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Connect Online Access for Foundations of Early Childhood Education
7th Edition
1260166538
·
9781260166538
By Janet Gonzalez-Mena
© 2020 | Published: December 2, 2019
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Contents
PREFACE XIX
ABOUT THE AUTHOR XXV
Part 1
Foundations of the Teaching–Learning Process
The Role of the Early Childhood Educator
1 Early Childhood Education as a Career 4
FOUR THEMES IN EARLY CHILDHOOD TEACHER TRAINING 6
The Value of Reflective Practice 6
A Multicultural Perspective 7
A Holistic Approach 7
Professionalism 9
CHILD-DEVELOPMENT HISTORY 18
Historical Trends and Figures 18
CHILD-DEVELOPMENT THEORISTS AND THEIR THEORIES 21
PIONEER EDUCATORS 28
Brain Research 30
WHAT IT MEANS TO BE AN EARLY CHILDHOOD EDUCATOR 31
Legal Responsibilities 32
CODE OF ETHICS 34
A STORY TO END WITH 34
SUMMARY 35
ONLINE RESOURCES 35
REFLECTION QUESTIONS 36
TERMS TO KNOW 36
FOR FURTHER READING 36
2 First Things First: Health and Safety Through
Observation and Supervision 38
OBSERVATION, SUPERVISION AND GUIDANCE 40
OBSERVATION SKILLS FOR BEGINNERS 41
SUPERVISION SKILLS FOR BEGINNERS 43
Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55
Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59
SUMMARY 60
ONLINE RESOURCES 60
REFLECTION QUESTIONS 60
TERMS TO KNOW 61
FOR FURTHER READING 61
3 Communicating with Young Children 62
COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64
LISTENING: AN IMPORTANT SKILL 66
Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74
Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82
A STORY TO END WITH 84
SUMMARY 84
ONLINE RESOURCES 84
REFLECTION QUESTIONS 84
TERMS TO KNOW 85
FOR FURTHER READING 85
4 Facilitating Young Children’s Work and Play 86
WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88
The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90
Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104
Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107
The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116
SUMMARY 117
ONLINE RESOURCES 117
REFLECTION QUESTIONS 117
TERMS TO KNOW 117
FOR FURTHER READING 118
5 Guiding Young Children’s Behavior 120
APPROPRIATE BEHAVIOR AL EXPECTATIONS 122
PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123
What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128
Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142
A STORY TO END WITH 145
SUMMARY 146
ONLINE RESOURCES 146
REFLECTION QUESTIONS 146
TERMS TO KNOW 147
FOR FURTHER READING 147
6 The Teacher as Model 148
MODELING NONVIOLENT PROBLEM SOLVING 151
Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159
Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165
MODELING LEARNING, DEVELOPMENT, AND COGNITION 167
Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175
SUMMARY 175
ONLINE RESOURCES 175
REFLECTION QUESTIONS 176
TERMS TO KNOW 176
FOR FURTHER READING 176
7 Modeling Adult Relationships in Early Childhood
Settings 178
WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHER
EARLY CHILDHOOD EDUCATORS 181
Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190
Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205
SUMMARY 206
ONLINE RESOURCES 206
REFLECTION QUESTIONS 207
TERMS TO KNOW 207
FOR FURTHER READING 207
Part 2
Foundations in Supporting Development and Learning 210
8 Setting Up the Physical Environment 212
SETTING UP ACTIVITY AREAS 216
Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223
“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230
Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAM
GOALS AND VALUES 236
Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242
Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245
SUMMARY 246
ONLINE RESOURCES 246
REFLECTION QUESTIONS 247
TERMS TO KNOW 247
FOR FURTHER READING 247
9 Creating a Social-Emotional Environment 248
QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250
Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, AND
RESPONSIVENESS 253
Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THE
INDIVIDUAL? 257
CULTURAL ISSUES 258
The Child’s Home Culture 261
The Dynamic Nature of Culture 265
THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267
A STORY TO END WITH 268
SUMMARY 268
ONLINE RESOURCES 268
REFLECTION QUESTIONS 269
TERMS TO KNOW 270
FOR FURTHER READING 270
10 Routines 272
CAREGIVING AS CURRICULUM 274
Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281
Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290
Transitions 290
Group Time 295
A STORY TO END WITH 297
SUMMARY 298
ONLINE RESOURCES 298
REFLECTION QUESTIONS 298
TERMS TO KNOW 299
FOR FURTHER READING 299
11 Developmental Tasks as the Curriculum: How to
Support Children at Each Stage 300
WHAT CHILDREN NEED: A BROAD VIEW 303
DEVELOPMENTAL STAGES 306
Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
SUMMARY 325
