Introduction to early childhood education: equity and inclusion
The role of the professional in supporting the diverse needs of children and families, as well as their own professional development over time, is the organizing structure of this text. The book includes information on the application of both NAEYC (National Association for the Education of Young Ch...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | The role of the professional in supporting the diverse needs of children and families, as well as their own professional development over time, is the organizing structure of this text. The book includes information on the application of both NAEYC (National Association for the Education of Young Children) and DEC (Division for Early Childhood) standards to quality programming for young children and their families, as well as ongoing professional development. --from publisher description |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXVI, 502 S. Ill., graph. Darst. |
| ISBN: | 9780205569540 |
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| 520 | 3 | |a The role of the professional in supporting the diverse needs of children and families, as well as their own professional development over time, is the organizing structure of this text. The book includes information on the application of both NAEYC (National Association for the Education of Young Children) and DEC (Division for Early Childhood) standards to quality programming for young children and their families, as well as ongoing professional development. --from publisher description | |
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Datensatz im Suchindex
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| adam_text | BRIEF CONTENTS O INTRODUCTION TO EARLY CHILDHOOD EDUCATION 2 * HISTORY
OF EARLY CHILDHOOD EDUCATION 18 E ISSUES AND SERVICES IN EARLY CHILDHOOD
EDUCATION 46 O UNDERSTANDING DEVELOPMENT 72 E UNDERSTANDING CHILD
DIVERSITY 110 * UNDERSTANDING FAMILY DIVERSITY 148 * UNDERSTANDING
PROFESSIONAL PATHWAYS 176 * EDUCATIONAL PHILOSOPHIES AND CURRICULAR
APPROACHES 200 * ASSESSMENT 234 G SUPPORTING SOCIAL-EMOTIONAL
DEVELOPMENT THROUGH GUIDANCE 274 * THE LEAMING ENVIRONMENT 314 *
EFFECTIVE TEACHING PRACTICES 356 G PROGRAM PLANNING AND EVALUATION 396 E
MOVING FORWARD AS PROFESSIONALS SHAPING THE FIELD AND FUTURE 424
APPENDIX A: NAEYCCODE OF ETHICAL CONDUCT AND STATEMENT OF COMMITMENT 453
APPENDIX B: DIVISION FOR EARLY CHILDHOOD OF THE CEC CODE OF ETHICS 460
GLOSSARY 463 REFERENCES 472 NAME INDEX 490 SUBJECT INDEX 494 XVII THE
EMERGENCE OF SPECIAL EDUCATION 30 ACCOUNTABILITY WITHIN SPECIAL
EDUCATION 32 FAMILY INVOLVEMENT AND SPECIAL EDUCATION 33 EDUCATION OF
PROFESSIONALS 33 A MISSING PIECE: CHILD CARE AND LARGER HISTORICAL
DEBATES 33 A MERGING PERSPECTIVE: 19805 THROUGH THE 19905 34 ATTENTION
TO CHILD CARE AND THE BIRTH-TO-3 POPULATIONS 34 THE EMERGENCE OF
INCLUSION 35 A CONTEMPORARY VIEW OF FAMILY EDUCATION 38 EDUCATION OF
PROFESSIONALS 39 PROGRAMMING AT THE END OF THE 19005 39 EARLY CHILDHOOD
EDUCATION IN THE 21ST CENTURY 39 MOVING FORWARD 41 CONTENTS *
