ISBN-10:
1259171388
ISBN-13:
2901259171382
Pub. Date:
02/21/2014
Publisher:
McGraw-Hill Higher Education
Annual Editions: Early Childhood Education, 35/e / Edition 35

Annual Editions: Early Childhood Education, 35/e / Edition 35

by Karen Menke Paciorek

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Overview

Annual Editions: Early Childhood Education, 35/e / Edition 35

The Annual Editions series is designed to provide convenient, inexpensive access to a wide range of current articles from some of the most respected magazines, newspapers, and journals published today. Annual Editions are updated on a regular basis through a continuous monitoring of over 300 periodical sources. The articles selected are authored by prominent scholars, researchers, and commentators writing for a general audience. Each Annual Editions volume has a number of features designed to make them especially valuable for classroom use: an annotated Table of Contents, a Topic Guide, an annotated listing of supporting websites, Learning Outcomes and a brief overview for each unit, and Critical Thinking questions at the end of each article. Go to the McGraw-Hill Create™ Annual Editions Article Collection at www.mcgrawhillcreate.com/annualeditions to browse the entire collection. Select individual Annual Editions articles to enhance your course, or access and select the entire Paciorek: Annual Editions: Early Childhood Education, 35/e ExpressBook for an easy, pre-built teaching resource by clicking here. An online Instructor’s Resource Guide with testing material is available for each Annual Editions volume. Using Annual Editions in the Classroom is also an excellent instructor resource. Visit the Create Central Online Learning Center at www.mhhe.com/createcentral for more details.

Product Details

ISBN-13: 2901259171382
Publisher: McGraw-Hill Higher Education
Publication date: 02/21/2014
Series: Annual Editions Series
Edition description: Older Edition
Pages: 206
Product dimensions: 8.40(w) x 10.80(h) x 0.40(d)

Table of Contents

Annual Editions: Paciorek

Preface

Correlation Guide

Topic Guide

UNIT Building a Strong Foundation
Unit Overview

Play Is the Way . . . , Stuart Brown and Kristen Cozad, SGI Quarterly, July 2013

Despite the overwhelming and very striking research on the benefits of play on current and future learning for children, there are those who argue play time is wasted time. The authors describe characteristics; they call signatures, which indicate an activity is play. They also point to the evidence that people of all ages who are allowed to engage in freely chosen play are more creative and productive. Those focused solely on academic achievement would do well to read the research on the benefits of play in all areas of development. Early childhood educators must advocate for adequate play opportunities for all children.

The Hell of American Day Care: An Investigation into the Barely Regulated, Unsafe Business of Looking After Our Children, Jonathan Cohn, New Republic, April 15, 2013

Ask any soon-to-be or working parent what concerns they have about the pending birth and often the number one concern centers on child care. Finding and paying for quality child care hangs heavy on the mind of parents. Licensing rules vary significantly from state to state and as a country we have made little progress over the years to help parents make wise choices for the care and education of their most precious possession in a safe and stimulating environment.

A Poverty Solution That Starts with a Hug, Nicholas D. Kristof, The New York Times, January 7, 2012

This very short article has one key message grandparents have been saying for years, "You can't spoil a child by hugging." In fact, just the opposite happens as children grow up knowing they are cared for and develop strong relationships with the protectors in their lives. Wiring a house under construction is easier than wiring it after it is built and the same holds true for wiring a child's brain to be receptive to learning and being successful in school. Children in poverty are especially vulnerable to the stressors facing them in life if they don't build trust in their environment and their caregivers.

Why Pre-K Is Critical to Closing the Achievement Gap, Ellen Frede and W. Steven Barnett, Principal, May/June 2011

Aimed at school administrators, but with a message for all, this article focuses on the role of a quality pre-K program in closing the achievement gap. An early formal school experience prior to kindergarten entry helps children develop the learning skills that will serve them for a lifetime of learning. The authors encourage administrators to educate themselves on the importance of early childhood education, readiness, and the components of a quality program. Hiring highly effective teachers of young children and offering support services for families are important components of a successful program.

