BeginningsBeyondFoundationsinEarlyChildhoodEducationEighthEditionbyAnnMilesGordonKathrynWilliamsBrownez-lib.org.pdf

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■ Applying Cognitive Theory to Work with Children

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■ Education Reform: Teachers Talk about No Child Left Behind

■ Elementary Classroom Management: Basic Strategies

■ Five–Eleven Years: Developmental Disabilities in Middle Childhood

■ Language Development: Oral and Literacy Related Activities
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■ Two–Five Years: Fine Motor Development for Early Childhood

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44 SECTION 1 What Is the Field of Early Childhood Education?

4. By making meaningful choices about what children
will do.

5. From situations that challenge children to work at
the edge of their capacities and from ample oppor-
tunities to practice newly acquired skills.

Developmentally and Culturally
Appropriate Practice (DCAP)
Culturally appropriate practice is the ability to go be-
yond one’s own sociocultural background to ensure
equal and fair teaching and learning experiences for all.
Th is concept, developed by Hyun, expands DAP to ad-
dress cultural infl uences that emphasize the adult’s abil-
ity to develop a “multiple/multiethnic perspective”
(1998). Preparing teachers and caregivers for multi-
culturalism is not just about becoming sensitive to race,
gender, ethnicity, religion, socioeconomic status, or sex-
ual orientation, according to Hyun. It is also related to an
understanding of the way individual histories, families of
origin, and ethnic family cultures make us similar to and
yet diff erent from others. Th rough such insights, teach-
ers will be able to respond positively to the individual
child’s unique expressions of growth, change, learning
styles, culture, language, problem-solving skills, feelings,
and communication styles (Hyun, 1998).

Hyun stresses the need for “cultural congruency” be-
tween a child’s home and school experience and suggests
the following questions as a way to begin addressing the
issue:

1. What relationships do children see between the ac-
tivity and work they do in class and the lives they
lead outside of school?

2. Is it possible to incorporate aspects of children’s cul-
ture into the work of schooling without simply con-
fi rming what they already know?

3. Can this incorporation be practiced without devalu-
ing the objects or relationships important to the
children?

4. Can this practice succeed without ignoring particu-
lar groups of people as “other” within a “dominant”
culture? (1998)

A consistency between home and school would “allow for
children to express and show the importance of their
own family culture and identity” by “using children’s per-
sonal experience, family culture, and diverse language DAPDAP

expressions as important sources of learning and teach-
ing” (Hyun, 1998).

Th e third core component of DAP, addressing the
social and cultural contexts in which children live, high-
lights the importance of connecting a child’s sense of
cultural continuity between home and school.

Early Childhood
Programs: Serving
Diverse Needs
From the types available, to the numbers of children who
attend these schools, the name of the game in early child-
hood programs is diversity. Th e range can encompass a
morning nursery school for toddlers, a primary school
classroom, an infant-parent stimulation program, or a
full child care service for 3 to 6-year-olds. Some pro-
grams run for only a half-day; others are open from
6:00 a.m. until 7:00 p.m. Still other centers, such as hos-
pitals, accept children on a drop-in basis or for 24-hour
care. Child care arrangements can range from informal
home-based care to more formal school or center set-
tings. Religious institutions, school districts, commu-
nity-action groups, parents, governments, private social
agencies, and businesses may run schools.

DAP Schools may be the fi rst place where families and children experience cultures different from their own. It is important that chil-
dren learn facts and not stereotypes about other cultures.

Watch the TeachSource Video Case entitled “Cur-
riculum Planning: Implementing Developmentally
Appropriate Practice in an Early Childhood Pro-
gram.” After you study the video clip, view the arti-
facts, and read the teacher interviews and text, re-
fl ect upon the following questions:

1. What examples of Developmentally Appropriate
Practices did you see or hear mentioned by pre-
school teacher Ke Nguyen and her colleagues?
Compare and contrast your oberservations with
the text.

