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Copyright, vi
About the Authors, viii
Preface, xxv
Chapter 1. What Is Early Childhood Education?, 1-a
Building a Community of Early Childhood Professionals, 1
A Text of Stories, 1
Your Role in Reading This Book, 2
Meet an Early Childhood Professional, 3
Exploring the Options in Early Childhood Education: Programs and Roles, 4
Case Study: A Downtown Child Care Center, 4
Professional Requirements, 5
Case Study: A Downtown Child Care Center for Children with Disabilities, 6
Case Study: A University Laboratory School, 7
Professional Requirements, 7
The Tradition of Laboratory Schools, 7
Case Study: A Public School Early Childhood Education Center, 8
A Preschool Class, 8
A Kindergarten Class, 8
A Blended Class, 9
Professional Requirements, 10
Case Study: A Head Start Program, 10
Professional Requirements, 10
Case Study: A Comprehensive Program for Families, 11
Case Study: A Family Child Care Facility, 12
Professional Requirements, 13
Professionalization of Family Child Care, 13
Case Study: A Parent Cooperative Preschool, 14
Professional Requirements, 14
Case Study: An Employer-Sponsored Child Care Center, 14
An Infant Program, 15
Other Forms of Employer-Sponsored Support, 15
Other Early Childhood Education Programs and Options for Families, 17
Church-Based Programs, 17
Intergenerational Programs, 17
After-School Programs, 17
Universal Preschool or Prekindergartens, 18
Case Study: A Community-Based Program for Homeless Children and Families, 18
Programs for Teen Parents, 18
Summary of Professional Roles and Programs, 19
Professional Roles, 19
Range of Programs, 19
What Do Early Childhood Educators Need to Know and Be Able to Do?, 20
Qualities and Characteristics of an Early Childhood Educator, 20
A Common Core of Knowledge and Skills, 21
New Preparation Standards, 22
History of Early Childhood Education and the Profession, 22
Ancient Civilizations of Greece and Rome, 23
European Influences, 24
Medieval Times and the Renaissance, 24
The Reformation and Age of Enlightenment, 24
Educational Developments in the United States, 25
Our Earliest Approaches, 25
The Progressive Education Movement, 25
The Nursery School Movement, 26
Child Care Beginnings, 26
History of the National Association for the Education of Young Children (NAEYC), 26
A Closer Look: The Kaiser War Nurseries—A Look at the Past for Lessons, 27
Professional Reflection, 28
Principles and Insights: A Summary and Review of Chapter 1, 29
Becoming an Early Childhood Professional, 30
Your Professional Portfolio, 30
Your Professional Library, 30
Your E-Resources, 30
Chapter 2. The Wonder of Children: Development and Dispositions, 32
Introduction to Development and Dispositions, 33
Case Study: Studying Children to Learn about Development and Dispositions, 34
Defining Disposition, 34
Defining Development, 35
Basic Principles of Development, 35
Why Study Development?, 37
Using Developmental Guides, 37
Preview of Developmental Profiles, 38
Studying Infants, 38
Before Birth, 38
Infant Development, 38
Physical and Motor Development, 39
Social and Emotional Development, 40
Development in an Unhealthy Beginning, 40
Infant Communication, 41
Infancy and Dispositions, 41
Studying Toddlers, 42
Toddler Development, 42
Socialization, 42
Language Development, 43
Physical and Motor Development, 44
Gender Awareness, 45
Implications of Toddler Development for Early Childhood Programs, 46
Environments for Toddlers, 46
Guidance for Toddlers, 46
Understandings for Educators, 46
Studying Preschool-Aged Children (Ages Three to Five Years), 47
Physical and Motor Development, 47
Large Motor Development, 47
Small Motor Development, 48
Perceptual-Motor Development, 48
Independence, 48
Nutrition and Physical Development, 49
Social Development, 50