Don't Dismiss Early Education as Just Cute; It's Critical, Lisa Guernsey, USA Today, April 28, 2010

Early childhood educators know the importance of what they do and how quality early childhood experiences can make a significant difference in the life of a child and his or her family. Now the challenge is to help others realize that as well. Efforts at school reform, programs to close the achievement gap, and efforts to guarantee a better prepared work force often miss starting the reform process with preschool children. Just as the roots of a tree can affect the other parts, the foundation for future learning needs support early in the life of the child.

$320,000 Kindergarten Teachers, Raj Chetty, et al. Phi Delta Kappan, November 2010

Despite the wishes of kindergarten teachers to actually earn $320,000 per year, the authors of this article report findings from their research on the long term benefits of a high quality kindergarten experience on the students' life-long earnings. They found a strong relationship between the kindergarten classroom and the quality of the teacher on the adult wages which they reported to be a lifetime increase of $10,000 per student. Multiplying $10,000 times 20 students in each class produced the eye popping six-figures. Experienced teachers committed to their job were most successful in implementing best practices and raising test scores and adult income.

Are We Paving Paradise?, Elizabeth Graue, Educational Leadership, vol. 68, no. 7, 2011

The benefits of a play-based, child-centered kindergarten is the focus of Graue's article. Teachers must remind themselves of their knowledge base of child development and stay strong when asked to implement teaching practices not in the best interest of ever-changing five-year-old children. She builds a strong case for a play-based program. This is a must-share article with administrators and families pushing for more academics.

Take Charge of Your Personal and Professional Development, Carla B. Goble and Diane M. Horm, Young Children, November 2010

Unlike the other articles in this edition which all focus on the care and education of young children, this article is included for the professional educator reading this book. Teachers and caregivers are responsible for keeping up to date on best practices and must develop a plan for ongoing professional development. The children in your care deserve the very best.

UNIT Young Children, Their Families, and Communities
Unit Overview
Why Does Family Wealth Affect Learning?, Daniel T. Willingham, American Educator, Spring 2012

Willingham explains that the socioeconomic status (SES) of a child is determined not just by family wealth, but by family income, parental education, and parental occupation. These factors can impact the life of a young child in so many ways and are often used to determine if the child is at-risk of future success in school. Young children in poverty have financial as well as social and other stressors that may affect learning.

Increasing Family Engagement in Early Childhood Programs, Jamilah R. Jor'dan, Kathy Goetz Wolf, and Anne Douglass, Young Children, vol. 67, no. 5, November 2012

Developing strong relationships with the families of children in your classroom is one of the most critical tasks for teachers of young children. In this article the authors describe the Strengthening Families Program and how it operates in the State of Illinois and would also work in other states. Successful programs establish a welcoming environment where family members can feel comfortable as they learn how to best support their children. Teachers are able to participate in staff development to aid in developing useful skills.

Connecting with Families: Tips for Those Difficult Conversations, Jodi Whiteman, Young Children, March 2013

No teacher feels comfortable initiating a conversation with a family member about a difficult behavior or guidance situation involving their child. Whiteman provides some suggestions which will help teachers develop a relationship, approach parents, and ask open ended questions followed by active listening to gather information that will best help the child.

Stopping Childhood Obesity Before It Begins, Deborah Mazzeo et al., Phi Delta Kappan, April 2012

The abundance of articles on childhood obesity speaks strongly of the urgency of this issue. Early intervention, daily physical activity, and staff awareness of the importance of prevention of obesity during the early childhood years is critical. First Lady Michelle Obama's Let's Move program is developing awareness, but more work is needed.

The Impact of Teachers and Families on Young Children's Eating Behaviors, Erin K. Eliassen, Young Children, March 2011

The ongoing focus on childhood obesity has forced school personnel and families to work together to find solutions. The author shares strategies for encouraging children to develop healthy eating behaviors during the early childhood years that will serve them well throughout their lifetime.

The Power of Birth Order, Linda DiProperzio, Parents, October 2010

We have heard for years that one's birth order in a family can predict many outcomes. In this interesting examination into the world of family order and siblings the reader may see glimpses of themselves or brothers and sisters.