2. How would you judge the quality of this pro-
gram? What are some of the criteria you would
use?

TeachSource
Video

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Watch the TeachSource Video Case entitled “Cur-
riculum Planning: Implementing Developmentally
Appropriate Practice in an Early Childhood Pro-
gram.” After you study the video clip, view the arti-
facts, and read the teacher interviews and text, re-
fl ect upon the following questions:fl

1. What examples of Developmentally Appropriate
see or hear mentioned by pre-
Nguyen and her colleagues?
trast your oberservations with

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▲

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yond one’s own sociocultural background to ensu
equal and fair teaching and learning experiences for a
Th is concept, developed by Hyun, expands DAP to ad-Th
dress cultural infl uences that emphasize the adult’s abil-
ity to develop a “multiple/multiethnic perspective”
(1998). Preparing teachers and caregivers for multi-
culturalism is not just about becoming sensitive to race,
gender, ethnicity, religion, socioeconomic status, or sex-
ual orientation, according to Hyun. It is also related to an
understanding of the way individual histories, families of
origin, and ethnic family cultures make us similar to and
yet different from others. Thffff rough such insights, teach-Th
ers will be able to respond positively to the individual
child’s unique expressions of growth, change, learning
styles, culture, language, problem-solving skills, feelings,
and communication styles (Hyun, 1998).

Hyun stresses the need for “cultural congruency” be-
tween a child’s home and school experience and suggests
the following questions as a way to begin addressing the
issue:

1. What relationships do children see between the ac-
tivity and work they do in class and the lives they
lead outside of school?

2. Is it possible to incorporate aspects of children’s cul-
ture into the work of schooling without simply con-
fi rming what they already know?

3. Can this incorporation be practiced without devalu-
ing the objects or relationships important to the
children?

4. Can this practice succeed without ignoring particu-
lar groups of people as “other” within a “dominant”
culture? (1998)

A consistency between home and school would “allow for
children to express and show the importance of their
own family culture and identity” by “using children’s per-
sonal experience, family culture, and diverse language DDAAPP

expressions as importan
ing” (Hyun, 1998).

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Watch the TeachSource Video Case entitled “Cur-
riculum Planning: Implementing Developmentally
Appropriate Practice in an Early Childhood Pro-
gram.” After you study the video clip, view the arti-
facts, and read the teacher interviews and text, re-
fl ect upon the following questions:

1. What examples of Developmentally Appropriate
Practices did you see or hear mentioned by pre-
school teacher Ke Nguyen and her colleagues?
Compare and contrast your oberservations with
the text.

2. How would you judge the quality of this pro-
gram? What are some of the criteria you would
use?

TeachSource
Video

▲

❙ ❙

Website screenshot is shown for
illustrative purposes only.

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Foundations in Early Childhood Education

Beginnings
and Beyond

This page intentionally left blank

Foundations in Early Childhood Education

Beginnings
and Beyond

Ann Miles Gordon

Kathryn Williams Browne
Skyline College

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

E I G H T H
E D I T I O N

Beginnings and Beyond: Foundations
in Early Childhood Education, Eighth Edition
Ann Miles Gordon and Kathryn Williams Browne

Education Editor: Christopher Shortt

Senior Development Editor: Lisa Mafrici

Assistant Editor: Caitlin Cox

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© 2011, 2008 Wadsworth, Cengage Learning

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Library of Congress Control Number: 2009942071

ISBN-13: 978-0-495-80817-6

ISBN-10: 0-495-80817-2

Wadsworth
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Dedication

To Kate, my longtime friend, respected colleague,
and coauthor for 25 years and four books. You are a

consummate professional. — AMG

To the students and colleagues of
Skyline College—a most inspiring mix of professionals
and fellow learners on the path of higher education.

— KWB

Contents

vi

Preface xiii
Acknowledgments xix

SECTION 1

What Is the Field of Early
Childhood Education? 1

CHAPTER 1
History of Early Childhood
Education 2

Introduction to the Field 3
Why History? 3
Defi ning the Terms 5

Infl uences from Abroad 6
In Ancient Times 6
European Renaissance and Reformation 6
Into Modern Times 10

Nontraditional Perspectives 15
American Infl uences 15

Colonial Days 15
Children in Enslavement 16
A Progressive Era 17
Th e Field Expands: Kindergarten 19
Nursery Schools 20
Midcentury Developments 23

Interdisciplinary Infl uences 25
Medicine 25
Education 27
29

Th emes in Early Childhood Education 30
Ethic of Social Reform 30
Importance of Childhood 31
Transmitting Values 32
Professionalism 33