Beginnings of Friendship, 50
Social Competence, 50
Cognitive Development, 50
Characteristics of Preschool Thinking, 51
Cognitive Changes: Development of Reasoning, 51
Language Development, 51
Children’s Scripts, 51
Gender Development, 52
A Closer Look: Identity Development in Multiracial Children, 53
Studying Children in Kindergarten and Primary Grades (Ages Five to Eight Years), 54
Cognitive Development, 54
Changes in Memory Skills, 54
Significant Achievements in Thinking, 54
Social Development, 56
Gender Role Development, 56
Influence of Television on Children’s Gender Role Socialization, 56
Importance of Peers, 56
Emotional Development, 57
Attachments, 57
Fears, 57
Self-Concept, 57
Physical and Motor Development, 58
Need for Attention to Physical Development in Schools, 58
Individual Differences in Kindergarten and Primary Grades, 59
Responding to Variations in Children’s Experiences and Development, 59
A Closer Look: The Development of Self-Regulation in Young Children, 60
Dispositions, 60
Defining Dispositions, 61
Why Study Dispositions?, 61
Nurturing the Disposition to Be Curious, 61
Nurturing the Disposition of Caring, 62
Teacher’s Role in Children’s Developing Dispositions, 62
Professional Awareness, 63
Principles and Insights: A Summary and Review of Chapter 2, 63
Becoming an Early Childhood Professional, 64
Your Professional Portfolio, 64
Your Professional Library, 64
Your E-Resources, 64
Chapter 3. Theories of Development: Foundations for Practice, 66
Case Study: Theories of Development at a Preschool, 67
Why Study Theories of Development?, 67
Integration of Developmental Theories, 68
Cognitive and Language Development, 68
Piaget’s Theory of Cognitive Development, 69
Tendency toward Organization, 69
Tendency toward Adaptation, 70
Sensorimotor Stage, 70
Preoperational Stage, 71
Concrete Operations Stage, 72
Formal Operations Stage, 72
Applying Piaget’s Theory, 73
Piaget’s Contributions and Limitations, 73
Bruner’s Theory of Cognitive Development, 74
Enactive Stage, 74
Iconic Stage, 74
Symbolic Stage, 74
Discovery Learning and Inductive Reasoning, 74
Applying Bruner’s Theory, 75
Vygotsky’s Theory of Language Development, 75
The Zone of Proximal Development, 76
A Closer Look: Does Cultural Context Influence Child Development?, 76
Expressive Language, 77
Applying Vygotsky’s Theory, 77
Social and Emotional Development, 78
Erikson’s Theory of Psychosocial Development, 79
Trust versus Mistrust, 79
Autonomy versus Doubt and Shame, 80
Initiative versus Guilt, 80
Industry versus Inferiority, 81
Facing Conflicts and Crises, 81
Gender and Social Development, 81
Applying Erikson’s Theory, 82
Maslow’s Theory of Humanism, 82
Maslow’s Self-Actualization Pyramid, 83
Applying Maslow’s Theory, 83
Kohlberg’s Theory of Moral Development, 84
Kohlberg’s Stages of Moral Reasoning, 84
Applying Kohlberg’s Theory, 85
Skinner’s Theory of Behaviorism, 86
Operant Conditioning, 86
Applying Skinner’s Theory, 86
Multiple Intelligences Theory, 87
Gardner’s Theory of Multiple Intelligences, 87
The Eight Intelligences, 88
Applying Gardner’s Theory, 90
Theory into Practice: A Visit to Preschool, 91
Case Study: Starting the Day, 91
Making New Colors, 91
Outside in the Play Area, 91
Colors and Music, 92
Revisiting the Morning, 92
Principles and Insights: A Summary and Review of Chapter 3, 93
Becoming an Early Childhood Professional, 94
Your Professional Portfolio, 94
Your Professional Library, 95
Your E-Resources, 95
Chapter 4. Children’s Play: A Source of Development and Learning, 96
Definitions and Thinking about Play, 98
Characteristics of Play, 98
Observing the Characteristics of Play, 100
Case Study: Getting to Know the Family, 100
A Cultural Context for Play Development, 100
Observing the Children: Watching Play Characteristics, 100
The Value of Play, 101