Caring for Rosie the Riveter's Children, Bill MacKenzie, Young Children, November 2011

Called the "best child care there ever was," the Kaiser Shipyards in Portland, Oregon provided round the clock child care so women could build the ships during World War II while the men served in the military. We have much to learn from reviewing our history where families could pick up prepared meals, school age children had weekend and school holiday programs and teachers earned high paying salaries that matched those of the workers in the shipyard. Application can be made to the needs today for childcare support offered by employers.

Gaga for Gadgets, Margery D. Rosen, Parents, February 2011

Watching a DVD on the way to the grocery store, playing with mom's smart phone and downloading an app to the family iPad are all daily encounters for many young children, including infants and toddlers. The escalation of technology into our lives means adults must be vigilant in introducing technology to children at the developmentally appropriate time.

UNIT Diverse Learners
Unit Overview
Inclusion in Infant/Toddler Child Development Settings: More Than Just Including, Rebecca Parlakian, Young Children, September 2012

More and more states are including licensing and certification standards for early childhood teachers which include the ability to work in inclusive settings serving all children from birth to age eight. Parlakian's article contains strategies that will help teachers develop strong relationships with families and include infants and toddlers with a variety of developing abilities into their classroom.

Kids Who Feel Too Much, Betsy Stephens, Parents, May 2013

In our over stimulated and fast paced world, an increasing number of children are adversely affected by the many visual, auditory, taste, smell, and tactile encounters they have on a daily basis. The brain of a child with a sensory processing disorder may completely ignore stimuli or be highly agitated by the slightest stimulation. Teachers and parents are working to find ways to best meet the needs of children for whom common stimuli causes a disruption to their daily life.

Teach Up for Excellence, Carol Ann Tomlinson and Edwin Lou Javius, Educational Leadership, February 2012

The phrase "engage their minds" is a powerful reminder to all teachers of what we need to do to foster the love of and joy in learning. Setting the academic achievement bar high and then providing the support and services to help diverse learners achieve is one of the most important jobs for a teacher. The authors provide principles for teaching up to afford all students, especially those at-risk, the opportunities to learn in an excellent environment.

The Wonder Years, Annie Papero, American School Board Journal, vol. 198, no. 8, August 2011

When Papero speaks of the wonder years, she is referring to those most important years prior to public school entry age when the foundation for future learning is often set. Poverty, family instability, and low quality child care all contribute to many children not maximizing learning experiences during those early childhood years. When school districts start to recognize that assisting diverse learners starts long before they enter school, progress will be made in closing the achievement gap.

Individualizing Instruction in Preschool Classrooms, Mary B. Boat, Laurie A. Dinnebeil, and Youlmi Bae, Dimensions of Early Childhood, vol. 38, no. 1, Winter 2010

Interest in differentiating or individualizing learning experiences to meet the needs of all children is high among teachers. Teachers first need to know how to be intentional and differentiate to best support each child in his or her learning. Strategies for scaffolding are included.

Response to Intervention and Early Childhood Best Practices: Working Hand in Hand So All Children Can Learn, Karen Wise Lindeman, Young Children, May 2013

Teachers of all levels of children must be familiar with Response to Intervention tiers and the strategies to prevent future failure. When educators look for ways to differentiate the learning so every child can learn, success will happen. Resources for additional information are also included.

UNIT Supporting Young Children's Development
Unit Overview
Bringing Boys and Girls Together: Supporting Preschoolers’ Positive Peer Relationships, Hillary Manaster and Maureen Jobe, Young Children, November 2012

Helping preschool children learn how to play and cooperate with their peers of the same and opposite gender is a critical part of an early childhood educator's job. The opportunity to develop strong relationships with other boys and girls can be facilitated by a teacher who creates inclusive settings and plans situations in which children can collaborate. Through engagement in cooperative experiences, children develop social and emotional competence and enhance their learning opportunities.

CHAOS in Kindergarten?, Jenna Bilmes, Educational Leadership, vol. 70, no. 2, October 2012

Addressing challenging behaviors in the classroom is taking up more time and causing stress for all involved. Bilmes discusses some of the reasons why more challenging behaviors are being observed and how teachers can develop strong relationships and guidance techniques to best help children slef-regulate their behavior.