TeachSource Video 33

Insights from the Field: A Delightful Story
by Scott M. Williams, M.S. 35
Summary 36
Key Terms 36
Review Questions 36
Learning Activities 37
Helpful Websites 37
References 38

CHAPTER 2
Types of Programs 40

Developmentally Appropriate Practice in Early
Childhood Programs 41

Th ree Core Considerations of DAP 41
Guidelines for DAP 42
DAP in Action 43
How DAP Benefi ts Children’s Learning 43
Developmentally and Culturally Appropriate
Practice (DCAP) 44

TeachSource Video 44
Early Childhood Programs: Serving Diverse
Needs 44

Factors Th at Determine Types of
Programs 45
Special Program Features 45

Th e Core of Programs of Early Childhood
Education 46

Traditional Nursery School 46
Child Care Centers 47
Family Child Care 49
Head Start: An Early Intervention Model 50

Variations on Early Childhood Core
Programs 52

Universal Preschools 52
Laboratory Schools 52
Parent Cooperatives 53

viiContents

Employer-Sponsored Child Care 53
For-Profi t Child Care 54
Nanny Care 54
Programs in Religious Facilities 54
Other Programs 55

Extending the Age Range 56
Infant/Toddler Programs 56
Kindergarten 57
Primary Grades 60
School-Age Child Care 60
Homeschooling 61

Th e Issue Is Quality 61
Indicators of Quality 61
Th ree Studies on Quality 62
Issues Th at Aff ect Quality 63

Evaluating Programs for Quality 63
Evaluation Is a Process 63
Evaluation Essentials 64
Why Evaluate? 64
How to Evaluate a Program 65

Insights from the Field: Early Childhood
Education in the Shipyards by Edith M. Dowley 68
Summary 71
Key Terms 71
Review Questions 71
Learning Activities 72
Helpful Websites 72
References 73

SECTION 2

Who Is the
Young Child? 75

CHAPTER 3
Defi ning the Young Child 76

Th e Whole Child 77
Each Child Is Unique 77
Growth Is Interrelated 77
Valuing Wholeness 78

How Children Are Alike 78
Th e Value of Word Pictures 78

In Behavior and Guidance 78
In Curriculum 79
In Cultural Awareness 79

Using Word Pictures 79
Six Developmental Areas 79
How Word Pictures Help Teachers 79
Guidelines for Using Word Pictures 88

How Children Diff er 88
Developmental Diff erences 88
Other Factors 88
Learning Styles 89
Planning for Developmental Diff erences 90

Children with Special Needs 90
Learning Disabilities 91
Attention-Defi cit/Hyperactivity Disorder
(ADHD) 92
Asperger Syndrome 93
Family Support 93
Public Recognition 93
Th e Inclusive Classroom 94

TeachSource Video 94
Children Who Are Gifted and Talented 96

Culture, Race, and Ethnic Considerations 97
Children of Mixed Heritage 98
Cultural Sensitivity 98

Insights from the Field: Children of Mixed
Heritage by Francis Wardle, M.S., Ph.D. 99
Summary 100
Key Terms 100
Review Questions 100
Learning Activities 101
Helpful Websites 101
References 101

CHAPTER 4
Developmental and Learning
Theories 103

Introduction 104
Th eories 104
Th e Nature of Development 105
Major Th eories and Key Topics 107

Psychodynamic Th eory 108
Sigmund Freud 108
Erik Erikson 109

Behaviorist Th eory 112
Th e Behaviorists 112
Th eory of Behaviorism and Social
Learning 113
Applying Behaviorist Th eory to Work with
Children 116

Cognitive Th eory 116
Jean Piaget 116
Th eory of Cognitive Development 117

TeachSource Video 120

viii Contents

Applying Cognitive Th eory to Work with
Children 120

Sociocultural Th eory 122
Lev Vygotsky 122
Sociocultural Th eory 123
Applying Sociocultural Th eory to Work with
Children 124

Ecological Th eory 125
Urie Bronfenbrenner 125
Ecological Systems Th eory 125
Applying Ecological Th eory to Work with
Children 126

Multiple Intelligences Th eory 126
Howard Gardner 126
Th eory of Multiple Intelligences 126
Applying Multiple Intelligences Th eory to Work
with Children 128

