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01.Anthropology of Environmental Education
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04.Cognitive Load Factors in Instructional Design for Advanced Learners
05.Succeeding in MRCOG Part 2: A Question Bank of 400 EMQs & SBAs
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07.Early Childhood Education: Issues and Developments
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Early Childhood Education: Issues and Developments $150.00
Editors: Petr G. Grotewell and Yanus R. Burton
Book Description:
This new book focuses on early childhood education which spans the human life from birth to age 8. Infants and toddlers experience life more holistically than any other age group. Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children.Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention.
Although early childhood education does not have to occur in the absence of the parent or primary caregiver, this term is sometimes used to denote education by someone other than these the parent or primary caregiver. Both research in the field and early childhood educators view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the theoretical and educational beliefs of the educator or parent.
Other terms that is often used interchangeably with "early childhood education" are "early childhood learning," "early care," and "early education." Much of the first two years of life are spent in the creation of a child's first "sense of self" or the building of a first identity. Because this is a crucial part of children's makeup-how they first see themselves, how they think they should function, how they expect others to function in relation to them, early care must ensure that in addition to carefully selected and trained caregivers, links with family, home culture, and home language are a central part of program policy. If care becomes a substitute for, rather than a support of, family, children may develop a less-than-positive sense of who they are and where they come from because of their child care experience.

Table of Contents:

Expert Commentary

Creating Health Eating Stories: A Guide to Pre-school Teachers;
pp. 1-6
(Cecilia Obeng, Applied Health Science, Indiana University, Bloomington, IN)

Research and Review Studies

Chapter 1 - Teacher Candidate Training in High Quality Day Care Centers and in Lower Socioeconomic Settings; pp. 7-22
(Michael W. Ledoux, Center for Education, School of Human Service Professions, Widener University, Noreen N. Yoder, Child Development Center, Early Childhood Education, Widener University, Barbara Hanes, Widener University)

Chapter 2 - Mathematics and Science in the Early Years: International Perspectives and Theoretical Views; pp. 23-46
(Genevieve A. Davis, Teaching, Leadership, and Curriculum Studies, Kent State University, Ohio, Tsung-Hui Tu, Teaching, Leadership, and Curriculum Studies, Kent State University, Ohio)

Chapter 3 - A Search for Cooperative Learning Groups in Urban Classrooms; pp. 47-59
(Susan Catapano, Early Childhood Education, University of Missouri, Sarah Huisman, Fontbonne University, USA)

Chapter 4 - Effects of Empowering Primary Caregivers on Developmental/Functional Outcomes of Young Children at Risk: A Family-Centered Approach; pp. 61-85
(Yaoying Xu, Virginia Commonwealth Univ., Elizabeth J. O'Brien, Virginia Commonwealth University, Robert D. Trent, CACI Inc.)

Chapter 5 - Validity Of A Structured Interview Protocol For Assessing Children’s Preferences; pp. 87-103
(Vanessa A. Green, Jeff Sigafoos, Victoria University of Wellington, New Zealand, The University of Tasmania, Australia, Robert Didden, Radboud University Nijmegen and Trajectum-Hanzeborg, The Netherlands, et al.)

Chapter 6 - A Cross-cultural Analysis of Young Children’s Visual Responses to Picture Books; pp. 105-125
(Cathleen S. Soundy, Temple University, College of Education, Philadelphia, Yun Qiu, Fujian Normal University, College of Education, Science and Technology, China)

Chapter 7 - Drawings and Conceptions of Play by Children Ages 7-12; pp. 127-141
(Anette Sandberg, Helle Tammemä-Orr, Mälardalen University, Department of Social Sciences, Sweden)

Chapter 8 - Identifying Children’s Interests and Planning Learning Experiences: Challenging some Taken-for-granted Views; pp. 143-156
(Maria Birbili, Melpomeni Tsitouridou, Department of Early Childhood Education, Aristotle University of Thessaloniki)

Chapter 9 - How Reading to Children Influences Children’s Memory Development; pp. 157-170
(Elaine S. Barry, Penn State Fayette, The Eberly Campus)

Chapter 10 - Images of Childhood, Early Education and Care: Mediating the Principles of Social Constructionism with Teachers’ Perceptions of Practice and Pedagogy; pp. 171-187
(Suzy Edwards, Centre of Childhood Studies, Monash University, Australia)

Chapter 11 - Children's Humor: A Revisited Theoretical Framework; pp. 189-209
(Eleni Loizou, Dept. of Education, Univ. of Cyprus, Nicosia, Cyprus)

Chapter 12 - Innovative School-Family Communication: Parent’s Perceptions of the Use of Monthly Classroom DVD Newsletters;
pp. 211-221
(Bridget A. Walsh, Rhonda R. Buckley, Katherine Kensinger Rose, Department of Family Sciences, Texas Woman’s University, et al.)

Chapter 13 - A Comprehensive Approach to Assessing Children in Early Childhood Education; pp. 223-266
(Tony C.M Lam, Ontario Institute for Studies in Education of the University of Toronto (OISE/UT))


   Binding: ebook
   Pub. Date: 2008
   Pages: 7x10 - (NBC-R)
   ISBN: 978-1-60876-569-0
   Status: AV
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
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Early Childhood Education: Issues and Developments