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Who Am I in the Lives of Children?

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Who Am I in the Lives of Children?An Introduction to Early Childhood Education

Stephanie FeeneyUniversity of Hawai’i at Mānoa, Emerita

Eva MoravcikHonolulu Community College

Sherry NolteHonolulu Community College

330 Hudson Street, NY NY 10013

ELEVENTH EDITION


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Library of Congress Cataloging-in-Publication DataNames: Feeney, Stephanie, author. | Moravcik, Eva. | Nolte, Sherry.Title: Who am I in the lives of children?: an introduction to early childhood education / Stephanie Feeney, University of Hawai’i at Manoa, Emerita, Eva Moravcik, Honolulu Community College, Sherry Nolte, Honolulu Community College.Description: Eleventh Edition. | New York : Pearson Education, Inc., [2019]Identifiers: LCCN 2017027045 | ISBN 9780134736853 (casebound) | ISBN 0134736850 (casebound)Subjects: LCSH: Education, Preschool—United States. | Preschool teaching—United States. | Child development—United States. | Early childhood education—United States.Classification: LCC LB1140.23 .F44 2019 | DDC 372.21—dc23LC record available at https://lccn.loc.gov/2017027045

10 9 8 7 6 5 4 3 2 1Student EditionISBN 10: 0-13-473724-5ISBN 13: 978-0-13-473724-9

REVELISBN 10: 0-13-473747-4ISBN 13: 978-0-13-473747-8

PackageISBN 10: 0-13-473685-0ISBN 13: 978-0-13-473685-3


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director, consultant, parent educator, CDA trainer, Head Start regional training officer, college professor, and author. We have worked in parent cooperatives, child care centers, preschools, infant–toddler programs, Head Start programs, military child development programs, public schools, gov-ernment agencies, and college settings. We have been board members of our local and national early childhood organi-zations; we have been and continue to be child advocates.

Stephanie, now retired, was professor of early child-hood education at the University of Hawai’i for many years. Since her retirement, she has been coeditor of the third edition of Continuing Issues in Early Childhood Educa-tion and has written Professionalism in Early Childhood Edu-cation: Doing Our Best for Young Children (both published by Pearson). She now lives in Portland, Oregon, where she continues to write and teach about ethics and professional-ism, and is involved in work on school readiness and pro-grams for Native American children.

Eva is a professor at Honolulu Community College, where she teaches courses and coordinates a small child development lab school. Her daily work with children, family, staff, and college students continues to provide her with grounding in the reality of life in a program for young children. In addition to her professional activities, she has a long-time interest in folk music and dance and coordinates a small recreational folk dance group in Honolulu.

Sherry brings extensive experience working in pro-grams for military families, low-income children, and infants and toddlers. She has recently retired from her posi-tion as professor at Honolulu Community College, where she taught early childhood courses and supervised practi-cum students. She continues to teach as adjunct faculty and

Dear Reader:Welcome to the eleventh edition of Who Am I in the Lives of Children? an introduction to the field of early childhood education. Our purpose in writing this book is to support you in becoming a professional who can enhance the development of young children in early childhood education programs.

We feel strongly that in order for you to become a skilled early childhood educator, you must develop your own style and a professional philosophy that reflects your values and guides your actions. Your journey will be an exciting one; a venture that will be shaped both by your unique experiences, values and beliefs and by the knowl-edge and skills you build along the way. We encourage you to take time to think carefully about what you know and value regarding young children and their families and your role as a teacher. There is much to learn about this field, and our knowledge about it grows and evolves continuously. It is impossible to include everything you might need to know in this book. Rather, we offer you basic informa-tion that we think will be helpful and will provide a lens through which to view information, ideas, and the many choices you will make in your work with young children and with their families. We are confident that as you reflect on your attitudes and beliefs, learn about young children, and build your skills for teaching them, you will find both satisfaction and joy in participating in the important work of the early childhood educator.

About the AuthorsWhen we read a book, we like to know about the authors—who they are and why they wrote the book. We want to share some of that information with you.

This book grows out of our experiences as children, as adults, as learners, and as teachers. Our early school-ing included experiences in child-oriented nursery schools much like those we describe in this book, as well as in large public schools, private schools, and a small multinational school. Although our childhood experiences were different, our values are similar, and we have many of the same ideas about education. We each have long held a strong commit-ment to ensuring that all children experience programs that are nurturing and challenging, that support all aspects of their development, and that welcome their families as partners.

Among us we have filled the roles of preschool teacher, social worker, kindergarten teacher, center direc-tor, education coordinator, parent and child center program

A Letter to Readers

Stephanie Feeney, Eva Moravcik, and Sherry Nolte

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vi A Letter to Readers

challenges, and circumstances. They support each child in growing and learning in ways that are in harmony with who each child is rather than according to a predetermined plan. These educators see each child as a member of a family, a community, and a society, and their choices reflect these understandings.

We subscribe to a constructivist approach to providing learning experiences for young children and to the impor-tance of intentional teaching. We continue in this edition to affirm our values and commitment to a respectful, culturally sensitive, child-centered, and family-friendly approach to working with young children. We strive to make the values and guiding principles of early education visible and affirm our commitment to them. Over the years, it has become clear to us that this approach is broader than just a way of view-ing early childhood education—it is an approach to working with people of all ages, to learning at all stages, and to life.

What’s New in This EditionIn the Pearson REVEL digital version of the book, you will find the following:

• Video Examples: Videos with questions to encourage critical viewing of video clips related to the chapter con-tent.

• Application Exercises: Watch and Write About: Video exercises accompanied by short answer questions with feedback. These are assignable and can be used to deepen understanding of chapter content and to show concepts in action.

• A Quick Check: Quizzes that appear at the end of every major chapter section. Students taking these mul-tiple-choice question format quizzes with feedback can quickly assess their understanding of the key concepts they just read about.

• Shared Writing: A whole-class collaborative writing exercise at the end of each chapter that invites you to share your ideas about what you are learning and re-flecting upon with other students enrolled in the course and your instructor.

• Final Reflection: Short answer questions at the end of each chapter that will encourage you to synthesize your understanding and reflect upon how you plan to apply what you have learned.

• Flashcards: Digital flashcards at the end of each chapter that can be used as a study aid.

• Glossary: Updated and contains key terms in bold type linked to a digital glossary.

• Interactive Application Exercises: Some new interac-tive elements appear throughout the chapters to help you self-assess and apply your understanding using these new digital tools.

to work as an early childhood consultant and trainer. Eva and Sherry, with a little help from Stephanie, wrote Mean-ingful Curriculum for Young Children, now in its second edi-tion; it can be used as a companion book to this text. Their in-depth reading, research, and writing on curriculum informs this edition of Who Am I in the Lives of Children?

About the Book: A Child-Centered ApproachWe began writing Who Am I in the Lives of Children? because we wanted an introductory text consistent with our belief that the personal and professional development of early childhood teachers are inextricably linked. We wanted students to take time to reflect on values and educational choices—an approach that was not common at the time. In this edition, as in all of the previous ones, we emphasize the development of personal awareness and the ongoing process of reflection on values and choices. Then and now, we want to speak to our readers in as clear a way as possible; therefore, we write in an informal, direct, and personal voice. Like the previous ten editions, this one evolved as we thought about new information we gleaned from our reading and our experiences.

Since the first edition in 1979 and through ten subse-quent revisions, Who Am I in the Lives of Children? has been used in a variety of teacher preparation programs across the United States and in countries as diverse as Canada, Australia, Japan, Singapore, and China. Each edition has reflected developments in our field; feedback from stu-dents, colleagues, and reviewers; and our own growth as educators and child and family advocates.

The cornerstone of this book and our work with children is what we refer to as a whole child or child-centered approach to early childhood education. This approach has its roots in a long tradition of humanistic and progressive education and in the unique history and philosophy of early childhood education. Our ideas have been profoundly shaped by edu-cators, psychologists, and philosophers who have advocated child-centered educational practice, including (in chrono-logical order) Friedrich Froebel, John Dewey, Maria Montes-sori, Lucy Sprague Mitchell, A. S. Neill, Lev Vygotsky, Jean Piaget, Erik Erikson, Abraham Maslow, Barbara Biber, Sylvia Ashton-Warner, James L. Hymes, Loris Malaguzzi, Howard Gardner, and Uri Bronfenbrenner. We continue to be inspired by the insight, respectful attitude toward children, and the eloquent words of the late Fred (Mister) Rogers.