Maturation Th eory 128
Arnold Gesell 128
Th eory of Maturation 128
Applying Maturation Th eory to Work with
Children 128

Humanistic Th eory 129
Th e Humanists 129
Maslow’s Th eory of Human Needs 129
Applying Humanistic Th eory to Work with
Children 129

Developmental Topics 130
Ethnicity and Cultural Diversity 131
Attachment 132
Play 134
Gender 138
Moral Development 139
Brain-Based Research 140

Using Developmental and Learning
Th eories 143

Basic Tenets 143
Developmental Research Conclusions 146
Conditions for Learning 146

Insights from the Field: Developmental Theory:
The Foundation of Developmentally Appropriate
Practice by Rosalind Charlesworth 148
Summary 150
Key Terms 150
Review Questions 151
Learning Activities 152
Helpful Websites 152
References 152

SECTION 3

Who Are
the Teachers? 157

CHAPTER 5
Teaching: A Professional
Commitment 158

Who Are the Teachers of the Young Child? 159
Teacher Diversity 159
Comparison with Teaching in Other Educational
Settings 159

Th e Beginnings of Professionalism 160
Knowledge and Skills 161
Abides by a Code of Ethical Conduct 163
Continuing Education and Professional
Development 164

TeachSource Video 165
Professional Affi liations 165
Knowledge of Career Options 165
Cultural Competency 165
Advocacy 166
Becoming a Whole Teacher 166

Th e Teacher’s Role: Professionalism in
Action 167

Defi ning the Early Childhood Teacher’s
Roles 167
Professionalism in the Classroom 167
Out-of-Class Responsibilities 169
Personal Qualities of Early Childhood
Educators 171

A Collaborative Eff ort: Team Teaching 174
Team Composition 174
Role Defi nition and Satisfaction 174
Flexibility 175
Open and Frequent Communication 175
Who Am I? 175
Mutual Respect and Acceptance 175
Evaluation 176
Advantages of Team Teaching 176
Challenges 176

Evaluating Teachers: A Key to Quality 176
Why Evaluate? 177
Components of an Eff ective Evaluation 178
Issues in Teacher Evaluations 178

Th e Beginning Teacher 184
Th e Student Teacher 184

Insights from the Field: Teaching: A Professional
Commitment by Barbara Biglan, M.A., Ph.D. 186

ixContents

Summary 187
Key Terms 187
Review Questions 187
Learning Activities 188
Helpful Websites 189
References 189

CHAPTER 6
Observation and Assessment of
Children 191

Seeing Children through Observation 192
What Is Observation? 192
Why Observe? 193

Understanding What We Observe 197
Children as Individuals 197
Children in General 198
Developmental Relationships 199
Infl uences on Behavior 199
Understanding of Self 200

Recording What We See 200
Common Elements of Observations 201
Types of Observations 201
How to Observe and Record Eff ectively 209

Assessment: Evaluating Children 212
Why Evaluate? 212
Types of Assessments 221
Early Learning Standards 223
Testing and Screening 225
Concerns about Assessment 227

TeachSource Video 228
Using Observation and Assessment
Information 228

Insights from the Field: The Portfolio: An
“Unfolding” of the Child
by Kären Wiggins-Dowler, B.A. 229
Summary 230
Key Terms 230
Review Questions 230
Learning Activities 231
Helpful Websites 232
References 232

CHAPTER 7
Guiding Children’s Behavior 235

Th e Guidance Triangle 236
Understanding Behavior 236

Th eories 237
Factors Th at Aff ect Behavior 237

Guiding Young Children 243
What Is Guidance? 243

TeachSource Video 244
What Is Discipline? 244
What Is Punishment? 244
Toward Self-Discipline 244
Developmentally Appropriate Guidance 246
Culturally Appropriate Guidance 246
Th e Language of Guidance and
Discipline 247

Implications for Teaching 248
A Behavior Model 248
Consistency 248
Realistic Expectations 248
Actively Observe 249
Prevent Misbehavior 249

Th e Guidance Continuum: Ten Essential
Strategies 250

Ignoring Behavior 250
Active Listening and “I” Messages 250
Reinforcement 251
Redirecting and Distraction 251
Giving Children Choices 251
Setting Limits 252
Active Problem Solving 253
Natural and Logical Consequences 254
Time Out 255
Physical Intervention 255