Defending the Value of Play, 102
Play and Development: From Infants to Eight-Year-Olds, 103
Infant Play, 103
Exploration and Play, 103
Primary Circular Reactions, 104
Secondary Circular Reactions, 104
Tertiary Circular Reactions, 104
Mobility, 104
Appropriate Practices for Supporting Infant Play, 104
Toddler Play, 106
Object Play, 106
Motor Skills and Play, 106
Rough and Tumble Play, 107
Symbolic Play, 107
Appropriate Practices for Supporting Toddler Play, 108
Preschool Play, 108
Symbolic Pretend Play, 108
Pretend Play with Peers, 110
Communicating Understandings, 110
Physical Play Activities, 111
Adult Attitudes and Roles Related to Play, 112
Kindergarten and Primary Grades Play, 113
Children’s Perceptions of Play, 115
A Closer Look: Children’s Perspectives on Work and Play, 115
Increases in Rough and Tumble Play, 117
Play on the Playground, 117
Metacommunication in Pretend Play, 118
Problem Solving in Group Pretend Play, 118
Games with Rules, 119
Competitive and Organized Sports, 120
Social Development and Play, 120
Play and Social Competence, 120
Sharing and Cooperation, 121
Perspective Taking, 121
Conceptions of Friendship, 122
Interpersonal Strategies, 122
Communication Skills, 123
Play and Assessment, 124
Smilansky’s Components for Assessing the Quality of Children’s Sociodramatic Play, 124
Parten’s Levels of Play, 125
Solitary Play, 125
Parallel Play, 125
Associative Play, 125
Cooperative Play, 126
Current Topics and Issues Related to Play, 127
Children’s Health and Play, 127
Brain Research and the Link to Play, 127
Children’s Stress, 127
Technology and Play, 128
A Closer Look: Play Interactions of Children in Inclusive Settings, 129
Adult Roles in Children’s Play, 129
Preparing the Environment for Play, 129
Providing for Active Experiences and Challenges, 130
Supporting Productive Play, 130
Basic Conditions for Play, 130
Key Elements of High-Quality Play, 131
Intervening at the Right Time: Secure Play, 132
Helping Children Enter Ongoing Play, 132
Addressing Unoccupied Behavior, 133
Intervening to Add Challenge or to Stimulate, 133
A Playful Attitude: Sending a Message of Acceptance, 135
Laughing Sends a Message, 135
Participation Sends a Message, 135
Principles and Insights: A Summary and Review of Chapter 4, 136
Becoming an Early Childhood Professional, 136
Your Professional Portfolio, 136
Your Professional Library, 136
Your E-Resources, 137
Chapter 5. Early Childhood Curriculum: Thinking and Practices, 138
What Is Curriculum?, 139
Curriculum Plans, 140
Emergent Curriculum, 140
Expanding the Definition, 143
Philosophy of Curriculum, 143
Developmentally Appropriate Curriculum, 144
Integrated Curriculum, 144
Thematic Curriculum, 144
Chapter Preview, 145
Curriculum Ideas: From Philosophy to Practices, 145
Ideas about Curriculum, 145
Maria Montessori, 145
Montessori’s Thinking, 145
Montessori’s Advice in Action, 146
In a Montessori Classroom, 146
Sylvia Ashton-Warner, 147
Ideas about Children, 147
Literacy Curriculum, 148
Caroline Pratt, 148
Pratt’s Ideas in Action, 149
Blocks in Curriculum, 149
Constance Kamii and Rheta DeVries, 150
Curricular Components, 150
Outcomes for Children, 151
Interactions with Children, 151
Carl Bereiter and Siegfried Engelmann, 152
Catch-Up Curriculum, 152
Teaching with Bereiter and Engelmann, 152
Summary: Stop and Catch Your Breath, 153
Early Childhood Education Programs, 154
Bank Street Approach, 154
The Bank Street Tradition, 154
Curriculum Goals of Bank Street, 155
High/Scope Approach, 156
Emergence of the High/Scope Curriculum, 156
The Plan-Do-Review Component, 156
Waldorf Approach, 157
Basic Ideas of Rudolf Steiner, 157
Visiting a Waldorf School, 158
Reggio Emilia Approach, 159
Development of the Reggio Emilia Approach, 159
Reggio Curriculum, 159
Curricular Supports at Reggio, 160
