Annual editions : early childhood education. 2005/2006
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書誌事項
Annual editions : early childhood education. 2005/2006
Mcgraw-Hill/Dushkin, 2006
26th ed.
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内容説明・目次
内容説明
This annually updated reader is a compilation of current magazine, newspaper, and journal articles. Annual Editions titles are supported with study tools and links to related websites at our student website, Dushkin Online.
目次
- UNIT 1. How the World Treats Young Children 1. Starting Right, Joan Lombardi, The American Prospect , November 2004Attempts to develop policies for supporting families with children under age three have not succeeded significantly, despite research on brain development and the importance of early education. Some programs, like Head Start, show a positive impact on children's development, but such programs are available for only 3% of the nation's young children.2. Investing in Preschool, Gerald W. Bracey, The American School Board Journal, January 2003Investing in quality preschool programs has been found to return $7.00 for every $1.00 spent. The cost of providing early childhood programs is clearly well worth the investment especially for at-risk children. Achievement levels for children in state sponsored programs, as well as Head Start, increase when children have attended preschool programs.3. Preschool: The Most Important Grade, W. Steven Barnett and Jason T. Hustedt, Education Leadership, April 2003There is ample evidence that preschool education is beneficial to young children. The dilemma that early educators now face is convincing legislators and the public in general to stop thinking of education as beginning at kindergarten and focus on providing high quality learning experiences for all children during the preschool years. The focus must be on standards, accountability, and financing programs for preschool children. 4. Life Way After Head Start, David L. Kirp, The New York Times Magazine, November 21, 2004Over forty years of research on children of poverty shows that preschool has a positive impact on their lives. The children who attended the Perry Preschool have achieved higher levels of academic, literacy, and social development than those who did not attend preschool. The long-term impact can be attributed to the high quality of the program, its comprehensive services, and emphasis on cognitive development. 5. Ready to Learn, Kathleen Vail, The American School Board Journal, November 2003Since the 1980s, research, standards, and high-stakes testing have resulted in an increased emphasis on academic curriculum for preschool and kindergarten children. This can lead to practices that are not developmentally appropriate along with less emphasis on social and emotional development. The new Head Start testing program focuses on cognition and literacy, which some experts believe is too narrow. 6. Class and the Classroom, Richard Rothstein, The American School Board Journal, October 2004Achievement differences between children of poverty and middle class children are wide and this author states that the gap is not the schools' fault alone. Class background accounts for some differences in family literacy and socialization that relate to achivevement. Rothstein calls for policies that are based on identifying social class characteristics.7. Too Soon to Test, Susan Black, The American School Board Journal, January 2003The emphasis of current readiness screening for kindergarten is on ensuring that children are ready for the curriculum. Rather than a developmental emphasis, tests focus on maturation factors. This puts pressure on teachers and parents to red-shirt some children, in order to give them extra time for cognitive and social development.8. Overburdened Overwhelmed, Lawrence Hardy, The American School Board Journal, April 2003Societal and educational pressures are affecting young children, who are showing signs of stress at school. As accountability measures increase in an effort to raise standards, more pressure is put on children and their parents. The result for some children is being red-shirted or retained in the same grade.9. Early Education, Henry Petroski, American Scientist, May/June 2003Petroski contends that daily child's play is the perfect training ground for future engineers. He urges teachers to foster learning activities that will allow children to develop a continued interest in how things work. Play activities encourage children to experiment with design.10. The "Failure" of Head Start, John Merrow, Education Week on the Web, September 25, 2002Today, the United States is far from being able to ensure that all children have access to sound preschool programs. Even the availability of federal programs such as Head Start does not meet the need for quality programs. The cost of universal free preschool is high, but the long-term benefits are worth the money.UNIT 2. Child Development and Families 11. Leave No Parent Behind, Dick Mendel, The American Prospect, November 2004With all of the focus on providing quality preschool programs for at-risk children, the parents of these young children play a critical role in their children's development. Mendel examined studies of poor children and found significant proof that a combination of programs for both parents and young children are the most successful. 12. The Case for Staying Home, Claudia Wallis, Time, March 22, 2004The extremely challenging world of a high-powered career woman with young children is coming to a crashing halt for many women today. The demands of work and family are blending to force unrealistic expectations on many women. Finding the balance between home and work is becoming more and more elusive
