Exploring Your Role in Early Childhood Education 4th Edition by Mary Jalongo, Joan Isenberg ISBN 0133467598 9780133467598

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ISBN 10: 0133467598
ISBN 13: 9780133467598
Author: Mary Jalongo, Joan Isenberg 

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Traditionally, introductory textbooks in early childhood education have been organized by curriculum.¿ The typical introductory text begins with a history of the field and a chapter on developmental theory followed by one chapter on each major subject area–language, mathematics, science, the arts, and so forth. Exploring Your Role in Early Childhood Education takes an integrated approach and¿is organized around the essential roles and responsibilities that effective early childhood educators must fulfill. ¿ In addition to its organization, the interactive nature¿of the text sets it apart. Readers are encouraged to respond to what they are reading while they are reading it. Case material and verbatim comments from students make the content come alive and “Pause and Reflect About” sections in the margin notes¿help students relate the content to their own experiences. ¿ Exploring Your Role in Early Childhood Education is written for college students who are relatively new to formal study of the field of early childhood education and is appropriate for courses at both 2- and 4-year programs.

Exploring Your Role in Early Childhood Education 4th Table of contents:

Chapter 1 Becoming a Knowledgeable and Reflective Practitioner

Learning Outcomes

Meet the Teachers

Definition of Pedagogy and Reflective Practice

Teacher Knowledge and Pedagogy

Reflective Practice

Principles of Reflective Practice and Professional Dispositions

Concerns About Self as Teacher

Concerns About the Task

Reflecting On Impact

Your Role as a Reflective Practitioner

Reflecting on Home Visits with Diverse Families

Summary

Applying Your Knowledge of Teacher Reflection

Assessment Activity 1 Should Kiernan be Held Back in Kindergarten?

