Place -- Avoid Being Cute -- Different Children---Different Places -- Infant-Toddler Environments---A Place Like Home -- Design for Comfort -- Design for Routines -- Design for Flexibility -- Design for Movement -- Preschool and Kindergarten Classrooms---A Child's Place -- Blocks -- Dramatic Play Area -- Manipulative Toys and Games -- Sensory Play Center -- Art Area or Studio -- Library -- Writing Center -- Discovery Center -- Woodworking -- Primary Classrooms---A Place Called School -- Computers and Other Technology in the Classroom -- Computers -- Television and Video -- Including Children with Disabilities -- Including Adults -- Time -- The Daily Schedule -- Influences on the Flow of the Day -- Classroom Routines -- Diapering and Toileting -- Final Thoughts -- Learning Outcomes -- To Learn More --

Contents note continued: For Your Portfolio -- 9.Understanding and Supporting Play -- Understanding Play -- Characteristics of Play -- Kinds of Play -- Why Do Children Play? -- Contemporary Theories of Play -- Stages of Play -- Parten: Stages of Social Play -- Piaget and Smilansky: Cognitive Stages of Play -- Vygotsky and Elkonin: Levels of Make-Believe Play -- Understanding the Stages of Play -- The Role of Play in Development -- The Role of Play in Physical Development -- The Role of Play in Emotional Development -- The Role of Play in Social Development -- The Role of Play in Cognitive Development -- The Role of Play in Integrating Development -- Explaining Play's Role -- Facilitating Play -- Supportive Attitudes -- Supportive Roles -- Stage Manager -- Observer -- Mediator and Protector -- Participant -- Tutor -- The Special Role of Outdoor Play -- Issues in Play -- Diversity and Play -- Culture, Social Class, and Play -- Disabilities and Play -- Gender-Stereotyped Play --

Contents note continued: Violent Dramatic Play -- Rough-and-Tumble Play -- Exclusion---You Can't Say You Can't Play -- Shrinking Opportunities for Play -- Final Thoughts -- Learning Outcomes -- To Learn More -- For Your Portfolio -- 10.The Curriculum -- What Is Curriculum? -- Where Does Curriculum Come From? -- How Children Learn -- Curriculum in Early Childhood Education -- The Physical Development Curriculum -- Large Motor Curriculum -- Fine Motor Curriculum -- Sensory Development Curriculum -- The Communication Curriculum -- Language Curriculum -- Literacy Curriculum -- Literature Curriculum -- The Creative Arts Curriculum -- Visual Art Curriculum -- Music Curriculum -- Creative Movement Curriculum -- Aesthetics Curriculum -- The Inquiry Curriculum -- Math Curriculum -- Science Curriculum -- Social Studies Curriculum -- Final Thoughts -- Learning Outcomes -- To Learn More -- For Your Portfolio -- 11.Curriculum Planning -- Planning Considerations --

Contents note continued: Influences on Curriculum Choices -- Values and Beliefs -- Knowledge of Children -- Family, Culture, and Community -- What's Worth Knowing? -- Content Standards -- Organizing Curriculum -- Learner-Centered Organization -- Subject-Area Organization -- Integrated Organization -- Content and Methods -- Play -- Scaffolded Activities -- Small-Group Activities -- Large-Group Activities -- Selecting the Activity -- Basing Plans on What You Observe -- Observe Individuals -- Observe the Group -- Observe with a Focus -- Writing Plans -- Activity or Lesson Plans -- Decide What -- Explain Why -- Identify What You Need -- Plan the Teaching: What You Do -- Plan for Assessment -- Implementing the Plan -- Assessing and Documenting Learning -- Evaluating the Plan: What Worked and What Didn't Work -- Writing Activity/Lesson Plans in the Real World -- Weekly Plans -- Planning an Integrated Study -- Select a Topic of Study -- Look at Your Purpose --

Contents note continued: Identify Major Understandings -- Generate Ideas for Activities -- Enrich the Environment -- Make the Plan -- Implement the Study -- Evaluate the Integrated Study -- Final Thoughts -- Learning Outcomes -- To Learn More -- For Your Portfolio -- 12.Including Diverse Learners -- People-First Language -- Inclusion and the Law -- Preparing Yourself for Inclusion -- Identifying Children with Special Needs -- Observe and Document -- Response to Intervention -- Eligibility for Special Education Services -- Determining Educational Needs -- Implementing Inclusion -- Preparation -- Program Modifications -- Environmental Support -- Materials Adaptations -- Simplification of Activities -- Use of Adaptive Devices -- Support from Peers -- Invisible Support -- Inclusion and Developmentally Appropriate Practice -- Collaboration -- Characteristics and Strategies for Working with Young Children with Disabilities -- Children with Orthopedic Impairments --

Contents note continued: Children with Cognitive Delays -- Children with Learning Disabilities -- Children with Communication Disorders -- Children with Sensory Impairments -- Visual -- Hearing -- Sensory Integration -- Children with Attention Deficit/Hyperactivity Disorder -- Children with Emotional Disorders -- Children with Autism Spectrum Disorders -- Children with Challenging Behaviors -- Other Special Needs -- Children Who Have Been Abused or Neglected -- Children with Acute or Chronic Health Conditions -- Children with Special Gifts and Talents -- Dual Language Learners -- Working with Families of Children with Disabilities -- Final Thoughts -- Learning Outcomes -- To Learn More -- For Your Portfolio -- 13.Partnerships with Families -- Preparing to Work with Families -- Understanding Families -- Stages of Parenting -- The Role of the Family Today -- Families Are Diverse -- Family Systems Theory -- Understanding Yourself and Your Role --

Contents note continued: Your Values and Beliefs Related to Child Rearing -- Your Role---Differences Between Being a Teacher and Being a Parent -- Your Stage of Development in Relating to Families -- Building Relationships with Families -- Getting Started -- Home Visits -- Establishing Rapport -- Making Families Feel Welcome -- Communicating -- Communication Skills -- Daily Communication -- Written Communication -- Family Conferences -- Addressing Questions and Concerns -- Involving Families -- Classroom Involvement -- Program Involvement -- Family Education -- Supporting Families -- Helping in Times of Stress -- Strengthening Families -- Supporting Families of Children with Disabilities -- Understanding Legal and Ethical Responsibilities -- Confidentiality -- Reporting Child Abuse and Neglect -- Final Thoughts -- Learning Outcomes -- To Learn More -- For Your Portfolio -- 14.Becoming an Early Childhood Professional -- Make a Commitment to Children -- Develop a Philosophy --

Contents note continued: Know About Children and Best Practice

Understand and Use a Code of Ethics

Reflect and Set Goals

Make a Commitment to Yourself

Take Care of Yourself

Connect with Colleagues

Plan Your Career Path

Make a Commitment to Your Profession

Behave Like a True Professional

Continue to Learn and Grow

Join a Professional Organization

Advocate

Stand Firm in What Is Right for Children

Final Thoughts

Learning Outcomes

To Learn More

For Your Portfolio