Programs that evolve from the child-centered tradition are dedicated to the development of the whole child—physical, social, emotional, and intellectual. Such programs are characterized by a deep respect for the individual and the recognition that individual differences need to be hon-ored in educational settings. They reflect the understanding that children learn best from direct experience and spon-taneous play. Educators in child-centered programs focus on getting to know each individual’s strengths, interests,


A Letter to Readers vii

Bowman, Sue Bredekamp, Harriet Cuffaro, Elizabeth Jones, Lilian Katz, Gwen Morgan, and Karen VanderVen. We remember with fondness Docia Zavitkovsky, Jim Green-man, Elizabeth Gilkeson, and Elizabeth Brady, and we honor the memory of Jean Fargo for helping us to realize that values must lie at the heart of the work of the early childhood educator.

We wish to thank the following colleagues for their assistance with this and previous editions: Georgia Acev-edo, Steve Bobilin, Linda Buck, Svatava Cigankova, Robyn Chun, Jane Dickson-Iijima, Christyn Dundorf, Richard Feldman, Marjorie Fields, Ginger Fink, Nancy Freeman, Jonathan Gillentine, Mary Goya, Kenneth Kipnis, Leslie J. Munson, Miles Nakanishi, Robert Peters, Julie Powers, Larry Prochner, Jackie Rabang, Alan Reese, Beth Rous, Kate Tarrant, and Lisa Yogi.

Our students in the early childhood/elementary edu-cation program at the University of Hawai’i at Mānoa and the early childhood program at Honolulu Community Col-lege have asked thought-provoking questions and given us insight into the viewpoints of the future educator.

Like you, we learn by doing. Our attitudes, values, knowledge, and skills have developed as we have worked with the children, families, and staff at programs in Hawai’i: the Leeward Community College Children’s Cen-ter, University of Hawai’i at Mānoa Children’s Center, and the Early School.

We would also like to thank the reviewers of this edi-tion for their insights and comments: Susan P. Maude, Iowa State University (retired); Amy Smith, Johnston Commu-nity College; Robert J. Walker, Southwest Tennessee Com-munity College; and Charlene McCaghren Woodham, Ed.S., Athens Technical College.

This book is brought to life through the photographs, children’s art, and videos that illustrate each chapter. The images of young children are the work of Jeffrey Reese, a talented photographer who took photographs for this and the previous seven editions. The pictures were taken in Hawai’i at the Leeward Community College Chil-dren’s Center, the Keiki Hauoli Children’s Center at Honolulu Community College, and at Keiki Steps on the Wai’anae Coast of O’ahu; in Oregon at South Coast Head Start in Coos Bay and at Helen Gordon Child Development Center in Portland; and in Olympia, Washington, with the family of Kona and Ed Matautia. Much of the video was taken by Steve Bobilin, education specialist at Honolulu Community College. The artwork that adds such vibrancy to this edition is the work of the children of Leeward Com-munity College Children’s Center; it would not exist were it not for their talented teachers, Jackie Rabang and Steve Bobilin. We appreciate the cooperation of the children, staff, and families of these schools.

We are grateful to the New Lanark Trust in South Lanarkshire, Scotland, and the Kunsthistorisches Museum,

In this eleventh edition you will also find:

• Updated content and references throughout

• New video segments

• Updated statistical information about children and fam-ilies in Chapter 2

• Discussion of Gardner’s most recent intelligences, Chapter 4

• Expanded discussions of dual language learners, tech-nology in the classroom, and a new section on Universal Design for Learning in Chapter 12

• Discussion of strategies for working with immigrant families and their children in Chapters 7 and 13

• Updated section on family engagement in Chapter 13

Our Vision for YouMany approaches can be taken in teaching others to work with young children. It is not our intention for everyone to come to the same conclusions or to work with children in the same way. In this book, we want to help you discover who you are as an educator and what you value for children instead of focusing exclusively on content and skills. Like creating a clay figure in which each part is drawn out of a central core, we strive to help your work be an integral part of who you are. Without this foundation, it is difficult to know how to respond to a group of real children. A figurine constructed by sticking head, arms, and legs onto a ball of clay often falls apart when exposed to the heat of the fire. Similarly, a teacher whose education consists of bits and pieces may fall apart when faced with the reality of the classroom.

You will play an important part in the lives of the children and families with whom you will work. We hope this eleventh edition of Who Am I in the Lives of Children? will help you become a competent, nurturing, and reflec-tive early childhood educator and an active and committed advocate for young children.

AcknowledgmentsWe have been writing and revising Who Am I in the Lives of Children? since 1977, and during that period of time we have been influenced and supported by many colleagues, friends, and students. Our list of individuals to acknowledge continues to grow, as does our gratitude.

We are very grateful to early intervention specialist Aoife Rose Magee for helping us to review research and revise Chapter 12, Including All Children. Special thanks to Maud Naroll for her assistance in updating the statistical information in Chapters 2 and 12.

We continue to acknowledge Doris Christensen’s con-tributions to the conceptualization of this book and to her writing in its first seven editions. We offer thanks to the many educators who have contributed to our thinking and practice since we began writing this book: Barbara


viii A Letter to Readers

encouraged us and supported our efforts with patience and good humor. This book, and our lives, would be much poorer without the participation, love and support of our families.

Stephanie Feeney

Eva Moravcik

Sherry Nolte

Portland, Oregon, and Honolulu, Hawai’i

Vienna, for graciously allowing us to use images from their collections in Chapter 3.

Special thanks to our editor, Julie Peters, for all of her guidance and patience during this revision as we learned to adapt to a new digital platform. We’d also like to acknowl-edge Jason Hammond and Krista McMurray for all of their help in preparing this edition.

No book is written without affecting the lives of the families of the authors. We especially want to thank Don Mickey, Jeffrey Reese, and Miles Nolte, who have


ix

New Contextualized Video LinksClassroom videos and videos of teachers help you to under-stand what it is like to teach young children and make practical connections between what you are reading and what teaching is really like. Try answering the question(s) that accompany these videos to deepen your understanding.

Features of this Book

New Comprehension Checks and Application Opportunities

Final Reflection

Respond to a question about chapter content with a short answer at the end of the chapter. This involves reflection and application.

Learning Outcomes

We had a purpose and specific learning outcomes in mind as we wrote each chapter of this book. Review this list to make sure that you are able to demonstrate the knowledge and skills that the items cover. Each outcome aligns with a major section of the chapter, and serves as a useful review of chapter content.

A Quick Check

Click on A Quick Check to check your understanding of the major chapter section you’ve just read.

298 Chapter 9

Stages of Play As children grow and develop, they engage in different and increasingly complex types or stages of play. The ability to understand and identify the various stages of play is a valuable tool in your work with children of all ages. If you know that two 5-year-olds can play happily together building a road with blocks and sharing a single vehicle but anticipate that two toddlers will play separately and each will need his or her own truck, you will be able to make sensitive judgments of what behaviors are reasonable to expect from the children, and you will know how to provide developmentally appropri-ate opportunities for each child in your setting.

Stages of play have been described from sev-eral perspectives by developmental theorists. Parten studied the social dimensions of play and identified types that typified different age-groups. Piaget and Smilansky focused on the cognitive aspects of play. Elkonin, a student of Lev Vygotsky, identified levels of make-believe play.

PARTEN: STAGES OF SOCIAL PLAY In the early 1930s, Mildred Parten developed categories of play that described the nature of the relationships among the players ( Parten, 1932 ). Her categories of play continue to be used by early childhood educators. Parten identified six stages of social play that can be viewed along a continuum from minimal to maxi-mal social involvement. The first two (unoccupied behavior and onlooker) are periods of observation preceding the venture into a new situation. Each of the four remaining stages dominates a particular SOURCE: Jeff Reese

Video Example 9. 1: Solitary Play Watch the video to see an infant engaged in solitary play. What do you think was engaging to the baby about this play? What skills and concepts might he be developing?

