Part I: The What of Early Childhood Education
CHAPTER 1: The Scope of and Need for Early Childhood Education
| Developmentally Appropriate Practice (DAP) and Early Childhood Standards |
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| The Growth of Early Childhood Education |
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| Brain Science – Linking Quality Early Learning Environments with Brain Science |
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| Take a Closer Look: Child Care—A Wise Economic Investment |
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| What Is Included in Early Childhood Education? |
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| Stories from the Field: “Meeting Multiple Needs” |
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| The Future of Early Childhood Education |
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Part II: The Who of Early Childhood Education
CHAPTER 2: The Children
| Age-Related Commonalities Among Children |
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| Factors that Influence Child Development |
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| Brain Science – Neuronal Development |
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| Take a Closer Look: What Has Happened to Children’s Play? |
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| Children with Different Abilities |
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| Stories from the Field: “Tayla: A Very Special Little Girl” |
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| Working with Families of Young Children |
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CHAPTER 3: The Families
| A Theoretical Perspective |
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| The Changing American Family |
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| Take a Closer Look: The High Price of Child Care |
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| Communicating with Families |
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| Stories from the Field: “Working with Parents” |
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| Brain Science – Parents Want to Know |
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CHAPTER 4: The Teachers/Caregivers
| The Early Childhood Teacher and Caregiver |
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| Staffing in Early Childhood Programs |
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| Training and Regulation in Early Childhood Education |
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| Brain Science – The Impact of Teachers |
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| Take A Closer Look: Culture Matters |
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| Stories from the Field: “Reflecting on Teaching and Learning” |
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| Some Current Issues and Dilemmas |
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| Family Support for the Early Childhood Profession |
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Part III: The Why of Early Childhood Education
CHAPTER 5: Rationale Supporting Early Childhood Education
| A Look Back—Children Through Time |
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| Influential People in the History of Early Childhood Education |
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| Influential Theorists’ Views of Child Development |
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| Application of Theories in Early Childhood Education |
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| Stories from the Field: “Introducing Photography to Kindergarteners as an Outlet for Creativity” |
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| Research Support for Early Childhood Education |
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| Brain Science – Making a Difference |
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| Take a Closer Look: We Need Prevention, Not Intervention |
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CHAPTER 6: Accountability, Standards, and Assessment
| Accountability: Program Standards and Assessment |
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| Brain Science – Meeting Standards |
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| Learning Standards for Young Children |
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| Take a Closer Look: Are Standards for Children Compatible with Developmentally Appropriate Practice? |
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| Child Assessment: Informal Methods |
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| Child Assessment: Formal Methods |
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| Stories from the Field: “Selecting the Right Assessment Tool” |
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| Family Collaboration in Screening and Assessment |
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CHAPTER 7: Helping Children Cope with Stress
| Defining Stress and Coping |
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| Sources of Stress in Children’s Lives |
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| Take a Closer Look: Geography Matters |
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| Stories from the Field: “Helping Sam Cope with Stress” |
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| Brain Science – Handle with Care |
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| Techniques to Help Children Cope with Stress |
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| Helping Families Cope with Stress: Bibliotherapy |
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Part IV: The Where of Early Childhood Education
CHAPTER 8: The Physical Environment
| Effects of the Physical Environment |
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| Arranging the Indoor Environment |
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| Arranging the Outdoor Environment |
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| Take a Closer Look: Is There Such a Thing as Nature-Deficit Disorder? |
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| Environments for Infants and Toddlers |
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| Environments for School-Age Children |
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| Adapting the Environment for Children with Disabilities |
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| Developmentally Appropriate Equipment |
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| Brain Storm – The Digital Generation |
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| Developmentally Appropriate Materials |
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| Stories from the Field: “Culture and Environment” |
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| Family Role in the Early Childhood Environment |
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Part V: The How of Early Childhood Education--Curriculum
CHAPTER 9: Scheduling and Curriculum Planning
| Components of the Early Childhood Schedule |
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| Guidelines for Program Scheduling |
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| Scheduling for Infants and Toddlers |
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| Scheduling for School-Age Children |
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| Stories from the Field: “DAP in a Public School Setting” |
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| Flexibility of the Schedule |