A Closer Look: Northern Italy: A Glimpse of Culture Woven throughout the Curriculum, 161
Current Curriculum Guidelines and Approaches, 161
Inclusive Curriculum, 162
Multicultural Curriculum, 163
The Project Approach, 164
Recent Curriculum Emphases, 165
Responding to Childhood Obesity, 165
Responding to Issues of Equity, 165
Responding to Terrorism and War, 166
Assessment and Curriculum, 166
Authentic Assessment, 166
Embedding Assessment in Curriculum, 166
Culturally Responsive and Ethical Assessment, 167
Putting It All Together: Weaving the Thinking and Approaches into Your Curriculum, 167
Principles and Insights: A Summary and Review of Chapter 5, 168
Becoming an Early Childhood Professional, 168
Your Professional Portfolio, 168
Your Professional Library, 168
Your E-Resources, 169
Chapter 6. Families and Communities: Context for Understanding Children, 170
Families Today, 171
Today’s Families and Home versus Work, 172
Families and Communities: Significant Understandings, 172
A Closer Look: Children’s Ideas about Parents’ Work and Family Life, 173
Personal Assessment for Awareness, 174
Family Socialization, 175
Effects of Family Socialization, 175
Intentional and Unintentional Socialization, 176
Family Structures, Organizational Patterns, and Functions, 176
Organizational Patterns, 177
Multigenerational Families, 177
Family Functions, 177
Contemporary Challenges Faced by Families, 178
Stress in Families, 178
Stress in Children, 179
Work Stress, 179
Child Care Stress, 179
Symptoms of a Stressful Family, 180
Divorce and Single Parenting, 181
Economics of Divorce, 181
Effects on Children, 182
Family Configurations after Divorce, 183
A Closer Look: Lizzy’s Story, 184
Poverty, 187
Effects on Children, 188
Effects on Parents, 188
Poverty and Housing, 189
Homelessness, 190
Considerations of Homeless Young Children, 191
Health, 191
Lack of Health Coverage: Effects on Children and Families, 191
Good News about Children’s Health, 191
Worrisome News about Children’s Health, 192
Interracial Marriages and Biracial Children, 192
Socialization of Biracial Children, 193
Maintaining Languages and Cultures, 193
Summary of Contemporary Challenges, 194
Family Involvement in Early Childhood Education, 194
New Thinking about Family Involvement, 194
Research on Family Involvement, 194
Benefits for Children as Students, 195
Benefits for Families, 195
Benefits for Schools and Communities, 195
Families as Learning Environments, 196
Research on Everyday Family Activities, 196
Community Context for Families, 197
Building Partnerships with Families, 197
Developmentally Appropriate Practice: Involving Families, 197
Linking Families, Communities, and Early Childhood Programs, 201
A Closer Look: Honoring Family, Culture, and Traditions, 202
Principles and Insights: A Summary and Review of Chapter 6, 205
Becoming an Early Childhood Professional, 206
Your Professional Portfolio, 206
Your Professional Library, 206
Your E-Resources, 206
Chapter 7. Infant Care Programs and Practices: Luke’s Story, 208
Finding Good Infant Care, 209
Selecting Child Care, 210
A Closer Look: Results of the NICHD Study of Mother–Child Interactions and Cognitive Outcomes Associated with Early Child Care, 211
Case Study: Visiting the Infant Care Program: A Corporate Child Development Center, 211
Your First Impression, 211
Arrival Routine: Welcoming Infants and Parents, 212
Meeting Luke, 213
A Conversation with Luke’s Dad, 216
Benefits of an Employer-Sponsored Child Development Center, 216
Impact of the Infant Care Program on Family Life, 217
Communication between Families and the Center, 217
Daily Log: A Family-Centered Record, 218
Portfolios: Authentic Assessment, 218
Use of Technology for Communication, 219
Final Thoughts: Benefits of Employer-Sponsored Child Care, 219
Visiting Luke’s Home with Kristine, 219