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304 Chapter 9

Age and Stage of Development

Stage/Level of Play According to . . .

Parten Piaget Smilansky Vygotsky/Elkonin

Infants (0–15 months)

Piaget Sensorimotor (birth–2 years)

Erikson Trust vs. mistrust

Solitary play Practice play Functional play

Children play alone other children unnoticed.

Children explore sensations and motor skills.

Children engage in explora-tion to learn.

Toddlers (15–35 months)

Piaget Preoperational (2–7 years)

Erikson Autonomy vs. shame and doubt

Parallel play Symbolic play Constructive play Level 1 Object Centered

Children play side by side. Aware of, pleased by the company of others--little interaction.

Children represent reality and familiar or imagined situations.

Children manipulate objects to create something.

Roles not named. Actions object centered, stereo-typed, repeated w/o order. No “rules” for roles.

Young preschool children (3–4 years)


Erikson Initiative vs. guilt

Associative play Dramatic play Level 2

Pairs/groups play together sharing materials. Coopera-tion/negotiation rare.

Children pretend roles and use actions, objects, words to represent things or situations.

Roles named, actions sequenced. No negotiation, argument or explanation.

Older preschool and kindergarten children (4–6 years)


Erikson Initiative vs. guilt

Cooperative play Level 3

Groups engage in sustained play. They plan, negotiate, share.

Roles named before play. Role speech used. Inconsis-tent roles pointed out some actions explained.

Primary school children (6–8 years)

Piaget Concrete operational (7–11 years)

Erikson’s Industry vs. inferiority

Games with rules Games with rules Level 4 Mature Play

Children recognize and follow rules that conform to expectations and goals of game.

Children behave according to rules to sustain play.

Roles well defined. Action planned. Children stay in character. Rules for roles explained.

Table 9. 1: Stages of Play and Stages of Development

A Quick Check 9. 1 Gauge your understanding of the concepts in this section.

Make-believe with regard to actions and situations. Verbal descriptions are sub-stituted for actions and situations. (Miriam acts out being scared of another child who she says is a mean lady who wants to steal puppies.)

Persistence. The child continues playing in a specific episode for at least 10 minutes. (Even though activity time is over, Miriam continues in the role of puppy and comes to circle time on all fours. She barks for the first song.)

Interaction. At least two players respond to each other in the context of a play episode. (Miriam and Rivera both are pets, but Rivera is a kitty. They play together and meow, hiss, whine, purr, and bark to one another.)

Verbal communication. Some of the verbal interaction relates to the play episode. (Periodically, Rivera gives Miriam directions on the next event in the play, such as, “It’s nighttime, and the puppies and kitties have to go to sleep for 100 minutes.”)

These elements of play can be used as a basis for evaluating the play skills of indi-vidual children. When a particular play skill is not seen, play skill training can be used to teach it to the child. (See Figure 9. 3 later in the chapter .)

History of Early Childhood Education 91

Over the years, slow progress has resulted in programs for young children that are based on knowledge of development, as well as more humane and egalitarian treat-ment of young children. Our society has become more aware of children’s needs and the importance of meeting them in their early years, we have learned more about how children grow and learn and how to provide educational experiences based on this knowledge, and we have learned more about the kind of support that families need in order to give their children a good beginning in life. The history of early childhood education is still being written, and as a person entering the field today you will have the opportunity to be part of it.

Application Exercise 3. 2 Final Reflection

To Learn More Read Absorbent Mind , M. Montessori (1967) Experimenting with the World: John Dewey and the Early Childhood Classroom , H. K.

Cuffaro (1995) Giants in the Nursery: A Biographical History of Developmentally Appropriate Practice , D.

Elkind (2015) Hidden History of Early Childhood Education , B. Hinitz (2013) Hundred Languages of Children , C. Edwards, L. Gandini, & G. Forman (1998)

Visit a Website The following agencies and organizations have websites related to the history of early

childhood:

Froebel Foundation USA

Rachel McMillan Nursery School

The Association for Experiential Education: Progressive Education in the United States

High/Scope Educational Research Foundation

Bank Street College of Education

Why Waldorf Works (website of the Association of Waldorf Schools of North America)

American Montessori Society

Association Montessori Internationale

North American Reggio Emilia Alliance

Document Your Skill & Knowledge About the History of ECE in Your Professional Portfolio Include some or all of the following:

Explore an Educational Approach • Read about one of the educational approaches discussed in this chapter (High/

Scope, DIA, Waldorf, Montessori, Reggio Emilia). Describe what you see as the major features of the program. Analyze how what you read reflects the history of

1

Chapter 1

The Teacher

We teach who we are. JOHN GARDNER

Chapter Learning Outcomes:

1. 1 Explain the context in which early childhood education occurs and the most important tasks that characterize the work of the early childhood educator.

1. 2 Discuss the importance of teachers’ personal attributes, both those that are inborn and those that are learned from culture, family, and community.

1. 3 Demonstrate understanding of what it means to be a professional with emphasis on the role of morality and ethics.

1. 4 Describe educational pathways that are appropriate to a variety of career goals and identify some that you think might be appropriate for you.

SOURCE: Jeff Reese


x Features of this Book

Reflection Box Notes

There are two types of reflection notes in the chapters of this book. These box notes pose questions for you to think, write, and talk about.

Golden Rules

“Golden Rules” boxes contain important principles and practices for teaching, summarized and presented in a clear and useful format.

156 Chapter 5

asking a broad open-ended question (“What do you remember about the birds we saw at the zoo?”) to find out whether they had acquired the concept. “There are many different birds with many colors, shapes, and sizes.” Children’s responses could then be recorded on a chart kept in the form of a facsimile (e.g., a rewritten chart on letter-size paper or a photograph). An audio or video recording also works well for documenting interviews. You might interview children individually to elicit a more targeted response aimed at a specific skill, such as the ability to observe and describe, by asking a child, “Tell me what you noticed about the toucan and the hornbill.” Thus, like all assessment, interviews serve a dual purpose; in this case assessing children’s understanding and advancing their learning. The box “Golden Rules for Interviewing a Child for Assessment” gives you ideas for ways to make interviews with children successful.

Walking Walks forward and backward legs widely spaced

Walks forward and backward with heel-toe pattern

Walks forward with legs close together, toes point forward, arms swing

Balancing Balances briefly on one foot

Stands on one foot for 5 seconds

Stands on one foot for 10 seconds

Hopping Hops once Hops 5 times on same foot

Hops 10 or more times on same foot

Cimbing stairs Walks down stairs placing both feet on each step

Walks up stairs alternating feet with support

Walks up and down stairs without support

Kicking Kicks ball without backswing

Kicks ball with backswing

Kicks ball with backswing and follow-through

Throwing Throws ball overhand without torso rotation

Throws ball overhand with torso rotation

Throws ball overhand with backswing and forward step on same side as throwing arm

Catching Catches bounced ball passively

Catches ball passively with arms fully extended

Catches balls actively with hands at face height

Riding trikes Sits on trike and pushes with feet on ground

Pedals and steers trike Pedals trike rapidly, steering smoothly

Figure 5. 10 Example of a Rubric for Motor Development Skills

Golden Rules for Interviewing a Child for Assessment

1. Don’t interrupt a child who is actively involved with friends or play activities; instead, invite the child to join you during an interlude after play.

2. Choose a quiet corner for the interview where you can sit at the child’s level. 3. Plan a few questions in advance and relate them to your objectives for children—remember, you want to know

what children understand and can do, not whether they liked an activity or the way you teach. 4. Use open-ended questions that have many possible answers to avoid the child feeling there is a “right” answer.

Start with phrases like “Tell me about . . . ” and “What do you think . . . ?” 5. Use language that is easy for the child to understand. 6. If the child doesn’t answer a question, try rephrasing the question and asking it again. 7. Use the child’s answers and interests to guide the interview. 8. Record children’s behavior as well as their words.

Child Development 95

Studying child development theory can be exciting! As you learn more, you will see how children you know display characteristics and developmental milestones related to what you have learned. You will find you are increasingly interested in observing children. Knowing about child development theory will help you understand and orga-nize your observations of young children and help you plan activities and experiences that will support their development.

