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This up-to-date comprehensive book, with contributions by major experts in the field, focuses on models, approaches, and issues that deal with prominent and tested practices in early childhood education today. It provides coverage of many more models and topics than other books in the field. The book's major strengths are its pluralistic approach and the expertise of the authors. Includes a new Chapter on Reggio Emilia by Rebecca New. Includes chapters on Bank Street, Montessori and Head Start. Provides coverage of Inclusion and Multicultural Education issues that affect Early Childhood Education and Parent-School relations. Organizes the text by approaches, models, and issues. Includes current knowledge on practices and research findings. An ideal text for readers interested in issues in early childhood education. Copyright © Libri GmbH. All rights reserved.

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• Part 1 Introduction
• Chapter 1 Historical Perspectives on Early Childhood Education(p. 3)
• Eighteenth-Century Education(p. 3)
• Nineteenth-Century Early Education(p. 5)
• Twentieth-Century Progressive Education(p. 12)
• Twentieth-Century Child Study(p. 13)
• Twentieth-Century Innovations in Europe: Montessori's Children's House(p. 16)
• United States National Emergencies and Early Education(p. 18)
• Decline of Progressivism and the Influence of Sputnik(p. 21)
• Constructivist Theory in Early Education(p. 21)
• Head Start(p. 23)
• 1970-1990: Rapid Change and School Reform(p. 26)
• Conclusion(p. 29)
• References(p. 31)
• Chapter 2 Child Care(p. 39)
• Forms of Child Care(p. 39)
• Quality of Child Care in Center and Family Day Care(p. 41)
• Children's Development and Child-Care Quality(p. 48)
• Conclusion(p. 50)
• References(p. 50)
• Chapter 3 The Head Start Program(p. 55)
• Evolution of Head Start(p. 55)
• Program Services and Effectiveness(p. 61)
• Demonstration Projects(p. 69)
• Head Start in the 21st Century(p. 71)
• References(p. 73)
• Part 2 Broad Approaches
• Chapter 4 Classes for Parents and Young Children: The Family Center Model(p. 79)
• Ongoing Changes in Societal Patterns(p. 82)
• New Research on Brain Development(p. 82)
• New Interest in Parent-Infant Programs at Federal, State, and Local Levels(p. 82)
• Programs for Special Populations(p. 84)
• Parenting Classes(p. 85)
• Selecting Teachers for Parent-Infant Classes(p. 92)
• Inservice Training and Mentorship(p. 92)
• Summary(p. 94)
• References(p. 94)
• Chapter 5 The Eriksonian Approach(p. 97)
• Description of Family Development Research Program(p. 98)
• Eriksonian Theory: Tenets and Principles(p. 101)
• Caregiver Interactions: An Eriksonian Approach(p. 106)
• Eriksonian Ideas Blended with Piagetian Games(p. 108)
• Evaluation(p. 109)
• Lessons from FDRP and Suggestions for Future Programs(p. 115)
• Conclusion(p. 117)
• References(p. 118)
• Chapter 6 Behavior Analysis and Principles in Early Childhood Education(p. 123)
• Conceptual and Philosophic Bases(p. 125)
• Two Fundamental Principles of Behavior(p. 129)
• Six Important Strategies(p. 131)
• The Behavioral Classroom(p. 134)
• References(p. 146)
• Chapter 7 The Constructivist Perspective on Early Education: Applications to Children's Museums(p. 149)
• The Prominence of Constructivism(p. 149)
• Distinguishing Constructivism from Other Approaches(p. 149)
• Constructivism and the Young Child(p. 151)
• Constructivisms Contrasted(p. 153)
• Applications to Early Childhood Education(p. 159)
• Constructivism in Children's Museums(p. 164)
• Conclusion(p. 172)
• References(p. 173)
• Chapter 8 The Project Approach: An Overview(p. 175)
• What Is a Project?(p. 175)
• Project Work and Other Parts of the Curriculum(p. 176)
• Theoretical Rationale for the Project Approach(p. 178)
• Implementing Project Work(p. 181)
• Phases of Project Work(p. 184)
• Summary(p. 189)
• References(p. 189)
