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