INTRODUCTION TO EARLY CHILDHOOD EDUCATION 2 EARLY CHILDHOOD EDUCATION AS
A TOOL SUPPORTING SOCIAL EQUITY 4 FAMILY NEEDS 6 PROFESSIONAL NEEDS 8
HIGH-QUALITY EARLY CHILDHOOD EDUCATION FOR ALL 8 VISION OF NAEYC 9
MISSION OF THE DIVISION FOR EARLY CHILDHOOD OF THE COUNCIL FOR
EXCEPTIONAL CHILDREN 9 IMPACT OF DEVELOPMENTALLY APPROPRIATE PRACTICES
10 YOUR COMMITMENT TO L1FELONG LEARNING 13 ETHICS AS THE FOUNDATION FOR
PROFESSIONAL PRACTICE 13 MOVING FORWARD 15 * HISTORY OF EARLY CHILDHOOD
EDUCATION 18 * ISSUES AND SERVICES IN EARLY CHILDHOOD EDUCATION 46
OVERVIEW OF EARLY CHILDHOOD EDUCATION S HISTORY 20 EARLY HISTORY 21 THE
ORIGINS OF DAY NURSERIES 21 THE ORIGINS OF NURSERY SCHOOLS 23 THE
ORIGINS OF KINDERGARTEN EDUCATION 24 KINDERGARTEN S IMPACT ON PRIMARY
GRADES 25 EARLY CHILDHOOD PROGRAMS: 19605 THROUGH THE 19805 26 HEAD
START AND THE WAR ON POVERTY 26 HEAD START S IMPACT ON ACCOUNTABILITY 28
THE ADVENT OF SYSTEMIC PARENT EDUCATION 29 HEAD START AND BEYOND 30
PRESENT-DAY CHALLENGES 48 READINESS AND THE NO CHILD LEFT BEHIND ACT 48
ACHIEVEMENT OF CHILDREN FROM FAMILIES THAT ARE LOW INCOME 49
NEUROSCIENCE RESEARCH AND GOVERNMENTAL RESPONSE 50 LOW-QUALITY CARE
ISSUES 52 MEETING PRESENT CHALLENGES: INCLUSION AND FLEXIBILITY 53
DIVERSE SERVICES IN THE FIELD 56 ACCESS THROUGH INCLUSIVE, FLEXIBLE
APPROACHES 57 ENSURING ACCESS FOR ALL: INCLUSIVE, FLEXIBLE PROGRAM
OPTIONS 63 XIX * CONTENTS DIVERSE PROFESSIONAL ROLES 63 WHO ARE EARLY
CHILDHOOD PROFESSIONALS? 63 MOVING FORWARD 68 ** UNDERSTANDING ~
DEVELOPMENT 72 DEVELOPMENT IN CONTEXT 74 ECOLOGIEAL SYSTEMS THEORY 74
THEORY AND RESEARCH SHAPING KNOWLEDGE OF CHILDREN S DEVELOPMENT 77
PRINEIPLE ONE: INTERRELATIONSHIPS BETWEEN DEVELOPMENTAL DOMAINS 77
PRINCIPLE TWO: SEQUENEES OF LEARNING AND DEVELOPMENT 78 PRINEIPLE THREE:
INDIVIDUAL PATTERNS OF DEVELOPMENT AND LEARNING 81 PRINCIPLE FOUR:
INTERAETIONS BETWEEN BIOLOGICAL MATURATION AND EXPERIENEE 81 PRINEIPLE
FIVE: ESTABLISHING FOUNDATIONS AND SUPPORTING OPTIMAL DEVELOPMENT AND
LEARNING 82 PRINCIPLE SIX: PROGRESSION OF DEVELOPMENT 87 PRINCIPLE
SEVEN: THE IMPORTANEE OF RELATIONSHIPS 88 PRINCIPLE EIGHT: THE INFLUENEE
OF SOCIAL AND CULTURAL CONTEXTS ON DEVELOPMENT AND LEARNING 90 PRINCIPLE
NINE: THE ROLE OF EFFEETIVE TEAEHING 91 PRINEIPLE TEN: THE IMPORTANEE OF
PLAY 93 PRINEIPLE ELEVEN: PROVIDING OPPORTUNITIES FOR CHALLENGE AND
MASTERY 95 PRINEIPLE TWELVE: SUPPORTING POSITIVE DISPOSITIONS AND
APPROAEHES TO LEARNING 97 FAMILY SYSTEMS THEORY 100 STAGES OF TEACHER
DEVELOPMENT 101 STAGES OF TEAEHER DEVELOPMENT 102 MOVING FORWARD 105 ~
UNDERSTANDING CHILD ** DIVERSITY 110 UNDERSTANDING EXCEPTIONALITY 112
UNDERSTANDING DEVELOPMENT THROUGH RED FLAGS 112 AN OVERVIEW OF
EXEEPTIONA IITY 113 APPLYING YOUR KNOWLEDGE OF EXEEPTIONALITIES TO
PRAETICE 127 SUPPORTING CULTURAL AND L1NGUISTIC DIVERSITY 129 CHILDREN
OF IMMIGRANT POPULATIONS 129 CHILDREN, FAMILIES, AND STRESS 132 THE
IMPACT OF TOLERABLE STRESS 134 THE IMPACT OF TOXIE STRESS 137 THE ROLE
OF RESILIENEE IN COPING WITH STRESS 143 THE IMPORTANEE OF RELATIONSHIPS
IN COPING WITH STRESS 143 MOVING FORWARD 144 ** UNDERSTANDING FAMILY ~