A part of the study of child development is learning about the characteristics of children at different ages. This knowledge is one of the foundations of developmentally appropriate practice (DAP). As a teacher of young children, you will strive to make your practice a good fit for the children you teach. When you know about milestones, are attentive to children’s individual characteristics, and know about their family and cul-ture, you can thoughtfully develop learning experiences that are meaningful, relevant, and respectful of children ( Copple & Bredekamp, 2009 ).

Video Example 4. 1 : Children’s Development and Individual Needs Watch this video to learn more about how understanding children’s development and their individual needs and interests increases your ability to provide developmentally appropriate experiences for children. What are some examples of how individual needs might influence a teacher’s choice of activity? How does understanding typical development help teachers to keep children safe?

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Reflect On Your Interest in Child Development How did your interest in young children begin? What did you first notice about them? What interested you then? What intrigues you now about young children?

“Reflect On . . . ” Notes

These questions are intended to help you engage with what you are learning. Thinking and reflecting is a cornerstone of the learning process. Discussing and writing about these topics is a good way to focus your learning and clarify your thinking.

Observing and Assessing Young Children 139

CONFIDENTIALITY When and how you share the information you collect with others, how you protect this information, and the uses to which you put it are all impor-tant issues. When you do share, it is important to consider your ethical and legal 1 obli-gations to children, families, and society.

Assessments are confidential and should be stored in such a way as to protect the privacy of children and families. Families have an undisputed right to access this infor-mation. And it is generally considered appropriate to share observations and assess-ment results with other teachers and administrators who work with the child. Who else has a “need to know”? Therapists, teachers in the next school, physicians, and others concerned with the child’s welfare may have a genuine reason for being given infor-mation. Generally, before sharing information, you will get the written permission of the family. The NAEYC Code of Ethical Conduct provides you with guidance (P-2.12).

Reflect On Authentic Assessment Consider one of your skills or accomplishments. It can be something simple like riding a bicycle or making a sandwich. Could you take a multiple choice quiz or a test to demonstrate this skill? How else could you demonstrate this achievement or ability to someone else? Is this demonstration more authentic (real) than taking a test?

1 The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. Generally, schools must have written permission from the parent or eligible student in order to release any information from a student’s education record.

Reflect On Your Ethical Responsibilities and Confidentiality A mother of a child in your class asks you to share how a relative’s child (also in your class) is doing in school. She shares that she is concerned about this child’s development. You’ve been worried about the child, too. Using the “Guidelines for Ethical Reflection” box in Chapter 1 , r eflect on your ethical responsibilities in this situation and think about an ethical response that you might make.

Everyone enjoys telling a funny or endearing story about a child with whom they have worked. However, it is never acceptable to gossip or discuss a child in a way that may be injurious to the child or in a way that identifies the child to others. Even in your college observation papers, it is important to change the child’s name or to use his or her initials to avoid breaching confidentiality . Specifically, here is what the NAEYC Code of Ethics states about confidentiality:

P-1.4—We shall use two-way communications to involve all those with relevant knowledge (including families and staff) in decisions concerning a child, as appropriate, ensuring confidentiality of sensitive information.

and

P-2.13—We shall maintain confidentiality and shall respect the family’s right to privacy, refraining from disclosure of confidential information and intrusion into family life. However, when we have reason to believe that a child’s welfare is at risk, it is permissible to share confidential information with agencies, as well as with individuals who have legal responsibility for intervening in the child’s interest. (See Appendix A for the complete NAEYC Code of Ethical Conduct.)

“Ethical Reflection” Notes

Early childhood educators often encounter ethical issues in their work. An overview of professional ethics and discussion of ethical dilemmas that teachers of young children might experience can be found in Chapter 1, “The Teacher.” These notes describe ethical dilemmas and ask you to think about the conflicting responsibilities in each situation and to reflect on what the “good early childhood educator” might do to resolve it using guidance from the NAEYC Code of Ethical Conduct.

164 Chapter 5

2. Understand assessment as a comprehensive process—in other words, realize that true assessment needs to include children learning in different ways—not just on a test.

3. Consider assessment as an integrative process—that is, authentic assessment shows the effectiveness of instruction. When children use what they have learned in les-sons and self-selected activity and you document their responses, you are power-fully assessing the children and your teaching.

While this understanding does not give you more time, it provides you with a powerful justification for both developmentally appropriate practices and authentic assessment. As Hughes and Gullo ( 2010 ) note, “Appropriate assessment can lead to joyful learning and joyful teaching” (p. 59 ) .

SHARING PORTFOLIOS Because all families want to know how their child is grow-ing and learning in the early childhood program, all programs have some system for sharing information with families. In most early childhood programs, conferences, along with portfolios and other forms of authentic assessment, are used to regularly report on a child’s progress.

In a conference, both family members and teachers share information and plan how to mutually support the child’s development. A portfolio with written summaries or separate observations, photographs, work samples, and video clips are shared at the conference. Teachers often write a report with a summary of decisions made at the conference, and this is then added to the child’s file or portfolio.

In programs that do not use portfolios, written narrative reports and report cards are the primary way families receive information about their child’s progress. Report cards, most commonly used in programs for primary-age children, are often criticized because they distill large quantities of information about a child into a single letter grade.

Connecting with Families On Assessment Families have an important role in assessment. They are not merely “the audience” to whom you present a portfolio. They have valuable contributions to make. Invite families to participate in tangible ways. Have incoming families tell the child’s story, describe what the child was like last year, and share who the child is in the family today. You might want to design a questionnaire for incoming families to complete to include in a portfolio.

Figure 5. 14 Sample Portfolio Contents for a Primary School-Age Child

For each subject area (typically reading, writing, math) include:

1. Statement describing the standards, program goals, curriculum objectives, and expectations in this subject area for this grade level

2. Representative work samples/formal assessments from the beginning, middle, and end of the year

3. Key assignments and related rubrics4. Notable work samples chosen by child or teacher5. Observations, jottings, captioned photographs, and video related to the subject area6. Child reflections/summaries (from first grade); e.g., “One thing I’m good at is .

One thing I want to work on is .”7. Summary statement by the teacher

Connecting with Families

Another feature is guidelines or strategies contained in boxes that we call “Connecting with Families.” These give you practical ideas for ways to include families in your program.

Related NAEYC Professional Preparation Standards

We show which professional standards apply to the chapter in this brief section.

The Field of Early Childhood Education 33

2. 4 Discuss some of the educational standards that are in place today and their relationship to program quality.

2. 5 Explain different views of school readiness and their implications for practice.

The NAEYC Professional Preparation Standards The NAEYC Professional Preparation Standard that applies to this chapter :

Standard 6: Becoming a Professional ( NAEYC, 2009 ).

Key element:

6a: Identifying and involving oneself with the early childhood field

Education and Care Programs for Children from Birth to Age 5

In this chapter , we present an overview of early childhood education as it exists in the United States today with an emphasis on programs and developments that we believe will be of interest to a beginning teacher seeking to find her or his place in the field. Early childhood education touches the lives of many people in our society. Those who are affected most are the children and families who are served by programs and the educators who work in them. Children’s lives are enriched by early childhood pro-grams that support their development and by teachers who are knowledgeable and who respect and care about them. Family members benefit when they are sure that their children are well cared for when they are away from home and from relationships with teachers who communicate effectively and offer guidance about how they can support their children’s development. Teachers thrive on supportive workplaces and the opportunity to do work that makes a difference in the lives of children and families.

The field of early childhood education has grown and evolved greatly in the past 50 years in terms of the number of children served and the kinds of programs that are available for families to choose from. It is a good time for you to be entering the field because there is strong public support for early learning today and many new developments are under way. Before you turn your focus to how to engage with young children, it is helpful to acquire some basic information about the field that you are entering. In this section we describe programs that are most widely available today for children 5 years of age and younger.

As you become a teacher, you will learn about and work in different kinds of pro-grams for young children. We recommend that you visit and participate in several programs to gain direct experience with a variety of ages and approaches available in early childhood education today. Your growing understanding of aspects of the field and the important contributions it makes in our society will contribute to your growth as an educator who supports the development of young children.

