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Introduction to Early Childhood Education
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Introduction to Early Childhood Education

Eighth Edition
Experience with SAGE edge


February 2019 | 496 pages | SAGE Publications, Inc
Introduction to Early Childhood Education provides current and future educators with a highly readable, comprehensive overview of the field. The underlying philosophy of the book is that early childhood educators’ most important task is to provide a program that is sensitive to and supports the development of young children. Author Eva L. Essa and new co-author Melissa Burnham provide valuable insight by strategically dividing the book into six sections that answer the “What, Who, Why, Where, and How” of early childhood education. Utilizing both NAEYC (National Association for the Education of Young Children) and DAP (Developmentally Appropriate Practice) standards, this supportive text provides students with the skills, theories, and best practices needed to succeed and thrive as early childhood educators.

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Preface
 
Acknowledgments
 
About the Authors
 
PART I. THE WHAT OF EARLY CHILDHOOD EDUCATION
 
Chapter 1. The Scope of and Need for Early Childhood Education
Developmentally Appropriate Practice and Early Childhood Standards  
The Growth of Early Childhood Education  
What Is Included in Early Childhood Education?  
Defining Quality in Early Childhood Programs  
The Future of Early Childhood Education  
Summary  
 
PART II. THE WHO OF EARLY CHILDHOOD EDUCATION
 
Chapter 2. The Children
Age-Related Commonalities Among Children  
Factors That Influence Child Development  
Children With Different Abilities  
Working With Families of Young Children  
Summary  
 
Chapter 3. The Families
A Theoretical Perspective  
The Changing American Family  
The Needs of Families  
Communicating With Families  
Family Engagement  
Summary  
 
Chapter 4. The Teachers and Caregivers
The Early Childhood Teacher and Caregiver  
Staffing in Early Childhood Programs  
Training and Regulation in Early Childhood Education  
Professionalism  
Some Current Issues and Dilemmas  
Family Support for the Early Childhood Profession  
Summary  
 
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  
Research Support for Early Childhood Education  
Summary  
 
Chapter 6. Accountability, Standards, and Assessment
Accountability: Program Standards and Assessment  
Learning Standards for Young Children  
Child Assessment: Informal Methods  
Child Assessment: Formal Methods  
Assessment Systems  
Family Collaboration in Screening and Assessment  
Summary  
 
Chapter 7. Helping Children Cope With Stress
Defining Stress and Coping  
Sources of Stress in Children’s Lives  
Resilient Children  
Techniques to Help Children Cope With Stress  
Helping Families Cope With Stress  
Summary  
 
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  
Adapting Environments for Different Ages and Abilities  
Developmentally Appropriate Equipment  
Developmentally Appropriate Materials  
Technology and Interactive Media  
Summary  
 
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  
Types of Schedules  
What Is Curriculum?  
Theme-Based Curriculum  
Emergent Curriculum  
Family Involvement in the Curriculum  
Summary  
 
Chapter 10. Creative Development Through the Curriculum
What Is Creativity?  
An Environment That Encourages Creativity  
Art Theories and Philosophies  
Art Activities  
Music Activities  
Supporting Creativity in Children of Different Ages and Abilities  
Factors That Decrease Creativity  
Family Values for Creativity  
Summary  
 
Chapter 11. Physical Development Through the Curriculum
A Developmental Framework for Motor Development  
Components of Motor Development  
Gross Motor Activities  
Fine Motor Activities—Manipulatives  
Caring for the Body  
Supporting Physical Development in Children of Different Ages and Abilities  
Family Values Related to Physical Development and Care  
Summary  
 
Chapter 12. Cognitive Development Through the Curriculum
Theoretical Foundations of Cognitive Development  
Tools of the Mind  
Cognitive Tasks  
STEM  
Supporting STEM Learning in Children of Different Ages and Abilities  
Family Values for Cognitive Development  
Summary  
 
Chapter 13. Language Development Through the Curriculum
Theoretical Views of Language Development  
Components of Language  
English Language Learners  
Language and the Early Childhood Curriculum  
Supporting Language and Literacy Development in Children of Different Ages and Abilities  
Family Values for Language and Literacy Development  
Summary  
 
Chapter 14. Social–Emotional Development Through the Curriculum
Theoretical Views of the Socialization Process  
Emotional Intelligence  
Development of Social Competence  
Promoting Anti-Bias Attitudes  
Activities That Promote Social Development  
Supporting Social Development in Children of Different Ages and Abilities  
Reflecting the Family’s Culture and Values  
Summary  
 