Luke’s Home: Understanding Family Values, 219
A Typical Family Evening, 219
Visiting with Sue, the Infant Care Coordinator, 220
Mentor Graphics Corporation-Sponsored Child Care, 220
Philosophy of Care: Respecting Children and Parents, 220
Infant Care Program: Individually Appropriate Practice, 221
Curriculum of Infant Program, 221
Assessment and Infants, 222
Infants with Special Needs, 223
A Conversation About Inclusion, 223
Respecting the Diversity of Infants and Their Families, 224
Orientation for New Families: Collaborative Planning, 224
Commitment to a Quality Program, 226
A Closer Look at Infant Care Programs, 226
Programs and Infant Needs, 226
A Closer Look: What Researchers Say about Brain Development during Infancy and Early Childhood, 227
Role of the Primary Caregiver, 227
Principles of Caregiving, 228
Physical Environment of an Infant Care Program, 230
Goals for Infant Care Programs, 231
Curriculum for Infants, 231
Curriculum and Different Developmental Areas, 231
A Closer Look: When Does Language Development Begin?, 235
Caregiving as Curriculum, 235
Play as Curriculum, 236
Quiet Time as Curriculum, 237
Infant Care Programs and Staff, 237
Infant Care Program Director or Coordinator, 238
Infant Caregiver, 238
Infant Caregiver Assistant, 238
Professional Development, 238
Current Issues and Trends in Infant Care Programs, 239
Changing Roles: Families as Partners, 239
Curriculum Issues and Infant Care Programs, 240
Should Companies Sponsor or Support Infant Care Programs?, 240
Social Issues and Policies in Infant Care, 241
Principles and Insights: A Summary and Review of Chapter 7, 242
Becoming an Early Childhood Professional, 242
Your Professional Portfolio, 242
Your Professional Library, 242
Your E-Resources, 243
Chapter 8. Toddler Care: Ibrahim’s Story, 244
Case Study: Visiting the Helen Gordon Child Development Center, 245
Meeting Ibrahim and His Peers: A Look at Toddler Development, 245
Meeting Individual Needs, 246
Case Study: Getting to Know Toddlers, 246
Meeting the Physical Needs of Toddlers, 246
Curriculum and Guidance with Toddlers, 247
Reviewing Our Observations: Informing Guidance, 250
Safety with Toddlers, 250
Toddler Development: Responding with Curriculum and Guidance, 251
Conversations with Darren and Jennifer: Their Responsibilities, 251
Talking about Curriculum, 251
Talking about Guidance, 252
Talking about Environments, 253
Outdoor Play Spaces (Playground Environments), 253
Observing Ibrahim in His Family Context, 255
Visiting Ibrahim at Home: Understanding His Socialization, 255
Physical Development: Curriculum and Guidance, 256
Motor Development: Large Motor Control, 256
Motor Development: Fine Motor Control, 257
Need for Rest and Sleep, 257
Eating and Nutrition, 260
Social Development: Curriculum and Guidance, 260
Sharing, 261
The Importance of Others, 261
Social Understandings, 262
Early Cooperation, 263
Emotional Development: Curriculum and Guidance, 263
Identity Formation, 263
Establishing Independence, 264
Cognitive Development: Curriculum and Guidance, 266
Exploration and Discovery, 267
Perceptual Awareness, 268
Language and Literacy, 268
Second Language Acquisition, 269
Summary and Additional Insights, 270
A Closer Look: Language Development of Bilingual Children: Insights for Teachers and Caregivers, 270
The Helen Gordon Child Development Center: A University Laboratory School, 271
The History and Role of Laboratory Schools, 271
Assessment of Young Children, 271
A Conversation about Assessment of Toddlers, 272
Anti-Bias Curriculum, 274
Anti-Bias Curricular Goals for Children, 275
Anti-Bias Philosophy and Thinking, 277
Ongoing Professional Development for Anti-Bias Curriculum, 277
Family Involvement, 278
Daily Communication and Interactions with Families, 278