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| Take a Closer Look: Early Childhood Curriculum—A Global Perspective |
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| Brain Storm – Learning by Doing |
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| Developing Written Plans for a Theme-Based Curriculum |
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| Family Involvement in the Curriculum |
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CHAPTER 10: Creative Development through the Curriculum
| An Environment That Encourages Creativity |
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| Stories from the Field: “The Purple Flower Project” |
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| Brain Storm – The Power of Music |
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| Supporting Creativity in Infants and Toddlers |
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| Supporting Creativity in School-Age Children |
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| Supporting Creativity in Children with Disabilities |
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| Family Values for Creativity |
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| Factors That Decrease Creativity |
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| Take a Closer Look: Children and the Media |
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CHAPTER 11: Physical Development through the Curriculum
| A Developmental Framework for Motor Development |
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| Components of Motor Development |
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| Brain Storm – Time to Go Outside |
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| Take a Closer Look: The Rise in Obesity in Children |
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| Fine Motor Activities—Manipulatives |
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| Supporting Physical Development in Infants and Toddlers |
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| Supporting Physical Development in School-Age Children |
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| Stories from the Field: “Meeting the Physical Needs of Children in the Primary Grades” |
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| Supporting Physical Development in Children with Disabilities |
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| Family Values Related to Physical Development and Care |
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CHAPTER 12: Cognitive Development through the Curriculum
| Theoretical Foundations of Cognitive Development |
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| Take a Closer Look: Brain Research: What Have We Learned about Learning? |
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| Brain Storm – Executive Functions |
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| Math Concepts in the Early Childhood Curriculum |
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| Science Concepts in the Early Childhood Curriculum |
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| Supporting Cognitive Development in Infants and Toddlers |
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| Stories from the Field: “Learning with Bubbles” |
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| Supporting Math and Science Learning in School-Age Children |
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| Supporting Math and Science Learning in Children with Disabilities |
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| Family Values for Cognitive Development |
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CHAPTER 13: Language Development through the Curriculum
| Theoretical Views of Language Development |
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| English-Language Learners |
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| Language and the Early Childhood Curriculum |
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| Take a Closer Look: What Does it Take to Develop Literate Children? |
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| Brain Storm – Learning to Read |
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| Supporting Language and Literacy Development in Infants and Toddlers |
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| Supporting Language and Literacy Development in School-Age Children |
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| Stories from the Field: “Emerging Literacy Skills” |
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| Supporting Language and Literacy Development in Children with Disabilities |
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| Family Values for Language and Literacy Development |
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CHAPTER 14: Social Development through the Curriculum
| Theoretical Views of the Socialization Process |
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| Take a Closer Look: Social Competence and Emotional Well-Being: Important Ingredients for Learning |
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| Development of Social Competence |
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| Development of Prosocial Behaviors |
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| Brain Storm – Mirror, Mirror |
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| Supporting Social Development in Infants and Toddlers |
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| Stories from the Field: “The Many Languages of Music” |
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| Supporting Social Development in School-Age Children |
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| Supporting Social Development in Children with Disabilities |
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| Reflecting the Family’s Culture and Values |
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Part VI: The How of Early Childhood Education--Guidance
CHAPTER 15: Guiding Routines and Group Activities
| Brain Storm – Feeding the Brain |
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| Stories from the Field: “Nutrition for the Whole Family” |
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| Take a Closer Look: Sleep in Young Children |
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| Factors That Affect Group Behavior |
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| Group Guidance and the Daily Schedule |
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| Out-of-the-Ordinary or Unexpected Situations |
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CHAPTER 16: Guiding Social Behaviors
| What Behaviors Do We Expect of Young Children? |
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| Take a Closer Look: What Research Tells Us about the Use Of Physical Punishment |
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| Some Techniques of Guidance |
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| Stories from the Field: “Becoming a Group Member” |
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| What Is the Difference between Normal and Problem Behavior? |
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| Brain Storm – Feeling Good |
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| Factors that Affect Children’s Behavior |
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| Dealing with Specific Behavior Challenges |
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| Family Support: Working with Families to Solve Behavior Challenges |
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