PART VI. THE HOW OF EARLY CHILDHOOD EDUCATION—GUIDANCE
 
Chapter 15. Guiding Routines and Group Activities
Guiding Routines for Individual Children  
Guiding Routines for Groups of Children  
Factors That Affect Group Behavior  
Out-of-the-Ordinary or Unexpected Situations  
Coordinating With Families About Routines  
Summary  
 
Chapter 16. Guiding Social Behaviors
What Behaviors Do Educators Expect of Young Children?  
Philosophies of Guidance  
Some Techniques of Guidance  
What Is the Difference Between Normal and Problem Behavior?  
Factors That Affect Children’s Behavior  
Dealing With Specific Behavior Challenges  
Working With Families to Solve Behavior Challenges  
Summary  
 
Pulling It All Together: An Early Childhood Classroom Observation
 
Appendix: Standards Correlation Matrix
 
Glossary
 
References
 
Index

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“Great book for helping students identify developmentally appropriate standards and practices.”

Lisa White
Athens Technical College

“A foundational text for early childhood education topics that is cognizant of and responsive to the current practices and concerns that recent brain-based research encourages EC practitioners to be aware of and proficient in for the success of the whole child. The text's features makes it more approachable than most texts, while simultaneously providing a myriad of prompts for further discussion and/or reflection.”

Dr. Lauren E. Burrow
Stephen F. Austin State University

“Essa and Burnham’s text is clear and concise, and presents information in an easy-to-understand format for my students. The textbook includes NAEYC standards and stresses Developmentally Appropriate Practices and play.”

Dr. Lois Silvernail
Spring Hill College

“This book provides the historical contexts, rationale, and a great overview of the early childhood profession.”

Wendy P. Jung
Tulane University
Key features
NEW TO THIS EDITION: 
  • New co-author Melissa Burnham contributes in-depth knowledge of child development, extensive understanding of brain architecture, application of the latest brain research to practice, and a deep comprehension of progressive models of education.
  • This edition reflects the latest research, statistics, policy, and changes in the field of early childhood education, providing the latest information as students enter the field.
  • All chapters now begin with specific learning objectives based on Bloom’s Taxonomy, helping to better organize the chapters and tie the objectives to the main sub-sections as well as to the NAEYC Standards for Professional Preparation Programs.
  • All chapters list the specific NAEYC standard(s) met in the section and include in-depth links leading to NAEYC Standards for further study.
  • The renamed feature, Brain Science, focuses on recent brain development research, tying an aspect of child development to the study of the brain and discussing how and why this research is relevant to early childhood education practitioners.
  • Video cases, included in the Interactive eBook, offer students the opportunity to observe real-life educators and classrooms to provide teachers-in-training a sense of what to expect in their future classrooms.
  • Thorough coverage of STEM (Science, Technology, Engineering, and Math) and STEAM (Science, Technology, Engineering, Arts, and Math) discusses the role of digital tools as an avenue for engaging creative activities, while also acknowledging ways in which electronic media can possibly impede creativity.
  • An expanded discussion surrounding ever-changing technology is included throughout.


KEY FEATURES: 

  • Learning Objectives at the beginning of each chapter prepare readers for encountering the material covered in each chapter and provide clear direction for navigating the content.
  • Learning Objectives are paired with NAEYC Standards—a summary of the standards discussed in each chapter are provided, preparing readers for which standards will be covered and where they are discussed in more depth.
  • Each chapter opens with a quotation from the book, Developmentally Appropriate Practice (DAP) to underscore the importance of this topic in the field of early childhood education.
  • The Take a Closer Look feature offers in-depth information about a topic of importance to the field of early childhood education.
  • Stories from the Field are found in each chapter and feature a story from an early childhood practitioner, providing firsthand narratives and insight into what makes working with young children meaningful to professionals.
  • Working with Families sections focus on one of the important tasks of early childhood teachers—communicating, coordinating, and working with families—demonstrating how parents and other family members are integral to early childhood programs.
  • Key Questions are posed at the end of each chapter to help readers reflect on the information and further explore its relevance, with some questions suggesting activities to reinforce understanding of the topic.
  • End-of-chapter study tools include chapter summaries and additional resources, including books, articles, and websites that contain information relevant to early childhood education in relation to the topic of the chapter.

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