Assessing Young Children's Learning and Development, Jacqueline Jones, Principal, vol. 90, no. 5, May/June 2011

The key question in this article is the third one in the opening paragraph, "What do the teachers and parents need to do so that each child is prepared to succeed in kindergarten and beyond?" That removes the heavy burden of the child not being ready and requires the adults to accurately assess each child's developmental level before planning the learning based on the standards.

Assessing and Scaffolding Make-Believe Play, Deborah J. Leong and Elena Bodrova, Young Children, January 2012

Teachers have a critical role to play in the fostering and encouraging of pretend play for young children. We scaffold their play through our planning, the environment and materials we provide, the language we use, and the way we extend the learning. Become supportive of the play going on in your classroom.

Using Toys to Support Infant-Toddler Learning and Development, Gabriel Guyton, Young Children, September 2012

A solid background in child development, coupled with a keen understanding of the needs and interests of young children, will enable a teacher to select and offer developmentally appropriate materials and toys in his or her infant and toddler classroom. Guyton provides suggestions for choosing and using materials with young children.

Rough Play: One of the Most Challenging Behaviors, Frances M. Carlson, Young Children, July 2011

Many teachers and parents deal with the dilemma of how to best handle rough and tumble or rough play. Young children need clear expectations for behavior along with ample opportunities to use large muscles as they practice physical skills through play.

UNIT Educational Practices That Help Children Thrive in School
Unit Overview
Let's Get Messy!: Exploring Sensory and Art Activities with Infants and Toddlers, Trudi Schwarz and Julia Luckenbill, Young Children, September 2012

Schwarz and Luckenbill include over a dozen possible creative play-based activities for adults to plan for infants and toddlers to engage them in diverse sensorial experiences and list many materials that can easily be collected. A discussion about adults being culturally sensitive in the materials offered to young children is also included.

Knowing Is Not Understanding: Fallacies and Risks of Early Academic Instruction, David Elkind, Young Children, January 2012

Parents and teachers are often looking for ways to bolster their children's early academic instruction through curriculum and materials. Elkind gives an explanation of what is really happening when children develop the complex cognitive skills of reading and beginning math. Clarification between knowing and understanding can help teachers and parents find developmentally appropriate strategies to use in early childhood programs that truly engage and motivate young children in their learning.

Time for Play, Stephanie Hanes, The Christian Science Monitor, January 23, 2012

Defending the benefits of play and the importance of children having access to learning experiences that allow for active learning is an ongoing challenge for early childhood educators who follow best practice. Development in all areas including social and emotional, physical, cognitive, and creative can be achieved through freely chosen play.

Kindergarten Dilemma: Hold Kids Back to Get Ahead?, Stephanie Pappas, msnbc.com, September 6, 2010

The national trend for many middle- and upper-middle-class parents to delay kindergarten entry for their children has hidden costs many economists state. Delayed kindergarten, or "redshirted" children, lose any gains they achieve by being older, often by the third grade. There is a slight academic advantage early in their academic career.

Making and Taking Virtual Field Trips in Pre-K and the Primary Grades, Dennis J. Kirchen, Young Children, November 2011

With funds being severely cut throughout many districts, field trips are usually the first to be eliminated. But now, field trips are available without leaving the classroom due to the creation of virtual field trips. Kirchen outlines suggestions for selecting pre-developed virtual field trips, the benefits of this new education strategy, and a helpful example of a planning outline for incorporating a virtual field trip in a unit plan.

When School Lunch Doesn't Make the Grade, Elizabeth Foy Larsen, Parents, September 2010

The battle to combat childhood obesity can start in the school cafeteria. Eating behaviors developed after consuming meals high in salt, sugar, and fat can last a lifetime. Parents and teachers can take charge and work for change in the food served to school children. Suggestions are provided to bring about changes in your school.

5 Hallmarks of Good Homework, Cathy Vatterott, Educational Leadership, vol. 68, no. 1, September 2010

With pressure for academic achievement starting early, homework is viewed as a way to extend the learning into the home setting. Effective homework is purposeful, among other things, and not randomly assigned for all children to do the same work. Families of young children play a key role in the homework discussion with family support and supplies available two factors that may affect its successful completion.