Assessment Activity 2 Getting Started with Reflection: Teaching Vignettes

Writing a Teaching Vignette

Online Resources For Reflective Teaching

Chapter 2 Exploring History, Philosophy, and Advocacy

Learning Outcomes

Meet the Teachers

Defining History, Philosophy, and Advocacy

Leaders and Trends in the History of Early Childhood Education

Ancient Times: The Child as Unlikely to Survive

Middle Ages: The Child as Miniature Adult

The Renaissance and Victorian Era: Conflicting Views of the Child

The 20th Century: The Child as a Psychological Being

The Late 1900s and Early 2000s: The Child as an Enduring Emotional Tie

21st Century: The Standards Movement

Ethical Issues with Families

Scenario

Summary

Applying Your Knowledge of History, Philosophy, and Advocacy

Assessment Activity 1 Reporting Suspected Child Abuse

Assessment Activity 2 Getting Started with Advocacy

Online Resources for History and Advocacy

Chapter 3 Delivering High-Quality Early Childhood Programs

Learning Outcomes

Meet the Teachers

Defining Early Childhood Programs, Standards, and Models

Indicators of High-Quality Early Childhood Programs

Articulated Philosophy and Goals

Curriculum That Meets the Standards

Appropriate Organization and Structure

Emphasis on Concept Development

Intentional Teaching

Positive Interpersonal Relationships

Differentiation to Accommodate to Individual Needs

Interdisciplinary Approaches to Subject-Matter Teaching

Your Role in Understanding Early Childhood Programs and Models

Montessori

Bank Street

Reggio Emilia

High/Scope

Direct Instruction

Head Start

A Checklist to Guide Parents in Selecting an Early Childhood Program

The Teacher

The School, Center, or Family Child-Care Setting

The Family Support System

The Program

Time Is Planned for

Opportunities Are Provided to

Toys and Equipment You Should See Include For Infants

For 1- and 2-Year-Olds

For Preschoolers

Summary

Applying Your Knowledge of High-Quality Programs

Assessment Activity 1 Giselle’s After-School Care

Assessment Activity 2 Analyzing Early Childhood Programs

Program Analysis Criteria

Online Resources For Early Childhood Programs and Program Standards

Chapter 4 Understanding Diversity and Inclusion

Learning Outcomes

Meet the Teachers

Defining Diversity and Inclusion

Principles of Inclusion and Fairness

Your Role in Becoming Culturally Competent

Engaging in Ethical Reasoning

Challenging Assumptions

Mastering Skilled Dialogue

Understanding the Hidden Curriculum

Promoting Diversity, Inclusion, and Cultural Competence in the Classroom

Integrating Diversity Across the Curriculum

Implementing Strategies That Honor Diversity

Summary

Applying Your Knowledge of Diversity, Inclusion, and Cultural Competence

Assessment Activity 1 Autumn is Sent Home by the School Nurse

Assessment Activity 2 Talking with Families From Diverse Backgrounds

Making Families Feel Welcome

Capitalize on Opportunities for Informal Conversation

Compliments About the Child

Compliments to the Family

Acknowledging Feelings

Clarifying Feelings

Supportive Comments

Online Resources For Multicultural Education And Diversity

Chapter 5 Promoting Children’s Development

Learning Outcomes

Meet the Teachers

Children’s Developmental Characteristics and Needs

Principles of Development

Essential Needs

Need for Security and Safety

Need for Love, Understanding, and Acceptance

Need for Competency, Responsibility, and Independence

Need for Success, Guidance, and Respect

Developmental Milestones

What Are Infants Like?

Physical/Motor Development

Social/Emotional Development

Cognitive Development

Language Development

Applying Developmental Knowledge to Infants

What Are Toddlers Like?

Physical/Motor Development

Social/Emotional Development

Cognitive Development

Language Development

Applying Developmental Knowledge to Toddlers

What are Preschoolers and Kindergartners Like?

Physical/Motor Development

Social/Emotional Development

Cognitive Development

Language Development

Applying Developmental Knowledge to Preschoolers and Kindergartners

What are School-Age Children Like?

Physical/Motor Development

Social/Emotional Development

Cognitive Development

Language Development

Applying Developmental Knowledge to School-Age Children

Your Role in Promoting Children’s Development

Influences on Children’s Development

The Brain and Children’s Development

Social and Cultural Influences

Meeting the Developmental Needs of Learners with Exceptionalities

Children with Disabilities

Legislation

Categories of Exceptionality

Inclusion

Children with Special Gifts and Talents

Major Child Development Theories

What is a Theory?

Psychosocial Theory of Erik Erikson (1902–1994)

Applying Erikson’s Psychosocial Theory in the Classroom

Cognitive-Developmental Theory of Jean Piaget (1896–1980)

Applying Piaget’s Cognitive-Developmental Theory in the Classroom

Ecological Systems Theory of Urie Bronfenbrenner (1917–2005)

Applying Bronfenbrenner’s Ecological Theory in the Classroom

Is This Typical? Insights into Child Development

Hierarchy of Needs Theory of Abraham Maslow (1908–1970)

