For undergraduate and graduate level Issues and Models courses in Early Childhood Education.
This unique volume, with contributions by 32 experts in the field, addresses the new directions, research, applications, and multiple approaches to instruction and learning, with the aim of increasing the knowledge of early childhood education for its readers.
First published in 1987, this compilation textbook provides valuable and current information about our best knowledge and applications in early education. Tracking important changes and adaptations of the major approaches to early education, such as Montessori, Bank Street, Project Approach, Reggio, and a host of others, the important dimension and characteristics in the development and implementation of the major curricular models and programs in Early Childhood Education are examined in detail. Furthermore, the context and history and current issues and trends in the field as it evolves are covered in special chapters. Continued emphasis remains on inclusion, diversity, and fostering multicultural competence within the profession to help prepare a new generation of educators and child and family specialists to better serve today’s young children and their families across multiple cultural communities and early education settings. The sixth edition of Roopnarine and Johnson’s edited text is the best preparation tool on the market for future early childhood educators- tomorrow’s leaders in the field- because it provides the knowledge and skills necessary to meet the ever-changing needs and challenges of teaching in today’s world.
Part I: INTRODUCTION
Chapter 1: History of Early Childhood Education in Multicultural Perspective
- Blyth F. Hinitz, College of New Jersey
Chapter 2: The Program for Infant/Toddler Care
- J. Ronald Lally and Peter L. Mangione, WestEd, San Francisco, California
Chapter 3. The Head Start Program
- Douglas R. Powell, Purdue University
Chapter 4. Home Visiting Programs
- Barbara Hanna Wasik, Adrienne Villagomez, Sheena Berry, and Priya Mulholkar, University of North Carolina at Chapel Hill
Part II: CORE THEMES
Chapter 5. Including Everyone: A Model Preschool Program for Children with and Without Disabilities
- David Smukler, State University of New York at Cortland
- Ellen Barnes, Jowonio School, Syracuse, New York
Chapter 6. More Than the Sum of Its Parts: Creating Multicultural and Linguistically Responsive Early Childhood Classrooms
- Aisha Ray and Luisiana Melendez. Erikson Institute
Chapter 7. Early Prevention Initiatives
- Karen L. Bierman, Celene Domitrovich, and Harriet Darling, The Pennsylvania State University
Chapter 8. Assessment for Learning in the Early Childhood Classroom
- Jie-Qi Chen and Gillian McNamee, Erikson Institute
Part III: SPECIFIC APPROACHES?UNITED STATES
Chapter 9. Creative Curriculum
- Diane T. Dodge, Cate Heroman, and Kai-lee Berke, Teaching Strategies, Inc.
Chapter 10. The High/Scope Model of Early Childhood Education
- Lawrence J. Schweinhart and David P. Weikart (deceased) High/Scope Educational Research Foundation, Ypsilanti, Michigan
Chapter 11. Tools of the Mind: The Vygotskian Approach to Early Childhood Education
- Elena Bodrova, Mid-Continent Research for Education and Learning
- Deborah J. Leong, Metro State College
Chapter 12. The Developmental?Interaction Approach at Bank Street College of Education
- Harriet K. Cuffaro and Nancy Nager, Bank Street College of Education
Chapter 13. The Project Approach: An Overview
- Lilian G. Katz, University of Illinois, Urbana-Champaign
- Sylvia C. Chard, University of Alberta, Canada
Part IV: SPECIFIC APPROACHES - EUROPE
Chapter 14. The Piramide Method
- Jef J. van Kuyk, CITO Corporation, Arnhem, The Netherlands
Chapter 15. Reggio Emilia in the 21st Century: Enduring Commitments Amid New Challenges
- Rebecca S. New, University of North Carolina, Chapel Hill
- Rebecca Kantor, University of Colorado-Denver
Chapter 16. Montessori Education Today
- Martha Torrence, Cambridge Montessori School
- John Chattin-McNichols, Seattle University
Chapter 17. The Waldorf Approach to Early Childhood Education
- Christy L. Williams, Fairbrook First Steps Christian Preschool
- James E. Johnson, The Pennsylvania State University
Jaipaul L. Roopnarine, co-editor on this edition, is Jack Reilly Professor of Child and Family Studies and Director of the Jack Reilly Institute for Early Childhood and Provider Education at Syracuse University. He was trained as a child development specialist and has conducted research on families and children in several countries around the world. A Fulbright Scholar to the University of West Indies in Trinidad and Tobago, an Indo-US Submission Scholar at the University of Delhi, he is the author or co-author of several books, chapters, and journal articles on parent-child relationships and early childhood education across cultures.
James E. Johnson, co-editor on this edition, is Professor-in-Charge of Early Childhood Education at The Pennsylvania State University-University Park. Trained as a Life-Span Development Psychologist, as a postdoctoral fellow with Irving Sigel at Educational Testing Service in Princeton he worked on developing Sigel’s Educating the Young Thinker model of Early Childhood Education curriculum and teaching. He is author or co-author of several books and many chapters and articles on the role of play in early development and education. A former Fulbright senior research scholar, and past-president of The Association for the Study of Play, he currently serves as a series editor for Play & Culture Studies and is co-editor in chief of a forthcoming two-volume Handbook of The Study of Play.