UNIT Teaching Practices That Help Children Thrive in School
Unit Overview
Food Allergy Concerns in Primary Classrooms: Keeping Children Safe, Peggy Thelen and Elizabeth Ann Cameron, Young Children, September 2012

Thelen and Cameron provide a comprehensive overview for primary grade teachers and other school personnel to provide a food safe environment. It begins with staff knowledgeable about eating behaviors, specific allergies, and how to recognize and respond to an emergency due to exposure to allergens. Staff should work to establish a safe environment for all.

School Readiness for Infants and Toddlers? Really? Yes, Really!, Sandra Petersen, Young Children, September 2012

When adults understand early brain development and the types of experiences that are developmentally appropriate for infants and toddlers to have they are better able to focus on the importance of developing strong reciprocal relationships with the children in their care. School readiness truly does begin with our youngest learners.

Supporting Children's Learning While Meeting State Standards: Strategies and Suggestions for Pre-K–Grade 3 Teachers in Public School Contexts, Lisa S. Goldstein and Michelle Bauml, Young Children, May 2012

Teachers are professional decision makers supporting their students' learning with daily decisions concerning classroom activities and lessons. Goldstein and Bauml suggest three traits necessary for teachers to balance the needs of the students and the rigorous demand of state standards and district-mandated curriculum.

The Potential of the Project Approach to Support Diverse Young Learners, Sallee J. Beneke and Michaelene M. Ostrosky, Young Children, May 2013

If teachers take the basic concepts of universal design that make architectural design accessible to all and apply those to the classroom in the approach called Universal Design for Learning, then they are better able to meet the diverse needs of all children. Differentiating learning experience through a curricular approach that allows children to investigate and explore extended projects lends itself to multiple ways for children to be involved in their learning.

Helping Young Boys Be Successful Learners in Today's Early Childhood Classrooms, Nancy Gropper et al., Young Children, January 2011

Gender differences in the development and learning styles of children have stymied teachers throughout the years. New research on learning styles, especially of young boys, and the role of the adult in fostering an optimal kindergarten environment are shared by the authors. Daily recess is so important for all children but especially boys.

Want to Get Your Kids into College? Let Them Play, Erika Christakis and Nicholas Christakis, CNN.com, December 29, 2010

This article is a powerful statement on the importance of allowing ample opportunities during early childhood for children to hone those lifelong skills through play. Cooperation, inquisitiveness, motivation, creating, and sharing are just a few of the behaviors learned through play that help with achievement in all areas of development.

UNIT Curricular Issues
Unit Overview
From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers' Approach, Hedda Sharapan, Young Children, January 2012

STEAM, a Fred Rogers' philosophy and approach to early childhood education, is an acronym for science, technology, engineering, arts, and math, which builds the foundation for a math & science related knowledge and skill base. Sharapan recommends the STEAM approach to facilitate inquiry-based thinking and discovery. Fans of Fred Rogers' approach will enjoy this comprehensive explanation of the different facets of his philosophy and technique.

Supporting the Scientific Thinking and Inquiry of Toddlers and Preschoolers Through Play, Maria Hamlin and Debora B. Wisneski, Young Children, May 2012

Science and play come together in this article to support the development of scientific inquiry in young children. Hamlin and Wisneski provide a helpful chart for explaining how simple materials in an early childhood classroom can connect to scientific concepts through play activities. Teachers are able to combine content with their knowledge and understanding of play to help guide children's play experiences in the area of science.

Every Child, Every Day, Richard L. Allington and Rachael E. Gabriel, Educational Leadership, March 2012

Allington and Gabriel introduce six research-based elements of literacy instruction that will ensure high-quality instructional activities for all students, every day. A student's personal choice is a key to the effectiveness of these elements even for struggling readers.

Developing Fine Motor Skills, J. Michelle Huffman and Callie Fortenberry, Young Children, September 2011

Proper muscle development is crucial for a young child's physical fine motor development and the acquisition of skills in conventional writing. Huffman and Fortenberry provide a list of activities and materials that will engage children in different levels of motor development.

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