Applying Maslow’s Theory in the Classroom

Summary

Applying Your Knowledge of Child Development

Assessment Activity 1 Angelica’s Baby Pictures

Assessment Activity 2 Understanding Inclusion

Online Resources for Promoting Children’s development

Chapter 6 Fostering Children’s Engagement in Learning

Learning Outcomes

Meet the Teachers

A Definition of Learning

Features of Authentic Learning Experiences

Your Role as a Facilitator of Learning

The Importance of Learner-Centered Experiences

Learner-Centered Experiences Meet the Needs of Diverse Learners

Learner-Centered Experiences are Based on Brain Research

Learner-Centered Experiences Focus on Lifelong Learning

Learner-Centered Experiences are Child-Guided

The Central Role of Play in Children’s Learning

A Definition of Play

The Importance of Play

Play and Children with Exceptionalities

Play and Children from Diverse Backgrounds

Types of Play

Fostering Learning Through Technology

Using Classroom Technologies Effectively

Selecting Appropriate Software

The Internet

Assistive Technology for Children with Disabilities

Major Learning Theories

Maturation Theory of Learning

Applying Maturation Theory in the Classroom

Behavioral Theory of Learning

Applying Behavioral Theory in the Classroom

Social Learning Theory

Applying Social Learning Theory in the Classroom

Constructivist Theory of Learning

Applying Cognitive Developmental Theory in the Classroom

Sociocultural Theory

Applying Sociocultural Constructivist Theory in the Classroom

Multiple Intelligences Theory of Learning

Applying Multiple Intelligences Theory in The Classroom

Summary

Applying Your Knowledge of Learning

Assessment Activity 1 Alexander’s Struggle to Learn to Read as an English Language Learner

Assessment Activity 2 Learning Through Multiple Intelligences

Online Resources for Learning

Chapter 7 Creating High-Quality Learning Environments

Learning Outcomes

Meet the Teachers

A Definition of Environment

Principles of High-Quality Learning Environments

High-Quality Learning Environments Have a Caring Community of Learners

High-Quality Learning Environments are Organized, Challenging, and Aesthetically Pleasing

High-Quality Learning Environments Reflect Clear Goals

High-Quality Learning Environments Protect Children’s Health and Safety

High-Quality Learning Environments Provide Age-Appropriate Materials and Equipment

Your Role in Creating the Learning Environment

Arrange Space to Meet the Needs of All Learners

Select Appropriate Materials

Use Time Flexibly

Create a Climate that Affirms Diversity

Show Students That You Care About Them and Their Learning

Connect with the Children’s Families

Organizing Indoor Learning Environments

The Physical Learning Environment

Space

Room Arrangement

Schedule and Routines

Materials and Equipment

The Social Learning Environment

A Caring Community of Learners

A Culturally Responsive Environment

Evaluating the Indoor Environment

Organizing Outdoor Learning Environments

Evaluating the Outdoor Environment

The Inclusive Environment

Adapting Environments for Children with Limited Motor Abilities

Adapting Environments for Children with Sensory Impairments

Why Use Learning Centers?

Adapting Environments for Children with Diverse Academic Needs

Summary

Applying Your Knowledge of Environments

Assessment Activity 1 Creating A Sensory-Rich Environment for Robert

Assessment Activity 2 Creating A High-Quality Learning Environment

Online Resources For High-Quality Learning Environments

Chapter 8 Developing Curriculum

Learning Outcomes

Meet the Teachers

A Definition of Curriculum

The Importance of the Curriculum

Developmentally Appropriate Practice and the Curriculum

What Does Research Say About Effective Early Childhood Curricula?