A Conversation About Inclusion, 279
Giving Families a Voice, 279
A Conversation with Faridah and Amr: Parents’ Perceptions and Values, 280
Principles and Insights: A Summary and Review of Chapter 8, 280
Becoming an Early Childhood Professional, 281
Your Professional Portfolio, 281
Your Professional Library, 281
Your E-Resources, 281
Chapter 9. Preschool: Felipe’s Story, 282
Case Study: Washington County Head Start, 283
Breakfast: Nutrition and Socialization, 283
Outdoor Play: An Environment for Physical Development, 284
Learning Centers, 284
Community Action Organization, 286
Overview of Washington County Head Start Program, 286
Hispanic Population of Children in Washington County Head Start, 286
Importance of Families, 286
A Conversation About Inclusion, 288
Felipe’s Morning, 288
Circle Time: Building a Community of Learners, 288
Project Time: Integrating Music, Science, and Art, 289
Measurement: Active Mathematics, 290
Lunchtime: Nurturing Language, 290
A Visit with Susana, 290
Susana’s Philosophy: Working with Families to Support Learning, 290
Student-Centered Learning: Planning for the Whole Child, 291
Screening: Assessment for Curricular Decisions, 292
Curriculum Planning for Preschool Children, 293
Teachers’ Shared Planning Time, 293
Education Plan, 293
Individual Educational Plans and Children with Special Needs, 294
Assessment of Preschool Children, 295
Bilingual Curriculum, 295
Cultural and Linguistic Diversity, 296
Home Visits: Connecting Home and School, 296
A Home Visit with Felipe’s Family, 297
Felipe’s Family, 298
Poster Project: Focus on Felipe’s Identity, 298
Anna’s Job, 298
Anna’s Hopes for Her Sons: Developing in Two Cultures and Languages, 298
Parent Involvement, 299
Saying Good-Bye, 299
What Is Head Start?, 299
History of Head Start, 299
Program Goals, 300
Education: Curriculum for the Whole Child, 300
Social Services and Resources for Families, 301
Family Involvement, 302
Head Start and Preschool, 302
Preschool Programs, 303
Preschools of Yesterday and Today, 303
The Beginning of Preschool: A Brief History, 303
Preschools of Today, 304
Preschool Curriculum, 304
Early Literacy, 304
Creative Arts in Preschool, 305
Movement for Physical Development, 305
Health Topics in Preschool, 305
Safety and the Preschool Child, 306
Technology in the Preschool, 306
Similarities and Differences between Head Start and Other Preschool Programs, 306
Preschool Staff, 307
Program Director, 308
Teacher, 308
Teacher Assistant, 308
Current Issues in Preschool Programs, 308
High-Quality Preschool, 308
Emphasis on Assessing Cognitive Learning, 309
Research on Programs for Preschool Children, 309
Supporting Cultural and Linguistic Diversity, 310
Cultural Diversity of Young Children, 310
Creating an Environment Responsive to Diversity, 310
A Closer Look: What Are Some Practices Implemented in Culturally Responsive Communities?, 311
Bilingualism, 311
Valuing Cultural Diversity, 313
Principles and Insights: A Summary and Review of Chapter 9, 313
Becoming an Early Childhood Professional, 314
Your Professional Portfolio, 314
Your Professional Library, 314
Your E-Resources, 315
Chapter 10. Kindergarten: Keeley’s Story, 316
Visiting Keeley, 317
Selecting Kindergarten: One Parent’s View, 317
Kindergarten: Its Position in the School System, 318
Case Study: Kindergarten at Eliot School, 319
Visiting the Principal, 320
A First Look at Kindergarten, 320
A Full Day at Kindergarten, 322
Learning from Jim, 330
Jim’s Interest in the Use of Technology by Young Children, 330
Jim’s Philosophy of Classroom Management and Community Building, 331
A Conversation About Inclusion, 332
After-School Care Program, 332
Fremont Hills After-School Program, 333
Curriculum in the After-School Care Program, 333
A Closer Look: What Are Some Issues of After-School Care?, 333
