California Version of Who am I in the Lives of Children? An Introduction to Early Childhood Education

Stephanie Feeney Ph.D. is Professor Emerita of Education at the University of Hawaii at Manoa and Adjunct Professor in the Graduate School of Education at Portland State University. Her publications include Who Am I in the Lives of Children? (10 editions), Continuing Issues in Early Childhood Education (3rd edition), Professionalism in Early Childhood Education: Doing Our Best for Young Children, the NAEYC Code of Ethical Conduct, two books about professional ethics in early childhood education published by NAEYC, a curriculum for young children, numerous chapters and articles, and four books about Hawaii for young children. She has served on the Governing Boards of the National Association for the Education of Young Children (NAEYC) and the National Association for Early Childhood Teacher Educators (NAECTE), and on committees relating to school readiness, early learning standards, advocacy and other aspects of early childhood policy. She has lectured and taught throughout the United States and in China, Japan, Hong Kong, Singapore, Australia, New Zealand and Canada. Eva Moravcik is Professor of Early Childhood Education at Honolulu Community College where she teaches early childhood classes for adults and oversees the Leeward Community College Children's Center. She has been a preschool, afterschool and kindergarten teacher, center director, education coordinator, consultant, and CDA trainer. Her publications include Meaningful Curriculum for Young Children (Pearson), Who Am I in the Lives of Children? (9 editions), Teaching the NAEYC Code of Ethical Conduct published by NAEYC, Discovering Me and My World a curriculum for young children, and articles on early childhood education. She has served on the Governing Boards of the State and Oahu Chapters of the Hawaii Association for the Education of Young Children (HAEYC) and The National Associate Degree Early Childhood Teacher Educators Association (ACCESS), the editorial board of NAEYC, as well as on the boards of other early childhood related organizations in Hawaii. Her daily work with children, family, staff, and college students at Leeward Community College Children's Center provides her with grounding in the reality of life in a program for young children. Sherry Nolte recently retired as Professor of Early Childhood Education at Honolulu Community College where she specialized in teaching classes for infant and toddler teachers as well as classes in child development, child guidance and preschool curriculum. She has been a preschool teacher, a toddler teacher, a program director, and a staff trainer. She currently works as a consultant to early childhood programs in Hawaii and as a trainer and curriculum developer. She also teaches college classes at Honolulu Community College as an Adjunct Professor. She is a co-author of Who Am I in the Lives of Children? and Meaningful Curriculum for Young Children. She has served on the governing board of the Hawaii Association for the Education of Young children as well as on boards of several other early childhood organizations in Hawaii.

Brief Table of Contents Chapter 1 The Teacher Chapter 2 The Field of Early Childhood Education Chapter 3 History of Early Childhood Education Chapter 4 Child Development Chapter 5 Observing and Assessing Young Children Chapter 6 Relationships and Guidance Chapter 7 Health, Safety, and Well-Being Chapter 8 The Learning Environment Chapter 9 Understanding and Supporting Play Chapter 10 The Curriculum Chapter 11 Curriculum Planning Chapter 12 Including All Children Chapter 13 Partner-ships with Families Chapter 14 Becoming an Early Childhood Professional Detailed Table of Contents Chapter 1 The Teacher The Work of the Early Childhood Education The Tasks Working with Families Working as Part of a Team The Teacher as a Person Qualities of a Good Teacher of Young Children Personal Attributes Personal Values and Morality Attitudes Toward Diversity The Impact of Life Experiences The Teacher as a Professional Specialized Knowledge and Skills Professional Commitment and Behavior Legal Responsibilities Professional Values and Ethics Careers in Early Childhood: Finding Your Path Roles Educational Requirements Stages of Professional Development Final Thoughts Chapter 2 The Field of Early Childhood Education Types of Programs for Young Children Children Served Purpose Facilities Sponsorship and Funding Programs for Children from Birth to Age 5 Child Care Programs Whose Primary Purpose is Education Early Childhood Family Education State-Funded Public Prekindergarten Programs Programs for Children from 5 to 8 Years Kindergarten Through Grade 3 Programs: Primary Grades Charter Schools Home Schools Programs for Children from Birth to Age Eight Who Have Disabilities Early Intervention Preschool Programs for Children with Disabilities Public School Programs for 5- to 8-Year-Olds with Disabilities Program Accountability Program Regulation Educational Standards Early Learning Standards Common Core Standards School Readiness Final Thoughts Chapter 3 History of Early Childhood Education The Origins of Early Childhood Education Ancient Greece and Rome (400 B.C.- A.D. 200) The Middle Ages (500-1450) The Renaissance and The Reformation (1300-1600) The Age of Enlightenment (1700s) The Industrial Revolution (1800s) Educational Movements That Shaped the Field of Early Childhood Education Froebel and The Kindergarten Margaret and Rachel McMillan and the Nursery School John Dewey and Progressive Education Contemporary Examples Three European Approaches The Montessori Method Waldorf Education The Reggio Amelia Approach Common Elements of the Three Approaches Child Care in the United States The Origins of Child Care in the United States Child Care in Times of National Emergency Child Care after World War II The Evolution of Early Childhood Education and Care Final Thoughts Chapter 4 Child Development Why Study Child Development? Principles of Child Development The Child Develops as a Whole Development Follows Predictable Patterns Rates of Development Vary Development is Influenced by Maturation and Experience Development Proceeds from Top Down and from Center Outward Culture Affects Development Applying Principles