DIVERSITY 148 WHO ARE AMERICA S FAMILIES? 150 EQUITY ISSUES AFFEETING
FAMILIES 152 THE CHILD CARE TRILEMMA 152 ISSUES OF QUALITY 152 ISSUES OF
AFFORDABILITY 153 ISSUES OF AEEESS 155 SOLUTIONS TO THE CHILD CARE
TRILEMMA 159 CREATING PARTNERSHIPS WITH FAMILIES 161 THEORIES OF FAMILY
INVOLVEMENT 163 THEORIES OF SOCIAL SUPPORT 164 CO-CONSTRUETED
RELATIONSHIPS 166 MOVING FORWARD 170 * UNDERSTANDING PROFESSIONAL
PATHWAYS 176 THE EARLY CHILDHOOD EDUCATION PROFESION 178 PROFESSIONAL
PREPARATION REQUIREMENTS 179 LEVEL OF EDUEATION 180 SKILLS 182
DISPOSITIONS 182 ISSUES IN THE PROFESSION 184 CHALLENGES IN PROFESSIONAL
PREPARATION 185 CHALLENGES OF COMPENSATION AND TURNOVER 185 EXPLORING
SOLUTIONS 187 SUPPORTING PROFESSIONAL PREPARATION 187 ADDRESSING
COMPENSATION AND TURNOVER 188 SELF-ADVOCACY: THE ROLE OF REFLECTION AND
PHILOSOPHY 189 MOVING FORWARD 194 ~ EDUCATIONAL PHILOSOPHIES ~ AND
CURRICULAR APPROACHES 200 THE THEORETICAL AND PHILOSOPHICAL ORIGINS OF
THE FIELD 202 CULTURAL TRANSMISSIONISTS 204 MATURATIONISTS 205
CONSTRUCTIVISTS 208 UNDERSTANDING CURRICULAR MODELS AND APPROACH ES 211
FOUNDATIONS OF EFFECTIVE CURRICULUM 213 TYPES OF EARLY CHILDHOOD
CURRICULUM MODELS AND APPROACHES 215 CHALLENGES OF CURRICULAR MODELS AND
APPROACHES 220 REGGIO EMILIA 222 THE EMERGENT CURRICULUM 223 EMERGENT
CURRICULUM FOR INFANTS AND TODDLERS 224 SUPPORTING THE INFANT-TODDLER
EMERGENT CURRICULUM 225 DEVELOPING THE INFANT-TODDLER EMERGENT
CURRICULUM 225 THE PROJECT APPROACH 227 CHILD-CENTERED CURRICULUM 230
MOVING FORWARD 231 O ASSESSMENT 234 STANDARDS INFORMING CURRICULUM AND
ASSESSMENT 236 STANDARDS AT THE FOREFRONT 236 UNDERSTANDING ASSESSMENT
238 KNOWLEDGE OF TERMINOLOGY 239 CONTENTS * ASSESSMENT PRACTICES 243
CHALLENGES OF EFFECTIVE ASSESSMENT 243 ADDRESSING THE CHALLENGES OF
ASSESSMENT 245 OBSERVATION 247 OBJECTIVITY 248 COMMON ASSESSMENT
STRATEGIES 249 INFORMAL ASSESSMENT TOOLS 252 SCREENING AND FORMAL
EVALUATION 258 DEVELOPMENTAL SCREENING AND CHECKLISTS 258 POSTSCREENING:
DIAGNOSTIC ASSESSMENT 260 FROM ASSESSMENT TO INTERVENTION 260
PROFESSIONAL ASSESSMENT 264 DEVELOPING A PORTFOLIO 264 THE PROFESSIONAL
DEVELOPMENT PLAN 267 THE MENTORING RELATIONSHIP AS A TOOL FOR ASSESSMENT
267 MOVING FORWARD 268 SUPPORTING SOCIAL- EMOTIONAL DEVELOPMENT THROUGH
GUIDANCE 274 INTRODUCTION TO SOCIAL-EMOTIONAL DEVELOPMENT 276 OVERVIEW
OF SOCIAL-EMOTIONAL DEVELOPMENT 277 THE CONTEXT OF SOCIAL-EMOTIONAL
DEVELOPMENT 278 GUIDANCE 279 MOTIVATION AND SELF-REGULATION 282
UNDERSTANDING YOUR REACTION TO GUIDANCE CHALLENGES 283 DEVELOPMENTALLY
APPROPRIATE PRACTICE AND EFFECTIVE GUIDANCE 285 UNIVERSAL PRACTICES
SUPPORTING SOCIAL- EMOTIONAL DEVELOPMENT 286 BEHAVIORAL REFLECTIONS 286
AFFECTIVE REFLECTIONS 287 MIRRORING 288 CHOICES 288 * CONTENTS
ENCOURAGEMENT 289 EFFECTIVE CLASSROOM RULES 291 SENSORY-RESPONSIVE
ENVIRONMENTS 292 ADDRESSINGCHALLENGINGBEHAVIORS 293 DEFINING AND
UNDERSTANDING CHALLENGING BEHAVIORS 293 LOGICAL AND NATURAL CONSEQUENCES
294 THE SOCIAL SKILLS AND COMMUNICATION CURRICULA 295 SOCIAL SKILLS
GUIDANCE 298 SUPPORTING EMOTIONAL SELF-REGULATION 301 CONFLICT