Case Study: Keeley’s After-School Care, 334
Literacy, Art, and Drama, 334
Family Involvement in the Program, 334
A Closer Look at Kindergarten, 335
Common Themes in Today’s Kindergartens, 335
Increased Pressure for Academics, 335
A Closer Look: A Brief History of Kindergarten, 336
Kindergarten Content and Program Formats, 336
Kindergarten Curriculum, 337
Curriculum Content, 338
Technology and Curriculum, 339
A Closer Look: Technology and Young Children: What Is Appropriate?, 340
Preparation of Kindergarten Staff, 341
Kindergarten Teachers, 341
Teacher Assistants, 342
The Need for Qualified Staff, 342
Current Issues and Trends Surrounding Kindergarten, 342
Academics and Kindergarten, 342
Readiness for Kindergarten, 344
Length of School Day, 344
A Closer Look: What Is School Readiness?, 344
Principles and Insights: A Summary and Review for Chapter 10, 345
Becoming an Early Childhood Professional, 346
Your Professional Portfolio, 346
Your Professional Library, 346
Your E-Resources, 346
Chapter 11. The Primary Grades: Erin Cheyenne’s Story, 348
Meet Erin Cheyenne and Her Family, 349
Reasons for Educating at Home, 349
Lessons from Parents’ Thinking, 350
Case Study: Erin Cheyenne’s Classroom, 350
Today’s Schedule, 350
Learning from Paula: Meeting Diverse Needs and Providing Guidance, 355
Explicit Instructions, 355
Consistency and Routines, 356
A Caring and Supportive Setting, 356
Primary Grades Curriculum, 356
Primary Grades Literacy Curriculum, 356
A Conversation About Inclusion, 357
A Closer Look: Research Findings: Art Talk in Early Childhood Education, 358
Curricular Components of Literacy Instruction, 358
Responding to Children’s Differences with Literacy Instruction, 359
Primary Grade Mathematics Curriculum, 359
Constructing Mathematical Meanings, 360
Mathematical Content, 360
Primary Grades Science Curriculum, 361
Child-Centered Science, 362
Science Content, 362
Scientific Inquiry, 362
Primary Grades Social Studies Curriculum, 362
Curricular Experiences, 362
Social Studies Content, 363
Assessment in the Primary Grades, 364
Portfolios, 364
Communicating with Parents Using Portfolios, 364
Portfolios to Encourage Children’s Self-Assessment and Planning, 364
Portfolios for Teachers’ Reflection and Assessment of Student Progress, 364
Professional Preparation of Primary Grade Teachers, 365
Principles and Insights: A Summary and Review of Chapter 11, 365
Becoming an Early Childhood Professional, 366
Your Professional Portfolio, 366
Your Professional Library, 367
Your E-Resources, 367
Chapter 12. Special Education: Jodie and Her Family’s Story, 368
A Home Visit with Jodie and Her Family, 369
Jodie’s Tour, 369
Ending Your Visit, 370
Case Study: Visiting with Jodie’s Parents, 370
Jodie’s Infant Years, 370
Toddler Time: Interacting with Peers, 371
The Three’s Class: Starting Preschool, 371
The Four’s Class: Accommodating Individual Needs, 374
A Closer Look: What Is the Role of an Early Childhood Special Educator?, 375
Transition to Kindergarten, 376
First Grade, 376
A Conversation About Inclusion, 377
Reflecting on Jodie’s Experiences, 378
Special Education for Young Children, 378
What Is Special Education?, 378
Who Are the Children Receiving Special Education?, 379
Categories of Children with Disabilities, 379
Uniqueness of Each Child, 381
Children Who Are Gifted and Talented, 381
Public Law 94-142: Education for All Handicapped Children Act, 381
A Closer Look: What Are Some Educational Approaches for Children Who Are Gifted and Talented?, 382
Individualized Education Program, 383
Categorizing or Labeling Disabilities, 383
Public Law 99-457: Support for Early Childhood Intervention, 383
State-Level Responsibility, 386
Interagency Collaboration, 386
Support for Families, 386
American Disabilities Act (ADA), 387
Individuals with Disabilities Education Act (IDEA), 387