Ways to Classify Programs There are many different kinds of programs designed to meet the diverse needs of children and families. Programs vary in the services they provide, in the length of the program day and year, and in the philosophy and goals that guide their practice. Pro-grams for young children can be classified in terms of the ages and other characteristics of the children they serve, by their purposes, by the places in which they are housed, and by their sponsorship and funding. Starting Your Professional Portfolio

Today, professionals in many fields create portfolios in which they document for employers and themselves their qualifica-tions, skills, experiences, and unique qualities. Portfolios are “living documents” that will change as you grow, learn, and have new experiences.

The Learning Environment 291

National Guidelines Nature Play & Learning Places: Creating and Managing Places Where Children Engage with Nature . R. C. Moore (2014)

Natural Playscapes: Creating Outdoor Play Environments for the Soul , R. Keeler (2008). Places for Childhoods: Making Quality Happen in the Real World , J. Greenman (1998).

Visit a Website The following agencies and organizations have websites related to early childhood

learning environments: American Montessori Association Community Playthings: Videos and articles on learning environments for young

children Early Childhood Australia Forest School Association North Carolina State Natural Learning Initiative The Department of Defense Child Development Virtual Lab School at The Ohio State

University

Document Your Skill & Knowledge About the Learning Environment in Your Professional Portfolio Include some or all of the following:

• An evaluation of an existing early childhood environment using the Learning Envi-ronment Checklist in Appendix B . Include a short written analysis of the strengths of the environment as well as how you might change or modify it to better support children’s development.

• A photograph of a classroom, playscape, or learning center you have created with a brief description of why you designed it in this way.

Shared Writing 8. 1 Adding Natural Elements to an Urban Play Space


Features of this Book xi

Portfolios are “living documents” that will change as you grow, learn, and have new experiences. Guidelines for start-ing a portfolio can be found in Chapter 1.

• To Learn More: This section lists books and websites that might be of interest if you want to follow up on what you have learned.

• Shared Writing: At the end of each chapter is a shared writ-ing exercise intended to give you an opportunity to share your thoughts on some aspect of the chapter with your classmates and instructor.

At the back of the book you will find a Bibliography, which lists the books and articles that we consulted as we wrote each chapter. We hope you will have the opportunity to read some of these references as you develop into a committed early childhood educator.

End-of-Chapter Features

• Final Reflection: This is an interactive writing opportunity in the Pearson eText that permits you to demonstrate reflec-tion and write about topics when prompted in this pop-up exercise with suggested feedback.

• Demonstrate Your Understanding: This section suggests activities and projects to help you learn more about the chapter’s content—all organized by learning outcomes. In addition, the Final Check hyperlink is a pop-up multiple-choice quiz (in the Pearson eText) with feedback, designed to help you check your own learning.

• Document Your Knowledge and Competence: This section suggests items that you might wish to put in your professional portfolio. Today, professionals in many fields create portfo-lios in which they document for employers and themselves their qualifications, skills, experiences, and unique qualities.

History of Early Childhood Education 91

Over the years, slow progress has resulted in programs for young children that are based on knowledge of development, as well as more humane and egalitarian treat-ment of young children. Our society has become more aware of children’s needs and the importance of meeting them in their early years, we have learned more about how children grow and learn and how to provide educational experiences based on this knowledge, and we have learned more about the kind of support that families need in order to give their children a good beginning in life. The history of early childhood education is still being written, and as a person entering the field today you will have the opportunity to be part of it.

Application Exercise 3. 2 Final Reflection

To Learn More Read Absorbent Mind , M. Montessori (1967) Experimenting with the World: John Dewey and the Early Childhood Classroom , H. K.

Cuffaro (1995) Giants in the Nursery: A Biographical History of Developmentally Appropriate Practice , D.

Elkind (2015) Hidden History of Early Childhood Education , B. Hinitz (2013) Hundred Languages of Children , C. Edwards, L. Gandini, & G. Forman (1998)

Visit a Website The following agencies and organizations have websites related to the history of early

childhood:

Froebel Foundation USA

Rachel McMillan Nursery School

The Association for Experiential Education: Progressive Education in the United States

High/Scope Educational Research Foundation

Bank Street College of Education

Why Waldorf Works (website of the Association of Waldorf Schools of North America)

American Montessori Society

Association Montessori Internationale

North American Reggio Emilia Alliance

Document Your Skill & Knowledge About the History of ECE in Your Professional Portfolio Include some or all of the following:

Explore an Educational Approach • Read about one of the educational approaches discussed in this chapter (High/

Scope, DIA, Waldorf, Montessori, Reggio Emilia). Describe what you see as the major features of the program. Analyze how what you read reflects the history of

92 Chapter 3

early childhood education described in the chapter . Include your thoughts and reactions to what you learned and the implications for you as an early childhood educator.

Read and Review a Book • Read a book about one of the historical figures or European educational approaches

discussed in this chapter . Write a review of the book that includes your thoughts about what you learned, how it helped you understand themes in the history of early childhood education, and implications for you as an early childhood educator.

Shared Writing 3. 1 History of Early Childhood Education


xiii

Supplements to this Text

The supplements package for the eleventh edition is re-vised and upgraded. All online ancillaries are available for download by adopting professors via pearsonhighered.com in the Instructor’s Resource Center. Contact your Pear-son sales representative for additional information.

Instructor’s Resource Manual: This manual contains chapter overviews and activity ideas for both in and out of class.

Online Test Bank: The Test Bank includes a variety of test items, including multiple choice, and short essay, and is available in Word.

TestGen Computerized Test Bank: TestGen is a power-ful assessment generation program available exclusively from Pearson that helps instructors easily create quiz-zes and exams. You install TestGen on your personal computer (Windows or Macintosh) and create your own exams for print or online use. The items are the same as those in the Test Bank. The tests can be downloaded in a variety of learning management system formats.

Online PowerPoint Slides: PowerPoint slides highlight key concepts and strategies in each chapter and enhance lectures and discussions.


xv

Brief Contents

1 The Teacher 1

2 The Field of Early Childhood Education 32

3 History of Early Childhood Education 59

4 Child Development 93

5 Observing and Assessing Young Children 136

6 Relationships and Guidance 172

7 Health, Safety, and Well-Being 215

8 The Learning Environment 250

9 Understanding and Supporting Play 292

10 The Curriculum 325

11 Curriculum Planning 368

12 Including All Children 412

13 Partnerships with Families 443

14 Becoming an Early Childhood Professional 476


xvii

RESEARCH ON HEAD START AND SIMILAR PROGRAMS FOR LOW-INCOME CHILDREN 40

Early Childhood Family Education 42HOME VISITING PROGRAMS 43FAMILY–CHILD INTERACTION PROGRAMS 43

State-Funded Public Prekindergarten Programs 44Programs for Children Birth to Age 5 with Disabilities 44

Programs for Children 5–8 Years of Age 45Public School Programs: Kindergarten Through Grade 3 46Charter Schools 47Home Schools 48Programs for Children Ages 5–8 with Disabilities 48

Educational Standards 49Common Core Standards 49Early Learning Standards 50

Program Accountability Measures 51Licensure of Early Childhood Programs 52Accreditation of Programs for Children 52Quality Rating and Improvement Systems 53Workforce Qualifications 54

School Readiness 54

Final Thoughts 56To Learn More 57

Document Your Skill & Knowledge About the Field of Early Childhood Education in Your Professional Portfolio 57

3 History of Early Childhood Education 59The Origins of Early Childhood Education 60

The Roots of Developmentally Appropriate Practice 60Ancient Greece and Rome (400 B.C.–A.D. 200) 61

PLATO 61ARISTOTLE 62QUINTILIAN 62

The Middle Ages (500–1450) 62The Renaissance and the Reformation (1300–1600) 63

MARTIN LUTHER 63JOHN AMOS COMENIUS—THE FATHER OF EARLY CHILDHOOD EDUCATION 64

The Age of Enlightenment (1700s) 65JOHN LOCKE—THE CHILD IS A BLANK SLATE 65JEAN JACQUES ROUSSEAU—THE CHILD IS INHERENTLY GOOD 65

