Beginning Essentials in Early Childhood Education / Edition 2

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Overview


BEGINNING ESSENTIALS IN EARLY CHILDHOOD EDUCATION, Third Edition, is a streamlined foundations book that introduces early childhood students to the field. This unique book is organized to answer four key questions: What is the field? Who is the child? Who is the teacher? and What is being taught? The four sections address the essentials of early childhood education, emphasizing multiculturalism and developmentally appropriate practice. New to this edition, "Teacher Talk" boxes are first-person accounts from teachers who reflect on their experiences in the classroom and provide valuable, applicable advice for those entering the profession. In addition, "Brain Research" boxes showcase some of the most important aspects of brain research and development today, connecting it to the classroom. Other features include special boxed material that highlights key issues related to standards, diversity, DAP, professionalism, and ethics.
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Editorial Reviews

From the Publisher

"[V]ery readable, well-organized, and appealing."

"[A] great text for beginning students . . . provides a brief overview of ECE, child development, theory, professionalism, curriculum, quality environments, guidance considerations, and family partnerships."

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Product Details

  • ISBN-13: 9781111830830
  • Publisher: Cengage Learning
  • Publication date: 1/1/2012
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 240
  • Sales rank: 177,440
  • Product dimensions: 8.50 (w) x 10.70 (h) x 0.50 (d)

Meet the Author


Ann Miles Gordon has been an early childhood professional for more than 45 years as a teacher of young children, a teacher of parents, and a teacher of college students. She has taught in laboratory schools, church-related centers, and private and public preschool and kindergarten programs. Ann taught at the Bing Nursery School, the laboratory school for Stanford University's Department of Psychology, where she was a head teacher and lecturer in the Psychology Department. Ann also served as an adjunct faculty member in several community colleges, teaching the full gamut of early childhood courses. Ann served as executive director of the National Association of Episcopal Schools for 14 years, where more than 1,100 early childhood programs were a part of her network. Ann is semi-retired and a hands-on grandmother of two, through which she brings an enhanced perspective on center-based care and early elementary grades.

Kathryn Williams Browne has been teaching children, families, and students for more than 30 years. First a teacher of young children-in nursery school, parent cooperatives, full-day child care, pre-kindergarten, bilingual pre-school, kindergarten, and first grade-she moved to Stanford University's lab school, where she served as head teacher and psychology lecturer. Co-authoring with Ann Miles Gordon was enhanced by Kate's role as a parent, while her consultant and school board experience offered perspectives on public policy and reform. Kate teaches in the California Community College system and Early Childhood Mentor program, which offer the richness of a diverse student population coupled with the challenges of access and privilege that parallel those in the early education field itself.

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Table of Contents

Preface vii
Section 1 What Is the Field of Early Childhood Education? 1
Chapter 1 History and Current Issues of Early Childhood Education 3
Chapter 2 Types of Programs 48
Section 2 Who Is the Young Child? 83
Chapter 3 Defining the Young Child 85
Chapter 4 Developmental and Learning Theories 113
Section 3 Who Are the Teachers? 169
Chapter 5 Teaching: A Professional Commitment 171
Chapter 6 Observation and Assessment: Learning to Read the Child 199
Chapter 7 Guidance Essentials 243
Chapter 8 Families and Teachers: An Essential Partnership 269
Section 4 What Is Being Taught? 291
Chapter 9 Creating Environments 293
Chapter 10 Curriculum Essentials 343
Chapter 11 Teaching: Taking Development into Action 386
Glossary 446
Appendix A Timeline for Early Childhood Education 455
Appendix B Code of Ethical Conduct and Statement of Commitment 460
Appendix C NAEYC Position Statement: Responding to Linguistic and Cultural Diversity-Recommendations for Effective Early Childhood Education 470
Index 472
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