IDEA 1997, 387
IDEA Improvement Act of 2004, 388
Support Services, 388
Multidisciplinary Team, 389
Importance of These Laws, 389
Early Childhood Special Education, 389
What Is Early Childhood Special Education?, 389
Early Childhood Special Education Services, 390
Inclusive Programs, 390
Instructional Strategies, 390
Curriculum Modifications or Adaptations, 390
Technology and Children with Special Needs, 391
Program Options or Settings, 391
Special Education in the Public Schools, 392
Referring Students for Special Education Services, 392
Role of Families in Early Childhood Special Education, 393
Family-Centered Approach, 393
Rationale for Early Intervention for Children with Special Needs, 394
Early Intervention and Its Influence on Later Life, 394
Early Intervention and Prevention, 395
Principles and Insights: A Summary and Review of Chapter 12, 395
Becoming an Early Childhood Professional, 396
Your Professional Portfolio, 396
Your Professional Library, 396
Your E-Resources, 396
Chapter 13. The Changing World of Early Childhood, 398
Angela’s Village, 399
Politics and Early Childhood Programs, 400
Politics and Early Childhood Education in the 1960s, 400
Head Start and Early Head Start Programs, 401
Other Government Programs, 401
Welfare Reform and Early Childhood, 401
Child Care and Development Block Grant, 402
Child and Adult Care Food Program, 402
Aid for Children in Migrant Families, 402
Title I Programs, 403
Other Government-Sponsored Support, 403
No Child Left Behind Act, 403
Good Start, Grow Smart, 403
Government Regulation and Early Childhood Program Standards, 404
Changes in Government Policy, 404
Summary: Politics and Early Childhood Programs, 405
Economics and Early Childhood Education, 405
Economics and Availability of Early Childhood Programs, 406
Economy, Early Childhood Programs, and Future Work Force, 406
Changes in the Work Force, 406
Economics and Salaries of Early Child Care Providers, 407
Economic Benefits of Early Childhood Education, 407
A Closer Look: Findings from the Perry Preschool Study, 408
High/Scope Perry Preschool Study, 408
Abecedarian Project, 408
Summary: Economics and Early Childhood Education, 409
Society and Early Childhood, 409
Society and Educational Reform, 409
Society and Families, 410
Society and Children in Need, 411
Society and Child Abuse, 412
Society and Health Issues Affecting Young Children, 413
Society and Homeless Children, 414
Society and Teen Parents, 415
Society and Community Involvement with Young Children, 416
Society and Diversity, 417
Demographic Trends, 417
Cultural Pluralism, 417
Bilingual Education, 418
Summary of Political, Economic, and Social Influences on Early Childhood, 419
Advocacy: Why and How?, 419
Modeling Advocacy, 419
Advocating for Children, 420
Becoming a Children’s Champion through Advocacy, 421
Professionalism in Early Childhood Education, 421
Professionalism, 421
Continued Professional Development, 422
Child Development Associate Credential, 422
Becoming a Professional, 422
When Are You a Professional?, 422
A Look at One Teacher’s Commitment to Professionalism, 423
Developing and Assessing Your Personal Philosophy of Education, 424
Continuing Education, 425
Professional Ethics, 425
Professional Affiliations, 426
Professional Organizations, 426
Program Accreditation, 427
Summary of Professionalism, 427
Principles and Insights: A Summary and Review of Chapter 13, 427
Becoming an Early Childhood Professional, 428
Your Professional Portfolio, 428
Your Professional Library, 428
Your E-Resources, 428
Appendix A. Web Resources, 430
Appendix B. The NAEYC’s Code of Ethical Conduct and Statement of Commitment, 433
References, 440
Name Index, 453
Subject Index, 457
Photo Credits, EP-1

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