MARC record from Internet Archive

LEADER: 05525cam 2200361Ia 4500
001 ocm50279512
003 OCoLC
005 20201229040100.0
008 020801s2003 nyua 000 0 eng d
040 $aNQZ$beng$cNQZ$dOCLCQ$dNSB$dOCLCF$dOCLCQ$dOCLCO
020 $a0766834514
020 $a9780766834514
035 $a(OCoLC)50279512
043 $an-us---
050 4 $aLB1139.25$b.E87 2003
082 4 $a372.21$bE781i
100 1 $aEssa, Eva.
245 10 $aIntroduction to early childhood education /$cEva L. Essa.
250 $a4th ed., Annotated Instructor's ed.
260 $aClifton Park, NY :$bDelmar Learning,$c2003.
300 $axvii, 542 pages :$bcolor illustrations ;$c26 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
505 0 $aThe way of early childhood education -- The scope of and need for early childhood education -- The growth of early childhood education -- What is included in early childhood education? -- Defining quality in early childhood programs -- The future of early childhood education -- The who of early childhood education -- The children -- Children, similarities -- Children, differences -- Children with special needs -- Working with parents of special children -- The families -- A theoretical perspective -- The changing American family -- The needs of families -- Communicating with families -- Family involvement -- Parent education -- The teachers/caregivers -- The early childhood teacher and caregiver -- Staffing in early childhood programs -- Training and regulation in early childhood education -- Professionalism -- Some current issues and dilemmas -- Parent support for the early childhood profession -- The why of early childhood education -- Rationale supporting early childhood education -- A look back, children through time -- Influential people in the history of early childhood education -- Influential theorists of child development -- Application of theories in early childhood education -- Research support for early childhood education -- Goals, objectives, and evaluation -- Goals -- Objectives -- Evaluation -- The where of early childhood education -- The physical environment -- Effects of the physical environment -- Arranging the indoor environment -- Arranging the outdoor environment -- Adapting the environment -- Developmentally appropriate equipment -- Developmentally appropriate materials -- Parents' role in the early childhood environment.
505 0 $aThe how of early childhood education, curriculum -- Scheduling and curriculum planning -- Components of the early childhood schedule -- Guidelines for program scheduling -- Types of schedules -- Flexibility of the schedule -- What is curriculum? -- Developing written plans for theme-based curriculum -- Emergent curriculum -- Parent involvement in the curriculum -- Creative development through the curriculum -- What is creativity? -- An environment that encourages creativity -- Art -- Music -- Parental values for creativity -- Factors that decrease creativity -- Physical development through the curriculum -- A developmental framework for motor development -- Components of motor development -- Gross motor activities -- Fine motor activities, manipulative -- Sensory activities -- Caring for the body -- Parental values related to physical development and care -- Cognitive development through the curriculum -- Theoretical foundations of cognitive development -- Enhancing infants' cognitive development -- Cognitive tasks -- Math -- Science -- Parental values for cognitive development -- Language development through the curriculum -- Theoretical views of language development -- Components of language -- Bilingualism -- Language and the early childhood curriculum -- Parental values for language development -- Social development through the curriculum -- Social development and the brain -- Theoretical views of the socialization process -- Development of social competence -- Development of prosocial behaviors -- Sociodramatic play -- Cooperative games -- Reflecting the family's culture and values -- The how of early childhood education, guidance -- Guiding routines and group activities -- Arrival and departure times -- The new child at school -- Meals and eating behavior -- Diapering an toileting -- Sleep and rest times -- Parental concerns about routines -- Factors that affect group behavior -- Group guidance and the daily schedule -- Transitions -- The unusual situation -- Guiding social behaviors -- What behaviors do we expect of young children? -- Philosophies of guidance -- Important definitions -- Some techniques of guidance -- What is the difference between normal and problem behavior? -- Factors that affect children's behavior -- Dealing with specific behavior problems -- Working with parents to solve behavior problems -- Helping children cope with stress -- Defining stress and coping -- Sources of stress in children's lives -- Children's reactions to stress -- Techniques to help children cope with stress -- Self-protection programs -- Helping families cope with stress.
650 0 $aEarly childhood education$zUnited States.
650 0 $aEarly childhood educators$xTraining of$zUnited States.
650 7 $aEarly childhood education.$2fast$0(OCoLC)fst00900596
650 7 $aEarly childhood educators$xTraining of.$2fast$0(OCoLC)fst00900632
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
994 $aZ0$bP4A
948 $hNO HOLDINGS IN P4A - 32 OTHER HOLDINGS