- these dedicated moms and professionals are increasingly choosing to put work on hold while they tend to young children at home. 13. The Friendly Divorce, Sarah Mahoney, Parents, May 2004Researchers have been studying the effects of their parents' divorce on children for over 30 years. Strategies for helping children from birth through age 12 deal with divorce as well as strategies for families to make divorce less stressful for children are included. 14. The Dynamics of Families Who Are Homeless: Implications for Early Childhood Educators, Kevin J. Swick, Childhood Education, Spring 2004Swick provides information on the unique characteristics of homeless families and the special needs of their children. He addresses the implications for early childhood professionals in helping homeless children.15. Skills for School Readiness--and Life, Texas Child Care, Fall 2002The qualities most important for lifelong learning have little to do with academic skills but much to do with social and emotional development. Children who learn compassion, independence, and perseverance during the early childhood years acquire the skills necessary for lifelong learning.16. The Role of Emotional Competence in the Development of the Young Child, Ruth Wilson Ph.D., Earlychildhood News, January/February 2003Wilson describes four types of emotional competence. She also includes suggestions and resources for fostering emotional development.17. Childhood Obesity: The Caregiver's Role, Bernadette Haschke, Texas Child Care, Summer 2003Across America the major health crisis affecting adults and children is obesity. Children who are raised in families where there is not a focus on a healthy life style, including physical activity and appropriate amounts of nutritious food, grow to be overweight adolescents and adults. Teachers can encourage physical activity and nutritious food choices in young children.18. The Allergy Epidemic, Jerry Adler, Newsweek, September 22, 2003The number of American children who have common seasonal allergies is at an all time high of 9% of children under the age of 18. Not only has the number increased, but the severity of those allergies has increased. School staff are faced with increasingly complex issues related to dealing with these allergies, and the health risks they pose in the classroom. 19. Big Spenders, Margaret Magnarelli, Parents, March 2004Marketers have found a very receptive audience in young children and are pitching all types of products to the preschool sect. Much of young children's financial resources are disposable and they tend to spend early and often throughout their early years.UNIT 3. Educational Practices 20. Achieving High Standards and Implementing Developmentally Appropriate Practice--Both ARE Possible, Harriet A. Egertson, Dimensions of Early Childhood, Winter 2004As high learning standards for preschool and primary grades are adopted, some practitioners fail to change their teaching practices and cling to earlier methods. The result is ineffective practices such as increasing the age of entrance to kindergarten and retention in grade. Developmentally appropriate practices that are thoughtfully used are more beneficial for accommodating the variability of young children in classrooms. 21. Second Time Around, Susan Black, The American School Board Journal, November 2004Despite overwhelming evidence from research, many teachers and parents still assume that retention is beneficial for young children. Yet repeating a grade does not improve reading or math, nor does it foster social adjustment and self-concept. Teachers play a crucial role in stopping wholesale retention by individualizing instruction and using student assessment to adapt strategies.22. Let's Just Play, Janet Schmidt, Teaching Tolerance, Fall 2003These days, when children play, they often imitate what they see on television. Their pretend actions frequently include violence and fighting. To counteract this tendency, parents and teachers can promote creative play. This article provides sources for appropriate toys and materials to foster cooperation.23. The Importance of Being Playful, Elena Bodrova and Deborah J. Leong, Educational Leadership, April 2003Teachers who lament they don't have time to let children play in their classrooms are missing the benefit of play in the total development of young children. Teachers can help support the play of young children by helping them plan their