The Industrial Revolution (1800s) 66JOHANN PESTALOZZI—EARLY CHILDHOOD EDUCATION BEGINS 66ROBERT OWEN 67

Educational Movements That Shaped Early Childhood Education 68

Froebel and the Kindergarten 68THE KINDERGARTEN 69THE KINDERGARTEN MOVEMENT 70ISSUES RELATED TO THE KINDERGARTEN MOVEMENT 71

1 The Teacher 1The Work of the Early Childhood Educator 2

The Context 2Working with Children 5

PRACTICE BASED ON KNOWLEDGE OF CHILDREN 5INTENTIONAL TEACHING 5ADDRESSING STANDARDS 5

Working with Families 6Working as Part of a Team 6

The Teacher as a Person 7Temperament 8Multiple Intelligences 10Personal Values and Morality 11Attitudes about Diversity 12The Impact of Life Experiences 13

The Teacher as a Professional 14Specialized Knowledge and Skills 15Professional Conduct 16Professional Values and Ethics 16

PROFESSIONAL VALUES 18PROFESSIONAL ETHICS 20

Careers in Early Childhood Education: Finding Your Path 22Roles 23Educational Requirements 23Career Paths 25Stages of Professional Development 27


Starting Your Professional Portfolio 28

Sample Portfolio Table of Contents 30

Document Your Skill & Knowledge About Teachers in Your Professional Portfolio 31

2 The Field of Early Childhood Education 32

Education and Care Programs for Children from Birth to Age 5 33

Ways to Classify Programs 33CHILDREN SERVED 34PURPOSES 34SETTINGS 34SPONSORSHIP AND FUNDING 34

Child Care 34CENTER-BASED EDUCATION AND CARE 36HOME-BASED EDUCATION AND CARE 36AVAILABILITY AND FINANCING 36

Early Childhood Education 38LABORATORY SCHOOLS 39PARENT COOPERATIVES 39

Head Start 39EARLY HEAD START 40

Contents


xviii Contents

Laurence Kohlberg and Moral Development Theory 116Lev Vygotsky and Sociocultural Theory 117

IMPLICATIONS OF SOCIOCULTURAL THEORY FOR PRACTICE 118

Urie Bronfenbrenner and Ecological Theory 119IMPLICATIONS OF ECOLOGICAL SYSTEMS THEORY FOR PRACTICE 120

Erik Erikson and Psychosocial Theory 121IMPLICATIONS OF PSYCHOSOCIAL THEORY FOR PRACTICE 121

B. F. Skinner and Behaviorist Theory 122IMPLICATIONS OF BEHAVIORIST THEORY 123

Howard Gardner and Multiple Intelligences Theory 123IMPLICATIONS OF MULTIPLE INTELLIGENCES THEORY FOR PRACTICE 123

Abraham Maslow and Self-Actualization Theory 125IMPLICATIONS OF SELF-ACTUALIZATION THEORY FOR PRACTICE 125

Development of the Whole Child 126Domains of Development 126Periods of Development 126Understanding Infants’ Development 127

INFANTS’ PHYSICAL DEVELOPMENT 127INFANTS’ COGNITIVE AND LANGUAGE DEVELOPMENT 127INFANTS’ SOCIAL AND EMOTIONAL DEVELOPMENT 127

Understanding Toddlers’ Development 127TODDLERS’ PHYSICAL DEVELOPMENT 128TODDLERS’ COGNITIVE AND LANGUAGE DEVELOPMENT 128TODDLERS’ SOCIAL AND EMOTIONAL DEVELOPMENT 129

Understanding Preschoolers’/Kindergartners’ Development 130

PRESCHOOLERS’/KINDERGARTNERS’ PHYSICAL DEVELOPMENT 130PRESCHOOLERS’/KINDERGARTNERS’ COGNITIVE AND LANGUAGE DEVELOPMENT 130PRESCHOOLERS’/KINDERGARTNERS’ SOCIAL AND EMOTIONAL DEVELOPMENT 130

Understanding Young School-Age Children’s Development 132

UNDERSTANDING SCHOOL-AGE CHILDREN’S PHYSICAL DEVELOPMENT 132UNDERSTANDING SCHOOL-AGE CHILDREN’S COGNITIVE AND LANGUAGE DEVELOPMENT 132UNDERSTANDING SCHOOL-AGE CHILDREN’S SOCIAL AND EMOTIONAL DEVELOPMENT 132


Document Your Skill & Knowledge About Child Development in Your Professional Portfolio 135

5 Observing and Assessing Young Children 136

The Purpose of Assessment 137Components of Assessment 138Formative and Summative Assessment 138Authentic Assessment and Standardized Assessment 138

CONFIDENTIALITY 139

Observation 140Learning to Observe 141

OBSERVING 141RECORDING 142INTERPRETING 142

Writing Observations 143RUNNING RECORDS 145ANECDOTAL RECORDS 146USING WRITTEN OBSERVATIONS 151

THE IMPACT OF KINDERGARTEN 71

The McMillan Sisters and the Nursery School 72NURSERY SCHOOLS IN THE UNITED STATES 73THE IMPACT OF THE NURSERY SCHOOL 74

John Dewey and Progressive Education 75JOHN DEWEY 75PROGRESSIVE EDUCATION 75THE LEGACY OF PROGRESSIVE EDUCATION 75

Three European Approaches 77The Montessori Method 78

MONTESSORI PROGRAMS 78THE IMPACT OF MONTESSORI PROGRAMS 79

Waldorf Education 80WALDORF PROGRAMS 81THE IMPACT OF WALDORF EDUCATION 82

The Reggio Emilia Approach 82REGGIO EMILIA PROGRAMS 83THE IMPACT OF REGGIO EMILIA 84

Common Elements of the Three Approaches 85

Early Education and Care in the United States 86The Origins of Child Care in the United States 86Child Care in Times of National Emergency 88Developments after World War II 89


Document Your Skill & Knowledge About the History of ECE in Your Professional Portfolio 91

4 Child Development 93Why Study Child Development? 94

Principles of Child Development 96The Child Develops as a Whole 96Development Follows Predictable Patterns 96Rates of Development Vary 97Development Is Influenced by Maturation and Experience 97Development Proceeds from Top Down and from Center Outward 98Culture Affects Development 98Applying Principles to Practice 99

Heredity and Environment 100The Biological Basis of Development 100

INHERITED CHARACTERISTICS 100BASIC NEEDS 101TEMPERAMENT 102

The Impact of Environment 104THE CRITICAL NATURE OF NURTURING RELATIONSHIPS 104THE IMPORTANCE OF EARLY EXPERIENCES 105BRAIN RESEARCH AND ITS IMPLICATIONS FOR EARLY CHILDHOOD PROGRAMS 107

Theories of Development 110Arnold Gesell and Maturational Theory 110

IMPLICATIONS OF MATURATIONAL THEORY FOR PRACTICE 111

Jean Piaget and Constructivist Theory 112KINDS OF KNOWLEDGE 113PIAGETIAN STAGES OF COGNITIVE DEVELOPMENT 113PIAGET’S CONTRIBUTIONS TO UNDERSTANDING SOCIAL AND MORAL DEVELOPMENT 115IMPLICATIONS OF CONSTRUCTIVIST THEORY FOR PRACTICE 116


Contents xix

Orchestrate Transitions 195Manage Large Group Times 196Build a Positive Classroom Climate 199

CREATE A SUPPORTIVE ENVIRONMENT 199ENCOURAGE FRIENDSHIPS 199MODEL AND TEACH RESPECT AND FAIRNESS 201

Teach Children to Deal with Conflict 201HELP CHILDREN IDENTIFY AND EXPRESS THEIR FEELINGS 202ENCOURAGE CHILDREN TO SOLVE PROBLEMS 203INCLUDE CONFLICT RESOLUTION IN YOUR TEACHING AND YOUR ACTIVITY PLANNING 204

Managing Inappropriate Behaviors 205Reframing Misbehavior as “Mistaken Behavior” 205

