Approaches to Early Childhood Education

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-leé 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

• Explores the most current trends in early childhood education. Three chapters in the text are devoted to early prevention initiatives, early development and education programs in public school, and Tools of the Mind: Vygotskyian Approach to Early Childhood Education. Grounded in theory, these chapters reflect the most current trends in early child education, and give clear examples of how different practices can be applied when working with young children.
• Emphasis on the evolving nature of early childhood education and teacher training in the U.S. and elsewhere. Includes chapters on early childhood special education, working with infants and toddlers, and the Vygotskyian approach to educating young children.
• Offers a fresh perspective on educating our youngest children. An important chapter on Infants and toddlers (Chapter 2) by J. Ronald Lally and Peter L. Mangione represents the new emphasis on considering early childhood education from a multicultural perspective.
• Continues to include chapters on the most contemporary approaches in the field today. Introduces teachers to up-and-coming approaches and the most current thinking in the field of early childhood education with chapters on new approaches such as Project Spectrum, Waldorf education, and the Pyramid Method.
• Groups approaches to early childhood education according to location of origin. Part 3 addresses approaches from the United States, and Part 5 those of Europe, facilitating comparison of approaches and allowing exploration of the differences between approaches in these two regions.
• Takes a multicultural perspective. The text reflects the latest intellectual history of the field and new innovations in educating young children in diverse contexts.
• Gives new emphasis on linking the relationships of extracurricular activities to the goals and standards of early childhood education today. Provides coverage of the movement towards an aligned and coordinated pre-kindergarten to third grade system as a major idea in educational reform.

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.

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