History of early childhood education
Author(s)
Bibliographic Information
History of early childhood education
（Source books on education, v. 55）（Garland reference library of social science, v. 982）
Falmer Press, 2000
Available at 22 libraries
Note
Includes bibliographical references and index
Description and Table of Contents
Description
History of Early Childhood Education presents a thorough and elegant description of the history of early childhood education in the United States. This book of original research is a concise compendium of historical literature, combining history with the prominent and influential theoretical background of the time. Covering historical threads that reach from ancient Greece and Rome to the early childhood education programs of today, this in-depth and well-written volume captures the deep tradition and the creative knowledge base of early care and education. History of Early Childhood Education is an essential resource for every early childhood education scholar, student, and educator.
Table of Contents
Introduction
Part I: The Beginnings of Early Childhood Education
Chapter 1: Antiquity
Chapter 2: European Roots
Chapter 3: The Industrial Revolution (1700-1850)
Chapter 4: Friedrich Wilhelm Froebel (1782-1852)
Chapter 5: Post Industrial Revolution (1870-1980)
Chapter 6: Montessori (1870-1952)
Part II: Early Childhood Education in the United States
Chapter 7: European Settlement
Chapter 8: American Educational Reformers
Chapter 9: The Kindergarten Movement
Chapter 10: The Nursery School Movement
Chapter 11: Day Nurseries to Day Car to Child Care to Quality 2000
Chapter 12: Federal Government Involvement (1900-1950)
Chapter 13: Federal Government Involvement in the 1960's and Beyond
Part III: Diverse Populations
Chapter 14: Native American
Chapter 15: Black Americans
Chapter 16: Asian Americans
Chapter 17: Hispanic Americans
Chapter 18: Biligualism
Chapter 19: Recent Influences from Overseas
Part IV: Professional Organizations and Conclusions
Chapter 20: Professional Orgainizations and Their Programs
Chapter 21: Conclusions
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