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Foundations and best practices in early childhood education : history, theories, and approaches to learning

Author: Lissanna M Follari
Publisher: Boston ; Munich : Pearson, 2011.
Edition/Format:   Print book : English : 2. edView all editions and formats
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Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Lissanna M Follari
ISBN: 0137034466 9780137034468
OCLC Number: 705463137
Description: XVIII, 310 Seiten : Illustrationen
Contents: Part I FoundationsCHAPTER 1 Introduction to the Field of Early Childhood EducationYour Role as a Teacher-Education StudentRoles of the Early Childhood ProfessionalCurrent Issues Facing Early Childhood ProfessionalsBeginning the Journey SUMMARYApplication ActivitiesWebsitesCHAPTER 2 Historical Overview: People and Beliefs That Shaped the FieldHistorical TrendsLife in the 1600s: Harsh Traditions and New IdeasClassroom ViewEducation in the 1700s: Romantic and RadicalClassroom ViewEducation in the 1800s: Kindergarten Is BornCare or Education and the Separation of Early and Elementary EducationMoving Education Forward in the 1900s: Progressive and DevelopmentalClassroom ViewPThe Rise of Child StudyThe Progressive Era Dawns Modern Movements and TrendsToday's IssuesConclusionReflection Questions: Looking Back and Looking AheadSummaryApplication Activities CHAPTER 3 Professionalism in Early Childhood Education: Defining Best PracticesClassroom ViewNew section- Defining Professionalism: The role of associations National Association for the Education of Young Children: NAEYC at WorkFoundation and Scope of NAEYC: promoting best practicesThe DAP Framework: Theory and PracticeThe Code of Ethical Conduct: History and PrinciplesMeaningful Applications: Using DAP and the CodeConclusion Reflection Questions: Looking Back and Looking AheadSummaryApplication ActivitiesCHAPTER 4 Constructivist Learning: Building Knowledge From WithinClassroom ViewWhat Is Constructivism All About? The Big PictureHere and Now: Contemporary Constructivist BeliefsPiaget's Contributions to ConstructivismVygotsky's Contributions to ConstructivismBeyond Piaget: Social Learning, Language, and CultureCriticisms and Challenges of Translating Theory Into PracticeStrategies for Applying Constructivist Theory to Early Childhood EducationHow constructivist teachers support family culture and diversityConclusionReflection Questions: Looking Back and Looking Ahead SummaryApplication ActivitiesCHAPTER 5 Multiple Intelligences Theory: Applications in the Early Childhood ClassroomClassroom View Overview of Gardner's WorkIntelligence and Creative ThinkingDefining Intelligence The Eight Multiple Intelligences: Many Kinds of SmartSelf-Reflection: Developing Our Intrapersonal Strength Rethinking Education: A New Vision of Active LearningRoles of the TeacherAssessment Applying Multiple Intelligences in Early Childhood Education: Personalization and DiversityConclusion Reflection Questions: Looking Back and Looking Ahead Summary Application ActivitiesPart II Models and ApproachesCHAPTER 6 Head Start and Early Head Start: Empowering Change From Within Classroom ViewHistorical Perspective: The Start of Early InterventionThe Need for Social Renewal: Defining CharacteristicsHead Start Program StandardsDoes It Work? Evidence of EffectivenessCurrent Trends and Implications Applying Head Start principles in any practice ConclusionReflection Questions: Looking Back and Looking Ahead SummaryApplication Activities CHAPTER 7 The High/Scope Foundation: Planning, Implementing, and Reviewing Best PracticesClassroom View Overview of High/ScopeEducational ProgrammingTeacher Roles AssessmentInclusion and Cultural ResponsivenessResearchConsiderations and ApplicationsConclusionReflection Questions: Looking Back and Looking AheadSummaryApplication ActivitiesCHAPTER 8 The Project Approach: Active Inquiry in Early ChildhoodClassroom View Overview of the Project ApproachExplanation of the Parts and Process: How It All Fits TogetherHow Project Work Fits Into Current Beliefs About Good PracticeApplications With Young ChildrenConclusionReflection Questions: Looking Back and Looking AheadSummary Application ActivitiesCHAPTER 9 The Schools of Reggio Emilia: A Child's WorldOverview of the Reggio Emilia PhilosophyClassroom ViewThe Schools of Reggio Emilia, Italy: History, Influences, and RelationshipsChallenges to Reggio-Inspired Practice in America: Lost in the Translation?The Reggio Emilia Approach and diversityInspired Applications: How Some American Educators Are Making the LeapConclusionReflection Questions: Looking Back and Looking AheadSummaryApplication Activities CHAPTER 10 Montessori Education: Environment, Materials, and MethodsClassroom View Who Was Maria Montessori? Auspicious Beginning and Lasting Legacy Basic Principles of the Montessori MethodTeachers' Roles and FunctionsMontessori Materials and ActivitiesReflections, Controversies, and AccoladeSupporting diversity and family involvement Applying Montessori principles and practicesReflection Questions: Looking Back and Looking AheadSummaryApplication ActivitiesCHAPTER 11 Waldorf Education: Harmony and the Whole ChildClassroom ViewThe History and Philosophy of Waldorf EducationView of Child Development Waldorf Early Childhood ProgramsEarly Childhood Teachers' RolesCurriculumDiversity and Inclusion in Waldorf EducationContemporary Issues: Debates about Waldorf EducationInspirations for application from Waldorf practicesConclusionReflection Questions: Looking Back and Looking AheadSummaryApplication Activities Part III Beginning the JourneyCHAPTER 12 Bringing It All Together: Imagining and BecomingGuiding Principles for the Future: Respect, Enthusiasm, CommitmentRe-emphasize diversity, inclusion, play, standards, applying `best of the best'Culminating the Text and Creating Your PortfolioConclusionApplication Activities Appendix A: Historical Time Line CharAppendix B: Key Contributors ChartAppendix C: Guiding Principles ChartAppendix D: Multiple Intelligence Planning WebAppendix E: Sample Professional Portfolio RubricAppendix F: "Look What's Developing" ChartReferences Index
Responsibility: Lissanna M. Follari.

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