• Chapter 9 Montessori Education Today(p. 191)
• Key Tenets and Background Information(p. 193)
• Montessori's View of Human Development(p. 195)
• Program Characteristics(p. 198)
• Curriculum Areas(p. 202)
• The Role of the Teacher(p. 207)
• Research on Montessori(p. 209)
• Discussion(p. 212)
• Public Montessori Programs(p. 215)
• Conclusion(p. 217)
• Web Resources on Montessori(p. 218)
• Addresses and Phone Numbers of Major U.S. Montessori Organizations(p. 218)
• References(p. 219)
• Chapter 10 Mixed-Age Classrooms for Young Children(p. 221)
• Conceptual Framework(p. 222)
• Overall Goals and Objectives(p. 226)
• Implementation(p. 227)
• Observation and Assessments(p. 229)
• Summary(p. 233)
• References(p. 233)
• Part 3 Specific Programs
• Chapter 11 The Portage Project: An International Home Approach to Early Intervention for Young Children and Their Families(p. 241)
• Home-Based Early Intervention(p. 241)
• The Portage Model(p. 244)
• Research and Evaluation of the Portage Model(p. 250)
• Adaptations and Applications of Portage(p. 252)
• New Challenges for Portage(p. 255)
• Conclusion(p. 257)
• References(p. 257)
• Chapter 12 The Developmental-Interaction Approach at Bank Street College of Education(p. 263)
• History and Evolution(p. 263)
• Basic Principles(p. 265)
• Curriculum(p. 267)
• Implications for Teacher Education(p. 272)
• Summary(p. 273)
• References(p. 274)
• Chapter 13 The High/Scope Curriculum for Early Childhood Care and Education(p. 277)
• History(p. 278)
• Active Learning by the Child(p. 279)
• Role of the Teacher(p. 279)
• Daily Routine to Support Active Learning(p. 280)
• Key Experiences in Child Development(p. 282)
• High/Scope Child Observation Record(p. 283)
• Role of Parents and Community(p. 284)
• High/Scope Curriculum Training(p. 284)
• Research Support for the High/Scope Curriculum(p. 285)
• Relationship of Research to the High/Scope Curriculum(p. 290)
• Summary(p. 291)
• References(p. 292)
• Chapter 14 The Ausubelian Preschool Classroom(p. 295)
• Program Approach(p. 295)
• Teaching Method in Ausubelian Program(p. 300)
• A Typical Day in an Ausubelian Program(p. 306)
• Program Evaluation(p. 307)
• Summary(p. 311)
• References(p. 312)
• Chapter 15 Educating the Young Thinker Model, from Research to Practice: A Case Study of Program Development, or the Place of Theory and Research in the Development of Educational Programs(p. 315)
• Preamble(p. 315)
• Conceptual Origins of the Program(p. 320)
• Conceptualization of the Problem(p. 321)
• Conceptual Answers Regarding Representational Competence(p. 322)
• First Attempt at Intervention with Distancing Strategies(p. 322)
• Conceptual Focus of Educating the Young Thinker Program(p. 323)
• A Day in Preschool(p. 326)
• Further Examples Supporting the Psychological Distancing Model(p. 334)
• Further Theoretical and Practical Implications(p. 337)
• References(p. 338)
• Chapter 16 Reggio Emilia: An Approach or An Attitude?(p. 341)
• Reggio Emilia in Context(p. 341)
• Reggio Emilia as a Case of Selected Traditions(p. 343)
• Conclusion(p. 355)
• References(p. 357)
• Part 4 Integral Dimensions
• Chapter 17 Including Everyone: A Model Preschool Program for Typical and Special-Needs Children(p. 361)
• Jowonio History(p. 363)
• Philosophical Base(p. 363)
• Dealing with Problem Behavior(p. 366)
• School and Class Composition(p. 370)
• Strategies for Accomplishing Inclusion(p. 370)
• Transitioning to Next Environment(p. 372)
• Implications for Teacher Training(p. 374)
• Additional Inclusion Efforts(p. 374)
• Summary(p. 375)
• References(p. 376)
• Chapter 18 A Framework for Culturally Relevant, Multicultural, and Antibias Education in the 21st Century(p. 379)
• What and How Young Children Learn about Diversity(p. 380)
• Educational Approaches to Diversity: Past and Present(p. 387)
• Quality Education for the 21st Century: Teacher Implications(p. 393)
• Conclusion(p. 399)
• References(p. 399)
• Epilogue(p. 405)
• Index(p. 413)