Your Role in Developing Curriculum

Understanding the Written Curriculum

Standards-Based Curriculum

Content Standards

Performance Standards

Content Areas of The Early Childhood Curriculum

Approaches to Organizing the Written Curriculum

Developmental Domains

Content Areas

Integrated Curriculum

Emergent Curriculum

Culturally Responsive Curriculum

Understanding the Taught Curriculum

Characteristics of Meaningful Curriculum

Teaching a Meaningful Curriculum

Thematic Units

Projects

Curriculum Theories

Building Connections with Families About the Curriculum

Materials Needed

Activity Card

Name of Activity

What the Child Will Learn

What to Do

Feedback Form

Summary

Applying Your Knowledge of Curriculum

Assessment Activity 1 Benjamin’s Kindergarten Play

Assessment Activity 2 Brainstorming with Curriculum Webs

Online Resources for Developing Curriculum

Chapter 9 Planning for Children’s Learning

Learning Outcomes

Meet the Teachers

A Definition of Planning

Principles of Effective Planning

Planning for Accountability to Standards

Planning for Individual and Group Learning

Planning for Each Child’s Success

Planning Based on Research

Essential Components of Planning

Your Role as a Planner

Plan for Children’S Needs

Plan the Content that Children Need to Learn

Plan a Variety of Experiences to Meet the Needs of Diverse Learners

Plan Appropriate Methods of Assessing Children’s Learning

Plan to Reflect on Your Teaching

Plan Ahead

Types of Planning

Long-Term Planning

Webbing

Approaches to Long-Term Planning

Communicating with Families About Meaningful Activities at Home

Short-Term Planning

Planning for Activities and Lessons

Summary

Applying Your Knowledge of Planning

Assessment Activity 1 Shayna Goes to Kindergarten

Assessment Activity 2 Planning for Diverse Learners

Online Resources for Planning

Chapter 10 Assessing Children’s Learning and Documenting Progress

Learning Outcomes

Meet the Teachers

A Definition of Assessment

Principles of Assessment

Observation

Tests

Performance Assessment

Your Role in Assessment

Recognizing Unethical, Illegal, and Otherwise Inappropriate Assessment

Documenting and Supporting Children’s Learning

Administering, Scoring, and Interpreting the Results

Involving Children and Families in Assessment

Using Assessment Data for Continuous Program Improvement

Provide Effective Assessment

Summary

Applying Your Knowledge of Assessment

Assessment Activity 1 Damien, a Drug-Exposed Child

Assessment Activity 2 Evaluation of Preservice Early Childhood Educators

Online Resources for Assessment and Program Evaluation

General Resources

Assessment of English Language Learners

Assessment of Children with Disabilities

Chapter 11 Guiding Children’s Behavior and Creating a Classroom Community

Learning Outcomes

Meet the Teachers

A Definition of Child Guidance and Classroom Community

Principles of Child Guidance

Your Role in Child Guidance

Anticipate and Prevent Problem Behaviors

Actively Teach Skills in Self-Regulation

Focus on the Child’a Needs

Know the Policies

Modify Your Behavior

Remain Calm, Assertive, and Reflective

Learn How to Talk with Children About Behavior

Teaching the Skills of Negotiation

Set Reasonable Limits on Children’s Behavior

Manage Transitions Well

Make Decisions as a Group

Summary

Applying Your Knowledge of Child Guidance

Assessment Activity 1 Earl’s Challenging Behavior

Assessment Activity 2 Dealing with Problem Situations

A Problem-Solving Strategy for Practitioners

Situations

Online Resources for Children’s Behavior

Chapter 12 Building Supportive Relationships with Families and Communities

Learning Outcomes

Meet the Teachers

A Definition of Family Engagement and Cultural Capital

Principles of Parent/Family Engagement

Family-Centered Practices

Reciprocal Trust and Respect

A Family Strengths Focus

Positive Relationships

Your Role in Family Engagement

Meeting National Standards

Inviting Communication

Practicing Inclusion

Striving for Cultural Competence

Managing Conflict

Respecting Parents’/Families’ “Funds of Knowledge”

Summary

Applying Your Knowledge of Family Engagement

Assessment Activity 1 Roman is Raised by Grandparents

Assessment Activity 2 Creating an Informational Brochure

Evaluation Criteria

Online Resources for Families in Crisis and Family Support

Child Abuse

Resources for Grandparents

Homelessness

Hunger

Research on Families

Poverty

Chapter 13 Developing as a Professional Early Childhood Educator

Learning Outcomes

Meet the Teachers

A Definition of Professional Development

Principles of Professional Development

Professional Development is Continuous

Career Growth is Affected by the context

Professional Development is Self-Directed

Your Role in Professional Development

Implement Strategies for Professional Development

Acquire Skill in Self-Evaluation

Strive for Continuous Improvement

Summary

Applying Your Knowledge of Professional Development

Assessment Activity 1 Rolando’s Mother Gets Involved in Head Start

Assessment Activity 2 Becoming a Valued Colleague

Online Resources for Professional Development

List of Appendices

Glossary

References

Name Index

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