This handbook is a compendium of current research findings in early childhood education (ECE) and contains 33 essays, divided into 4 parts, by leading scholars in the field. After a brief ...introduction, part 1 addresses child development and early education in five chapters: "Cognitive Development and ECE"; "Motor Development and Movement Skill Acquisition in ECE"; "There and Then, Intangible and Internal: Narratives in Early Childhood"; "Young Children's Peer Relationships"; and "The Emotional Basis of Learning." Part 2 covers the foundations of ECE curriculum and includes 11 chapters: "Curriculum Alternatives in ECE: A Historical Perspective"; "The Role of Play in Early Childhood Development and Education"; "Visions of Children as Language Users"; "Emerging Literacy in the Early Childhood Years"; "Fostering the Mathematical Learning of Young Children"; "Social Studies in ECE"; "The Arts and ECE"; "Music in ECE"; "Science in ECE"; "Multicultural Education for Young Children"; and "Electronic Media and ECE." Part 3 examines the foundations of ECE policy and includes 10 chapters: "Testing, Tracking, and Retaining Young Children"; "The Morass of School Readiness Screening: Research on Test Use and Test Validity"; "Play Environments for ECE"; "Child Care for Young Children"; "The Influence of Parents on Children's Development and Education"; "Portrait of a Changing Field: Policy and Practice in ECE"; "The Education of Linguistically and Culturally Diverse Children"; "Effective Preschool and Kindergarten Programs for Students At-Risk"; "Preparing Teachers for Early Childhood Programs"; and "Early Childhood Care and Development: Issues from the Developing Country Perspective." Part 4 addresses research strategies for ECE in six chapters: "Young Children and Measurement: Standardized and Nonstandardized Instruments in ECE"; "The Interpretive Voice: Qualitative Research in ECE"; "Studying Educational Settings"; "Trends in Demographic and Behavioral Research"; "The Research-Policy Connection: Moving Beyond Incrementalism"; and "Chinese and Japanese Kindergartens: Case Study in Comparative Research." Each chapter contains an extensive bibliography, and the volume itself has both name and subject indexes. (MDM)
This handbook is the ... reference on research on early childhood education throughout the world. It ... provides an overview of important contemporary issues as well as the information necessary to ...make informed judgments about these issues. The field has changed significantly since the publication of the second edition, and this third edition of the handbook takes care to address the entirety of vital new developments. ... The volume is organized in three parts: 1. Early childhood education and child development; 2. Early childhood curriculum and instruction; 3. Foundations of early childhood educational policy. (DIPF/Orig.).
The contributors to this text provide an integrated view of current knowledge within language policy and literary instruction, presented in a scholarly, but accessible review of research and theory.
Noting that the curriculum in early childhood education is dramatically different from that at other levels of education, this volume seeks to clarify some of the issues related to early childhood ...curriculum development and its bases in both personal knowledge and knowledge from the different disciplines to achieve a "balanced curriculum." Following an introduction to the volume, the chapters are as follows: (1) "Influences on Early Childhood Curriculum Development" (Bernard Spodek and Olivia N. Saracho); (2) "Sociable Thinking: Cognitive Development in Early Childhood Education" (Kelvin Seifert); (3) "Developmental Play Theories and Children's Social Pretend Play" (Olivia N. Saracho); (4) "Effective Early Childhood Curriculum for Children At Risk" (Barbara A. Wasik, Mary Alice Bond, and Annemarie Hindman); (5) "Addressing Linguistic and Cultural Diversity in Early Childhood: From Equity to Excellence, from 'Raices' to 'Alas'" (Eugene E. Garcia); (6) "Young Children's Literacy Development" (Olivia N. Saracho); (7) "Developments in Young Children's Mathematical Reasoning" (Joe Becker and Daniel Miltner); (8) "Early Childhood Social Studies" (Thomas D. Weible and Ann J. Dromsky); (9) "Learning and Teaching with Computers in Early Childhood Education" (Julie Sarama and Douglas H. Clements); (10) "Strengthening the Role of Curriculum in Child Care" (Douglas R. Powell and Gary E. Bingham); (11) "What Counts in Early Learning?" (Tony Bertram and Christine Pascal); and (12) "New Directions in Curriculum Development" (Bernard Spodek and Olivia N. Saracho). Each of the chapters contains references. (HTH)
This volume provides a comprehensive critical analysis of the research in mathematics education for young children. The researchers who conducted the critical analysis focused on the relationship ...between (1) mathematics learning in the early years and domain specific approaches to cognitive development, (2) the children's social learning and their developing understanding of math, and (3) the children's learning in a natural context and their understanding of mathematics concepts. The work of these scholars can help guide those researchers who are interested in pursuing studies in early childhood mathematics in a specific area of study. This volume will facilitate the research conducted by both novice and expert researchers. The volume has accomplished its major goals, which consists of critically analyzing important research in a specific area that would be most useful in advancing the field and provide recommendations for both researchers and educators.