RESOLUTION 302 INTENSIVE,INDIVIDUALIZED PLANS 305 INCLUDING FAMILIES IN
ADDRESSING CHALLENGING BEHAVIOR 308 MOVING FORWARD 308 ~ THE LEARNING .,
ENVIRONMENT 314 THE LEARNINGENVIRONMENT 317 CREATING EFFECTIVE LEARNING
ENVIRONMENTS 317 ENSURING EQUITY 319 ENSURING FLEXIBILITY IN USE 320
ENSURING SIMPLE AND INTUITIVE USE 328 ENSURING PERCEPTIBLE USE 332
ENSURING TOLERANCE FOR ERROR 332 SUPPORTING LOW PHYSICAL EFFORT 335
SUPPORTING SIZE AND SPACE FOR APPROACH AND USE 336 THE INDOOR
LEARNINGENVIRONMENT 336 ROOM ARRANGEMENTS AND FLOOR PLANS 336 LEARNING
CENTER DESIGN 340 THE OUTDOOR LEARNINGENVIRONMENT 342 SUPPORTING THE
EXPLORATION OF NATURE 342 SUPPORTING CHILDREN S WAYS OF KNOWING 344
CREATINGSUPPORTIVE SOCIAL-EMOTIONAL ENVIRONMENTS 346 ~ SUPPORT FOR
SAFETY AND SECURITY 347 SUPPORT FOR SOCIAL NEEDS 348 SUPPORT FOR
SELF-ESTEEM 350 MOVING FORWARD 351 4 EFFECTNE TEACHING ~ PRACTICES 356
THE ART AND SCIENCE OF TEACHING 357 TAKING A HOLISTIC APPROACH 358
SUPPORTING INTEGRATED LEARNING 358 SUPPORTING CHILDREN AS ACTIVE
LEARNERS 359 PROFESSIONALS AS INTERESTED SUPPORTERS OF LEARNING 360
CHILDREN LEARN FROM INTERACTIONS 362 PLAY IS A MEDIUM FOR LEARNING 362
TEACHINGSTRATEGIES 363 MATCHING INSTRUCTIONAL RESOURCES,TEACHING
ACTIVITIES, AND CHILDREN S DEVELOPMENTAL LEVELS 364 HOLDING HIGH
EXPECTATIONS FOR ALL CHILDREN 366 CONNECTING PAST AND FUTURE ACTIVITIES
368 PREVIEWING LESSONS,GIVING C1EARDIRECTIONS, AND CHECKING STUDENT
UNDERSTANDING 369 OPPORTUNITIES FOR GUIDED AND INDEPENDENT PRACTICES 370
MONITORING STUDENT ACTIVITIES AND PROVIDING HELP AS NEEDED 370
ALLOCATING AND MAKING USE OF TIME MEANINGFULLY 370 CONTENTLEARNING 375
LITERACY 375 MATHEMATICS 376 SCIENCE 379 TECHNOLOGY 379 SOCIAL STUDIES
380 HEALTH AND SAFETY 385 CREATIVE AND PERFORMING ARTS 387 PUTTING IT
ALL TOGETHER: DEVELOPMENT AND LEARNING PLANS 387 PROFESSIONAL AND
FAMILYCOMFORTWITH CURRICULUM 389 MOVING FORWARD 390 PROGRAM PLANNING AND
EVALUATION 396 STANDARDS AT THE FOREFRONT 398 LEGAL STANDARDS: LICENSING
400 FUNDING STANDARDS 401 COMMUNITY NORM STANDARDS 403 CHALLENGES OF
STANDARDS: EQUITY AND ACCOUNTABILITY 404 NACCRRA S PROGRAM BENCHMARKS
404 STANDARDS GAPS: CHILDREN WITH DISABILITIES AND PRIMARY GRADES 406
CHILDREN WITH DISABILITIES 406 CHILDREN IN THE PRIMARY GRADES 408
STANDARDS: THE FOUNDATION FOR PLANNING AND EVALUATION 409 FROM STANDARDS
TO PROGRAM PLANNING 409 ASSESSING PROGRAM EFFECTIVENESS 414 OBSERVATION
AND ASSESSMENT 414 STAKEHOLDER INPUT 417 THE ROLE OF FAMILIES AND
PROFESSIONALS 418 THE ROLE OFTHE FAMILY 418 THE ROLE OF THE PROFESSIONAL
419 MOVING FORWARD 419 MOVING FORWARD AS PROFESSIONALS SHAPING THE FIELD
AND FUTURE 424 ANSWERING THE CALL TO EXCELLENCE 425 THE LACK OF A
COHESIVE VISION IN THE UNITED STATES 426 NAEYC S VISION FOR EXCELLENCE
428 CONTENTS * THE ROLE OF ADVOCACY IN ADVANCING THE FIELD 430 THE
WORTHY WAGE CAMPAIGN 433 ADVOCACY AS A TOOL FOR MOVING FORWARD 435
GETIING THERE FROM HERE 436 FIRST, A FEW STEPS BACK 437 NOW, A FEW STEPS
FORWARD 438 CREATING UNIVERSAL OPTIONS 445 VISION FOR THE FUTURE:
ENSURING UNIVERSAL OPTIONS 446 BARRIERS TO ATTAINING UNIVERSAL OPTIONS
447 SUPPORT FOR UNIVERSAL OPTIONS 447 MOVING FORWARD 448 ACCESS AND