to Practice Heredity and Environment The Biological Basis of Development The Impact of Environment Theories of Development Arnold Gesell and Maturational Theory Jean Piaget and Constructivist Theory Laurence Kohlberg and Moral Development Theory Lev Vygotsky and Sociocultural Theory Urie Bronfenbrenner and Ecological Theory Erik Erikson and Psychosocial Theory B. F. Skinner and Behaviorist Theory Howard Gardner and Multiple Intelligences Theory Abraham Maslow and Self-Actualization Theory Development of the Whole Child Domains of Development Periods of Development Understanding Infants' Development Understanding Toddlers' Development Understanding Preschoolers'/Kindergartners' Development Understanding Young School-Age Children's Development Final Thoughts Chapter 5 Observing and Assessing Young Children The Purpose of Assessment Authentic Assessment Learning to Observe Beyond Observation: Other Authentic Assessment Methods Portfolios Sharing Authentic Assessment Standardized Assessment Kinds of Standardized Assessment Instruments Concerns with Standardized Testing Final Thoughts Chapter 6 Relationships and Guidance The Foundations of Child Guidance Relationships Understanding and Honoring Differences Knowledge of Development Goals for Guidance Long-Term Goals Short-Term Goals Communication: A Powerful Guidance Tool Respectful and Authentic Speech Listening Responding Guiding Groups Use Authority Create Guidelines for Behavior Anticipate Problems Orchestrate Transitions Manage Large Group Times Classroom Climate Create a Supportive Environment Encourage Friendships Model and Teach Respect and Fairness Teach Children to Deal with Conflict Managing Inappropriate Behaviors Reframing Misbehavior as "Mistaken Behavior" Strategies for Dealing with Mistaken Behavior Bullying Challenging Behaviors Final Thoughts Chapter 7 Health, Safety, and Well-Being Why Study Safety, Health, and Well-Being? Safe Places for Children What Is Safe? Developmental Differences and Safety Safe Outdoor Environments Vehicle and Trip Safety Safe Indoor Environments Practices That Promote Safety Helping Children Learn to Be Safe Protecting Children from Abuse and Neglect Healthy Places for Young Children Understand How Illness Spreads Follow Healthy Routines Work with a Health Care Professional Know About Conditions That Affect Health Help Children Learn to be Healthy Promote Physical Activity and Movement Encourage Healthy Food Choices Make Health a Part of the Curriculum Use Personal Care Routines as Teaching Opportunities Well-Being The Importance of Touch Good Transitions Support Well-Being Supporting Children During Times of Crisis Final Thoughts Chapter 8 The Learning Environment The Indoor Learning Environment Space Equipment and Materials Making the Indoor Environment Work The Outdoor Learning Environment Outdoor Activity Zones An Outdoor Playscape for Infants and Toddlers Using the Outdoor Environment Different Children - Different Places Infant-Toddler Environments: A Place Like Home Preschool and Kindergarten Classrooms: A Child's Place Primary Classrooms: A Place Called School Including Children with Disabilities Time The Daily Schedule Final Thoughts Chapter 9 Understanding and Supporting Play Understanding Play Characteristics of Play Kinds of Play Why Children Play Theories of Play Stages of Play The Role of Play in Development The Role of Play in Physical Development The Role of Play in Emotional Development The Role of Play in Social Development The Role of Play in Cognitive Development The Role of Play in Integrating Development The Special Role of Outdoor Play Explaining Play Facilitating Play Supportive Attitudes Supportive Roles Issues in Play Diversity and Play Gender-Stereotyped Play Violent Dramatic Play Rough-and-Tumble Play Exclusion-You Can't Say You Can't Play Shrinking Opportunities for Play Final Thoughts Chapter 10 The Curriculum What is Curriculum? Where Does Curriculum Come From? How Young Children Learn Curriculum in Early Childhood Education How Early Childhood Teachers Teach The Physical Development Curriculum Gross Motor Curriculum Fine Motor Curriculum Sensory Development Curriculum The Communication Curriculum Language Curriculum Literacy Curriculum Literature Curriculum The Creative-Arts Curriculum Visual Art Curriculum Music Curriculum Creative Movement Curriculum Aesthetics Curriculum The Inquiry Curriculum Math Curriculum Science Curriculum Social Studies Curriculum Final Thoughts Chapter 11 Curriculum Planning Why Teachers Plan What Influences Planning What You Teach How Curriculum Is Organized What Goes in a Plan Basing Plans on What You Observe Teaching Methods or Strategies Writing Plans Activity or Lesson Plans Weekly Plans Planning an Integrated Study Final Thoughts Chapter 12 Including All Children Dual Language Learners Working with Dual Language Learners in ECE Programs Children with Disabilities Terminology Laws Governing Services to Children with Disabilities Programs for Children from Birth Through Age 2 Programs for Children 3 to 5 Years of Age Programs for Children 5 to 8 Years of Age Identification of Disabilities Inclusion Characteristics of Young Children with Disabilities Children with other Special Needs Children with Special Gifts and Talents Children Who Have Been Abused or Neglected Children with Acute or Chronic Health Conditions Working with Families of Children with Disabilities Final Thoughts Chapter 13 Partner-ships with Families Understanding Families/Understanding Yourself Responsibilities of Today's Families Diverse Families Family Systems Theory Understanding Yourself Building Relationships with Families Establishing Relationships with Families Strong Beginnings Home Visits Communicating Confidentiality Engaging Families in Your Program Classroom Involvement Program Involvement Family Education Supporting Families Helping in Times of Stress Preventing and Reporting Child Abuse and Neglect Supporting Families of Children with Disabilities Final Thoughts Chapter 14 Becoming an Early Childhood Professional Part I: Current Realities in Early Childhood Education A Changing Society Continuing Issues Developments in Early Childhood Policy Part II: Becoming a Professional Knowledge and Skill Professional Behavior Personal Characteristics Choose Your Path Take Care of Yourself