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The primary strength of BEGINNINGS AND BEYOND, 8TH EDITION, is its blend of simplicity and depth. In a clear and easy-to-understand style, the book's five sections lay out basic questions any student of early childhood education would want answered. At the same time, the chapters present key concepts, the latest research, and practical examples so that questions are thoroughly answered. Coverage of the current Developmentally Appropriate Practices (DAP) are woven throughout the text and highlighted by new margin icons and DAP footnotes for easy reference. Diversity and development are also integrated throughout the text, enabling readers to understand that issues of age, gender, race/ethnicity, ability, and family are part of every aspect of teaching and learning. Every chapter has an article by an educator that highlights a relevant topic, showing students of early childhood education that there are many authoritative and experienced voices to learn from, both from the past and present. Finally, through its tone, numerous visuals, and carefully crafted pedagogy, the book is accessible to and respectful of readers with a range of abilities and learning styles.
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 schools, parent cooperatives, full-day child care, pre-kindergarten, bilingual pre-schools, 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; her Consultant and School Board experience offered perspectives into public policy and reform. Kate teaches in the California Community College system coordinating the Early Childhood Department and the 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. Special assignments include State Faculty Association, Academic Senate, and Educator Competencies integration, which add the special challenges of diversity and professionalism of early childhood education that guide her work.
Part I: WHAT IS THE FIELD OF EARLY CHILDHOOD EDUCATION? 1. History of Early Childhood Education. 2. Types of Programs Chapter. Part II: WHO IS THE YOUNG CHILD? 3. Defining the Young Child. 4. Developmental and Learning Theories. Part III: WHO ARE THE TEACHERS? 5. The Teacher's Role. 6. Observation and Assessment. 7. Understanding and Guiding Behavior. 8. Parents and Teachers: Partners in Education. 9. Creating Environments Part IV: WHAT IS BEING TAUGHT? 10. Curriculum: Creating a Context for Learning and Play 11. Planning for Play: Curriculum Basics. 12. Planning for the Mind: Cognitive Development. 13. Planning for the Mind: Language Development. 14. Planning for the Heart and Soul: Psychosocial Development Part V: HOW DO WE TEACH FOR TOMORROW? 15. Issues and Trends in Early Childhood Education. Appendix A. NAEYC Code of Ethical Conduct. Appendix B. NAEYC Position Statement. Glossary. Index.