DIFFERENTIATE THE CHILD FROM THE BEHAVIOR 206RECOGNIZE YOUR “BUTTON PUSHERS” 207

Strategies for Dealing with Mistaken Behavior 207REDIRECTION 208NATURAL AND LOGICAL CONSEQUENCES 208AVOID TIME-OUT 208REINFORCEMENT 209PHYSICAL PUNISHMENT: WHY IT IS NEVER A CHOICE 210

Bullying 210

Challenging Behaviors 211


Document Your Skill & Knowledge About Child Guidance in Your Professional Portfolio 214

7 Health, Safety, and Well-Being 215Safe Places for Children 216

Risks vs Hazards 217Developmental Differences and Safety 217Safe Outdoor Environments 218

PLAYGROUNDS 218PRACTICES THAT PROMOTE OUTDOOR SAFETY 218

Vehicle and Trip Safety 220Safe Indoor Environments 221

MATERIAL SAFETY 221SAFE EQUIPMENT AND FURNISHINGS 222

Practices That Promote Safety 223PUT INFANTS TO SLEEP SAFELY 223ESTABLISH SYSTEMS TO ENSURE THAT EQUIPMENT AND FACILITIES ARE SAFE 223SUPERVISE FOR SAFETY 223SAFE GROUP SIZES AND TEACHER–CHILD RATIOS 223MONITOR ACCESS 223PREPARE FOR EMERGENCIES 224

Teach Children to Be Safe 224Protecting Children from Abuse and Neglect 226

Healthy Places for Children 228Understand How Illness Spreads 228Follow Healthy Routines 229

HAND WASHING 229DIAPERING AND TOILETING 230TOOTHBRUSHING 231CLEAN, SANITIZE, AND DISINFECT 231USE STANDARD PRECAUTIONS 232PREPARE AND STORE FOOD SAFELY 232FOLLOW GUIDELINES FOR EXCLUDING SICK CHILDREN 232

Work with a Health Care Professional 233Know About Conditions That Affect Health 233

Digital Observation 151ANNOTATED PHOTOGRAPHS 151VIDEO AND AUDIO RECORDINGS 151

Other Methods of Authentic Assessment 152Structured Observation 152

TIME SAMPLES 153EVENT SAMPLES 153CHECKLISTS, RATING SCALES, AND RUBRICS 154INTERVIEWS 155SELECTING AN OBSERVATION TECHNIQUE 157

Work Samples 157Portfolio Assessment 157

CREATING PORTFOLIOS 158PORTFOLIO SYSTEMS 162PORTFOLIOS IN KINDERGARTEN AND THE PRIMARY GRADES 163SHARING PORTFOLIOS 164

Documentation Panels and Presentations 165

Standardized Assessment 166What Is Standardized Assessment? 166Kinds of Standardized Assessments 166

SCREENING 167DEVELOPMENTAL ASSESSMENT 168DIAGNOSTIC ASSESSMENT 168READINESS AND ACHIEVEMENT TESTS 169

Concerns with Standardized Testing 169


Document Your Skill & Knowledge About Observing and Assessing Young Children in Your Professional Portfolio 171

6 Relationships and Guidance 172The Foundations of Child Guidance 173

The Meaning of Child Guidance 173Relationships 174Understanding and Honoring Differences 175Knowledge of Development 178

Goals for Guidance 178Long-Term Goals 178

SOCIAL AND EMOTIONAL INTELLIGENCE 179SELF-REGULATION 181SELF-IDENTITY AND RESILIENCY 181SKILLS FOR LIVING IN A COMMUNITY 183

Short-Term Goals 183

Communication: A Powerful Guidance Tool 184Respectful and Authentic Speech 184Conversations 185Listening 185

NONVERBAL MESSAGES 186ACTIVE LISTENING 186

Responding 187REFLECTIVE AND RESPONSIVE STATEMENTS 187ENCOURAGEMENT INSTEAD OF PRAISE 187I-MESSAGES 188RESPONSIVE CAREGIVING: THE ART OF COMMUNICATING WITH INFANTS AND TODDLERS 190

Guiding Groups 191Use Authority 191Create Guidelines for Behavior 192Anticipate Problems 193


CHILDHOOD OBESITY 233LEAD POISONING 234FOOD ALLERGIES AND INTOLERANCES 235ASTHMA AND ENVIRONMENTAL ALLERGIES 235

Help Children Learn to Be Healthy 236Promote Physical Activity and Movement 236Encourage Healthy Food Choices 237Make Health a Part of the Curriculum 240Use Personal Care Routines as Teaching Opportunities 240

Promote Well-Being 240The Importance of Touch 241Good Transitions Support Well-Being 241

GOOD BEGINNINGS 241GOOD ENDINGS 243

Supporting Immigrant Families 245Supporting Children during Times of Crisis 245

DISASTER AND LOSS 245VIOLENCE 246


Document Your Skill & Knowledge About Promoting Children’s Health, Safety, and Well-Being in Your Professional Portfolio 249

8 The Learning Environment 250A Great Place for Young Children 251

The Indoor Learning Environment 253Space 253

SELF-CONTAINED AND OPEN-DESIGN CLASSROOMS 254

Principles for Arranging Space 255Equipment and Materials 256

MAKING THE INDOOR ENVIRONMENT WORK 257

Pay Attention to Organization and Aesthetics 258Reflect the Children—Reflect the Place 260

AVOID BEING CUTE 260EVALUATE THE ENVIRONMENT 261CONSIDER THE ADULTS 261

The Outdoor Learning Environment 262Outdoor Activity Zones 263

TRANSITION ZONE 263ACTIVE PLAY ZONE 263NATURAL ELEMENTS ZONE 263MANIPULATIVE–CREATIVE ZONE 264SOCIAL–DRAMATIC ZONE 264

Using the Outdoor Environment 264NATURE PRESCHOOLS AND FOREST SCHOOLS 265

Different Children—Different Places 266Infant–Toddler Environments: A Place Like Home 266

DESIGN FOR COMFORT 266DESIGN FOR ROUTINES 267DESIGN FOR FLEXIBILITY 267DESIGN FOR MOVEMENT 267AN OUTDOOR PLAYSCAPE FOR INFANTS AND TODDLERS 268SAFETY 269MOVEMENT 270

Preschool and Kindergarten Classrooms: A Child’s Place 271DESIGNING A PRESCHOOL OR KINDERGARTEN CLASSROOM 271BLOCKS 272DRAMATIC PLAY AREA 275MANIPULATIVE TOYS AND GAMES 276

SENSORY PLAY CENTER 277ART AREA OR STUDIO 278LIBRARY 279WRITING CENTER 279DISCOVERY CENTER 279WOODWORKING AREA 280

Primary Classrooms: A Place Called School 280Technology in the Early Childhood Classroom 281Including Children with Disabilities 285

Time 285The Daily Schedule 285

INFLUENCES ON THE FLOW OF THE DAY 286


Document Your Skill & Knowledge About the Learning Environment in Your Professional Portfolio 291

9 Understanding and Supporting Play 292Understanding Play 293

Characteristics of Play 293Kinds of Play 295Why Children Play 296Stages of Play 298

PARTEN: STAGES OF SOCIAL PLAY 298PIAGET AND SMILANSKY: COGNITIVE STAGES OF PLAY 299VYGOTSKY AND ELKONIN: LEVELS OF MAKE-BELIEVE PLAY 302UNDERSTANDING THE STAGES OF PLAY 302DRAMATIC AND SOCIODRAMATIC PLAY 303

The Role of Play in Developmen 305The Role of Play in Physical Development 305The Role of Play in Emotional Development 305The Role of Play in Social Development 306The Role of Play in Cognitive Development 306The Role of Play in Integrating Development 307The Special Role of Outdoor Play 308Explaining Play 309

Facilitating Play 310Supportive Attitudes 310Supportive Roles 310

STAGE MANAGER 310OBSERVER 311MEDIATOR AND PROTECTOR 312PARTICIPANT 313TUTOR 314GUIDE 315

Issues in Play 316Diversity and Play 316

CULTURE, SOCIAL CLASS, AND PLAY 316DISABILITIES AND PLAY 318

Gender-Stereotyped Play 318Violent Dramatic Play 319Rough-and-Tumble Play 320Exclusion—You Can’t Say You Can’t Play 321Shrinking Opportunities for Play 322