Behavior Th at Is Challenging 256
Insights from the Field: Tantrums as a Teaching
Tool: Ways to Help Children Learn
by Elizabeth Crary, M.S. 258
Summary 259
Key Terms 259
Review Questions 259
Learning Activities 259
Helpful Websites 260
References 260

CHAPTER 8
Families and Teachers: Partners in
Education 261

A Historical Overview 262
Historical Precedent 262
Decades of Change 262
Mutual Collaboration 262

Strengthening the Partnership 263
What Families Contribute 263
What Teachers Contribute to the
Partnership 265
Becoming Full and Equal Partners 267

TeachSource Video 268

x Contents

Today’s Families 269
What Is a Family? 269
Understanding Parenthood 269
Families with Diverse Needs 270
Valuing All Families with Diverse Needs 272

Separation: Th e Beginning of Trust 273
Helping Parents and Children Separate 273
Working Together 273

Communicating with Families 274
Parent/Family Education and
Involvement 274

Insights from the Field: It All Starts with the
Stories by Libby Miles, M.A., Ph.D. 277
Summary 278
Key Terms 278
Review Questions 278
Learning Activities 278
Helpful Websites 279
References 279

CHAPTER 9
Creating Environments 281

What Is the Environment? 282
Defi nition 282

Characteristics of the Environment 282
Physical Plant 283
Resources 283
Program Goals 284
Principles for Developing Appropriate Learning
Environments 285
Th e Anti-Bias Environment 289
Self-Help Environment 291
Th e Inclusive Environment 292

Planning for the Environment 295
Who Is in the Environment? 295
Health and Safety in the Environment 296

Creating the Environment 301
Th e Physical Environment 301
Playground Designs 310
Th e Temporal Environment 310
Th e Interpersonal Environment 319

TeachSource Video 321

Insights from the Field: Thinking about the
Environment: Inspirations from the Reggio
Approach by Louise Cadwell, M.E., Ph.D. 322
Summary 324
Key Terms 324
Review Questions 324

Learning Activities 325
Helpful Websites 326
References 326

SECTION 4

What Is Being
Taught? 329

CHAPTER 10
Curriculum: Creating a Context for
Learning and Play 330

Developmentally Appropriate Curriculum 331
What Is Curriculum? 331
Developmentally Appropriate
Curriculum 332
Culturally Appropriate Curriculum 332
Inclusive Curriculum 334

Eff ective Curriculum: Four Basic Factors 335
Integrated Curriculum 335
Emergent Curriculum 337
Multiple Intelligences 338

Play-Based Curriculum: Th e Foundation for
Learning 344

Th e Teacher’s Role in Play 344
TeachSource Video 346

Setting the Stage for Play 346
Planning Curriculum 347

Factors Th at Enhance Maximum
Learning 347
Culturally Responsive Teaching 349
Integrating Learning Standards 350
Setting Goals 352
Teacher-Directed Learning 352

Written Plans for Creating Curriculum 355
Advantages of Written Plans 355
Planning by Objectives 355
Elements of Written Plans 356
Webbing 357
Th emes 359
Th e Project Approach 361

Play-Based Curriculum Models 363
High/Scope: Cognitively Oriented
Model 363
Bank Street: Developmental-Interaction
Model 363
Th e Schools of Reggio Emilia 364
Waldorf Schools 366
Montessori Schools 366

xiContents

Insights from the Field: Making a Difference in
Young Children’s Lives by Marjorie Kostelnik, Ph.D. 368
Summary 369
Key Terms 369
Review Questions 369
Learning Activities 370
Helpful Websites 370
References 370

CHAPTER 11
Planning for the Body: Physical/Motor
Development 372

Learning through Movement 373
In the Beginning 373
Learning Is Integrated 373
Program Needs 373

Physical Growth/Motor Development 374
Physical Growth 374
Gender Diff erences 375
Ethnic Variations 375
Including Children with Special Needs 375
Motor Development 377

Physical/Motor Skills in Early Childhood 379
Types of Movement 379
Learning Motor Skills 379
Practicing Basic Skills 380

TeachSource Video 381
Role of the Teacher 381

Considerations 381
A Safe and Challenging Environment 383
Playground …