EQUITY FOR ALL: EDUCATION AS A TOOL OF CHANGE 448 APPENDIX A: NAEYC CODE
OF ETHICAL CONDUCT AND STATEMENT OF COMMITMENT 453 APPENDIX B: DIVISION
FOR EARLY CHILDHOOD OF THE CEC CODE OF ETHICS 460 GLOSSARY 463
REFERENCES 472 NAME INDEX 490 SUBJECT INDEX 494
|
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| discipline | Pädagogik Psychologie |
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| illustrated | Illustrated |
| indexdate | 2024-07-09T21:42:30Z |
| institution | BVB |
| isbn | 9780205569540 |
| language | English |
| lccn | 2009013757 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-017706662 |
| oclc_num | 297146339 |
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| owner | DE-29 |
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| physical | XXVI, 502 S. Ill., graph. Darst. |
| publishDate | 2010 |
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| spelling | Darragh, Johnna C. Verfasser aut Introduction to early childhood education equity and inclusion Johnna C. Darragh Boston ; Munich [u.a.] Pearson 2010 XXVI, 502 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index The role of the professional in supporting the diverse needs of children and families, as well as their own professional development over time, is the organizing structure of this text. The book includes information on the application of both NAEYC (National Association for the Education of Young Children) and DEC (Division for Early Childhood) standards to quality programming for young children and their families, as well as ongoing professional development. --from publisher description Early childhood education Kleinkinderziehung (DE-588)4073498-5 gnd rswk-swf Kleinkinderziehung (DE-588)4073498-5 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017706662&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Darragh, Johnna C. Introduction to early childhood education equity and inclusion Early childhood education Kleinkinderziehung (DE-588)4073498-5 gnd |
| subject_GND | (DE-588)4073498-5 |
| title | Introduction to early childhood education equity and inclusion |
| title_auth | Introduction to early childhood education equity and inclusion |
| title_exact_search | Introduction to early childhood education equity and inclusion |
| title_full | Introduction to early childhood education equity and inclusion Johnna C. Darragh |
| title_fullStr | Introduction to early childhood education equity and inclusion Johnna C. Darragh |
| title_full_unstemmed | Introduction to early childhood education equity and inclusion Johnna C. Darragh |
| title_short | Introduction to early childhood education |
| title_sort | introduction to early childhood education equity and inclusion |
| title_sub | equity and inclusion |
| topic | Early childhood education Kleinkinderziehung (DE-588)4073498-5 gnd |
| topic_facet | Early childhood education Kleinkinderziehung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017706662&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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