Scientific and technological knowledge should be a part of every individual's education. There are many ways to enhance young children's scientific thinking and the problem-solving skills as well as ...their technological abilities. The purpose of this volume is to present a critical analysis of reviews of research on science and technology education in early childhood education. The first part of the volume includes contributions by leading scholars in science, while the second part includes contributions by leading scholars in technology. (DIPF/Orig.).
Recently, children's play has gained considerable attention, and important concerns have emerged. The volume presents a review and critical analysis of the research and theoretical knowledge on the ...educational play of young children. The chapters reflect a range of philosophies on various aspects of children's play. Each chapter includes a review of research and theory, implications for practice, and a comprehensive set of references. Following an introduction on the historical antecedent of early childhood educational play, the chapters of the book are as follows: (1) "Understanding Play and Its Theories" (Olivia N. Saracho and Bernard Spodek); (2) "Spontaneous Play in the 21st Century" (Fergus P. Hughes); (3) "Theories of Pretense, Mental Representation, and Humor Development: Answers and Questions" (Doris Bergen); (4) "Play in SchoolThe Teacher's Role: Reforms and Recent Research" (Ole Fredrik Lillemyr); (5) "Young Children's Play and Cognitive Style" (Olivia N. Saracho); (6) "On the Relation between Play and Symbolic Thought: The Case of Mathematics Manipulatives" (David H. Uttal); (7) "Play and Early Development and Education: The Instantiation of Parental Belief Systems" (Jaipaul L. Roopnarine, Meera Shin, Kwanghee Jung, and Ziarat Hossain); (8) "Play in Children: An Attachment Perspective" (Gary Creasey and Patricia Jarvis); (9) "The Teening of Preschool Play" (Francine Smolucha); and (10) "Early Childhood Educational Play" (Bernard Spodek and Olivia N. Saracho). (HTH)
These papers reflect the impact that early childhood teachers have on their students when they "stand in front of the classroom" and the effect their performance and characteristics have on children. ...After "Introduction: Factors that Impact Teacher Quality" (Olivia N. Saracho and Bernard Spodek), 11 papers include: (1) "The Preparation of Teachers for the Profession in Early Childhood Education" (Olivia N. Saracho and Bernard Spodek); (2) "The Possibilities and Challenges of 'Not Knowing': Early Childhood Teachers' Knowledge and Thinking in Uncertain Times" (Glenda Mac Naughton); (3) "The Importance of Teachers' Subjective Perceptions of Educational Innovations: The Case of Adaptive Teaching" (Rudolf van den Berg and Peter Sleegers); (4) "Transforming Pathways in Becoming an Early Childhood Teacher" (Joy Goodfellow and Jennifer Sumsion); (5) "Accountability in Early Childhood Care and Education" (Martha J. Buell and Donald L. Peters); (6) "Gender and Schoolwork in the United States 1850-1920" (Jackie M. Blount); (7) "Beliefs of Early Childhood Teachers" (Johanna Einarsdottir); (8) "Creativity and Teacher-Student Interactions" (Donna Tafuri and Olivia N. Saracho); (9) "Teachers' Cognitive Styles and Their Instructional Implications" (Olivia N. Saracho); (10) "Sensei: Early Childhood Education Teachers in Japan" (Susan D. Holloway and Yoko Yamamoto); and (11) "Improving Teacher Quality" (Olivia N. Saracho and Bernard Spodek). (Papers contain references.) (SM)
This book identifies and analyzes research studies related to the critical skills, environments, and adult interactions that contribute to young children's literacy development. Following ...introductory remarks on the reformation that has emerged in the language and literacy education of young children, the chapters are: (1) "Teachers' Roles in Promoting Literacy-Related Play" (Olivia N. Saracho); (2) "Hypermediating Literacy Activity: How Learning Contexts Get Recognized" (Kris Gutierrez and Lynda Stone); (3) "Creating Opportunities for Discourse: Language and Literacy Development for At-Risk Children" (Barbara Wasik, Mary Alice Bond, and Annemarie Hindman); (4) "Storybook Reading: What We Know and What We Should Consider" (Jon Shapiro, Jim Anderson, and Ann Anderson); (5) "New Directions in Family Literacy: Building Effective Partnerships between Home and School" (Trevor H. Cairney); (6) "Engaging Children in the Appropriation of Literacy: The Importance of Parental Beliefs and Practices" (Susan Sonnenschein); (7) "Promising Perspectives and Practices in Family Literacy" (Olivia N. Saracho); and (8) "Contemporary Views of Research and Practice in Early Childhood Literacy Programs" (Olivia N. Saracho and Bernard Spodek). Each chapter contains references. (KB)