Document Your Skill & Knowledge About Play in Your Professional Portfolio 324

xx Contents


10 The Curriculum 325What is Curriculum? 326

Where Does Curriculum Come From? 327How Young Children Learn 328Curriculum in Early Childhood Education 329How Early Childhood Teachers Teach 332

The Physical Development Curriculum 333Gross Motor Curriculum 334Fine Motor Curriculum 336Sensory Development Curriculum 337

The Communication Curriculum 340Language Curriculum 340Literacy Curriculum 342Literature Curriculum 344

The Creative Arts Curriculum 347Visual Art Curriculum 349Music Curriculum 353Creative Movement Curriculum 355Aesthetics Curriculum 356

The Inquiry Curriculum 357Math Curriculum 359Science Curriculum 361Social Studies Curriculum 363


Document Your Skill & Knowledge About Curriculum in Your Professional Portfolio 367

11 Curriculum Planning 368The Purpose of Planning 369

Influences on Planning 370What You Teach 370

VALUES AND BELIEFS 370KNOWLEDGE OF CHILDREN 371FAMILY, CULTURE, AND COMMUNITY 372WHAT’S WORTH KNOWING 372CONTENT STANDARDS 373

How Curriculum Is Organized 374LEARNER-CENTERED CURRICULUM ORGANIZATION 375INTEGRATED CURRICULUM 375SUBJECT-CENTERED CURRICULUM ORGANIZATION 375

The Process of Planning 376Basing Plans on What You Observe 377

OBSERVE INDIVIDUALS 377OBSERVE THE GROUP 377OBSERVE WITH A FOCUS 378

Teaching Methods or Strategies 378PLAY 379SCAFFOLDED ACTIVITIES 380GROUP ACTIVITIES 380SELECTING A TEACHING METHOD 382

Writing Plans to Guide Teaching 384Activity or Lesson Plans 384

WHAT AND WHY 384WHAT YOU NEED 388THE TEACHING PROCEDURES 388THE ASSESSMENT PLAN 390

IMPLEMENTING, ASSESSING, AND EVALUATION 390WRITING ACTIVITY/LESSON PLANS IN THE REAL WORLD 392

Weekly Plans 392

Integrated Curriculum Planning 395Choose a Topic 396Learn about the Topic 399Write the Big Ideas 400Generate Ideas for Activities 400Enrich the Environment 401Plan 403Implement the Study 403Evaluate the Integrated Study 405


Document Your Skill & Knowledge About Curriculum Planning in Your Professional Portfolio 410

12 Including All Children 412Dual Language Learners 414

Working with Dual Language Learners 415

Children with Disabilities 416Terminology 417Laws Governing Services to Children with Disabilities 417Programs for Children from Birth Through Age 2 418Programs for Children 3 to 5 Years of Age 419Programs for Children 5 to 8 Years of Age 421

RESPONSE TO INTERVENTION 421UNIVERSAL DESIGN FOR LEARNING 421

Identification of Disabilities 422Inclusion 424

GETTING STARTED 425IMPLEMENTING INCLUSION 426COLLABORATION 428

Characteristics of Young Children with Disabilities 429Children with Orthopedic Impairments 429Children with Cognitive Delays 430Children with Learning Disabilities 430Children with Communication Disorders 431Children with Sensory Impairments—Visual 431Children with Sensory Impairments—Hearing 432Children with Sensory Impairments—Sensory Processing Disorder 433Children with Attention-Deficit/Hyperactivity Disorder 434Children with Emotional Disorders 434Children with Autism Spectrum Disorders 435

Children with Other Special Needs 437Children with Special Gifts and Talents 437Children Who Have Been Abused or Neglected 438Children with Acute or Chronic Health Conditions 438

Working with Families of Children with Disabilities 439


Document Your Skill & Knowledge About Including All Children in Your Professional Portfolio 442

Contents xxi


Continuing Issues 478CURRICULUM AND TEACHING 478ACCOUNTABILITY 479SCHOOL READINESS 480BALANCING THE NEEDS OF CHILDREN, FAMILIES, AND TEACHERS 480RESPONSIBILITY FOR EARLY CHILDHOOD EDUCATION 481

Things You Need to Know About the Field and About Yourself 482

Required Knowledge and Skill 482Professional Behavior 483Personal Characteristics 484

Making a Commitment 484Find Your Path 484Take Care of Yourself 486

PAY ATTENTION TO YOUR HEALTH AND WELL-BEING 486CONNECT WITH COLLEAGUES 487

Do Your Best for Children 487DEVELOP A PHILOSOPHY 488CONTINUE TO LEARN AND GROW 488JOIN A PROFESSIONAL ORGANIZATION 488

Do What’s Right 489STAND FIRM EVERY DAY 489KNOW AND USE A CODE OF ETHICS 490ADVOCATE 490


Document Your Skill & Knowledge About Becoming an Early Childhood Professional in Your Professional Portfolio 493

Appendix A NAEYC Code of Ethical Conduct and Statement of Commitment 495

Appendix B Environment Checklists 503

Glossary 521

Bibliography 530

Name Index 547

Subject Index 551

13 Partnerships with Families 443Understanding Families 444

Responsibilities of Today’s Families 445Diverse Families 445Family Systems Theory 447Understanding Yourself 449

DIFFERENCES BETWEEN BEING A TEACHER AND BEING A PARENT 449YOUR DEVELOPMENT IN RELATING TO FAMILIES 449YOUR VALUES AND BELIEFS RELATED TO CHILD REARING 449

Building Relationships with Families 450Strong Beginnings 451Home Visits 451Communication 451

MAKING FAMILIES FEEL WELCOME 453TOOLS FOR COMMUNICATING 454DAILY COMMUNICATION 454WRITTEN COMMUNICATION 455FAMILY CONFERENCES 457ADDRESSING QUESTIONS AND CONCERNS 459

Confidentiality 462

Engaging Families in Your Program 463Building Partnerships 464Classroom Participation 465Program Involvement 467Family Education 468

Supporting Families 470Helping in Times of Stress 470Preventing and Reporting Child Abuse and Neglect 471Supporting Families of Children with Disabilities 472


Document Your Skill & Knowledge About Partnerships with Families in Your Professional Portfolio 475

14 Becoming an Early Childhood Professional 476

Current Realities in Early Childhood Education 477Our Society Is Changing 477

xxii Contents


xxiii

Suggestions for Building a Professional Portfolio

Starting Your Professional Portfolio 28

The Field of Early Childhood Education 57

The History of ECE 91

Child Development 135

Observing and Assessing Young Children 171

Child Guidance 214

Promoting Children’s Health, Safety, and Well-Being 249

The Learning Environment 291

Play 324

Curriculum 367

Curriculum Planning 410

Including All Children 442

Partnerships with Families 475

Becoming an Early Childhood Professional 493

Connecting with Families

Understanding Individual Development 99

On Assessment 164

About Guidance Practices 175

About Nutrition 239

About Play 309

About Curriculum 333

Using Weekly Plans 395

Through Integrated Curriculum 404

About Program Involvement 468

Special Features

Golden Rules

Golden Rules for Writing Anecdotal Records 149

Golden Rules for Interviewing a Child for Assessment 156

Golden Rules for Creating Child Portfolios 161

Golden Rules for Guiding Groups 194

Golden Rules for Group Times 198

Golden Rules for Responding to Mistaken Behavior 207

Golden Rules for Ensuring Safe Toys and Materials 222

Golden Rules for Helping Children Protect Themselves from Abuse 227

Golden Rules for Supporting Movement 237

Golden Rules for Supporting Children’s Healthy Eating 237

Golden Rules for Good Beginnings 243

Golden Rules for Creating Indoor Learning Environments 260

Golden Rules for Outdoor Playscapes 265

Golden Rules for a Good Day for Young Children 288

Golden Rules for Supporting Children’s Play 315

Golden Rules for Having a Conversation with a Young Child 342

Golden Rules for Helping Children Develop Concepts About Print 344

Golden Rules for Reading a Story to a Group 346

Golden Rules for Creative Movement with Young Children 356

Golden Rules for Selecting a Topic for an Integrated Curriculum Study 397

Golden Rules for Building Strong Relationships with Families 462


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