play and providing appropriate props and materials to foster play. 24. The Ultimate Guide to Preschool, Beth Livermore and Ilisa Cohen, Parents, October 2004When deciding whether to send a child to preschool, today's parents need to be aware of the range of options, including private, public, full-time, and part-time. Quality preschool programs offer small class size, plenty of play materials, and low child-teacher ratios. Academics should not be the sole focus of the curriculum--social, emotional, and physical development are also important.25. Creating Home-School Partnerships, Keri Peterson, Earlychildhood News, January/February 2002Of all the partnerships an early childhood program can establish, none is more important than with parents. Research shows that engaging families in school activities can increase children's academic progress as well as foster positive behaviors. When parents spend time assisting with homework and monitoring activities, everyone benefits. To maximize parental partnerships, teachers must first be trained in family diversity and communication. 26. Basic Premises of Classroom Design: The Teacher's Perspective, Terri Jo Swim, Early Childhood News, November/December 2004Creating a quality physical enviroment for young children is an important factor for meaningful learning to take place. Teachers should consider how to balance different aspects of the environment to meet children's needs. For infants and toddlers, this includes eating, toileting, sleeping, and comfort. 27. How Safe are Child Care Playgrounds? A Progress Report, Donna Thompson, Susan D. Hudson, and Heather M. Olsen, Early Childhood News, May/June 2004A national study on the safety of playgrounds gives early childhood programs a grade of C+, unchanged from previous years. Four areas of safety are important on child care playgrounds: supervision by teachers, age-appropriate design and equipment, surfacing, and maintenance. In addition to basic safety, a playground should be designed for outdoor learning as well as free play. 28. Planning Holiday Celebrations: An Ethical Approach to Developing Policy and Practices, Katie Campbell, Mary Jamsek, and P.D. Jolley, Texas Child Care, Fall 2004Rather than base holiday celebrations on activity books and local culture, early childhood teachers can establish a holiday policy based on ethical principles. By collaborating with families, teachers can determine a process for holiday celebrations that respects the diversity of children and is inclusive of many customs and cultures.UNIT 4. Guiding and Supporting Young Children 29. With Boys and Girls in Mind, Michael Gurian and Kathy Stevens, Educational Leadership, November 2004Compelling research in brain functioning shows significant differences between how boys and girls learn. Since children tend to do the activities that their brains experience as enjoyable, the implications for teaching are enormous. The authors advocate for the use of gender-specific strategies, instead of culturally-based traditional approaches, to close the gap between boys and girls.30. Building an Encouraging Classroom With Boys In Mind, Dan Gartrell, Young Children, July 2003A well-organized, active learning environment is important for all children, and particularly for boys. Because of their physical development and behavior patterns, some boys need movement activities and learning equipment and materials that allow them to explore and experiment. Blocks and outdoor play are particularly beneficial. 31. Building Positive Teacher-Child Relationships, M.M. Ostrosky and E.Y. Jung, What Works Briefs, #12It is important for teachers to use positive guidance techniques to help children understand classroom expectations and lower the amount of challenging behaviors. By using developmentally appropriate practices that help establish secure relationships, teachers can influence academic achievement and social development.32. When Children Make Rules, Rheta DeVries and Betty Zan, Educational Leadership, September 2003In constructivist classrooms, children participate in making rules in meaningful ways. Although teachers must give guidance, children can engage in discussion of problems and solutions that allow them to excercise autonomy. Involving children in making rules promotes their moral development.33. Guidance & Discipline Strategies for Young Children: Time Out Is Out, Kathy Preuesse, Earlychildhood News, March/April 2002In an early childhood classroom, time-out has been a well-used strategy of guidance. However, because time-out deprives children of the opportunity to learn self-control, it is actually a punishment strategy. Teachers can use more developmentally appropriate practices such as redirecting behavior and giving children choices in learning activities.34. Beyond Banning War and Superhero Play, Diane E. Levin, Young Children, May 2003In times of violence, young children's play often has violent and graphic themes. Their behavior can turn negative and harmful. Teachers should use approaches that promote creative play while dealing with children's needs. Open-ended toys, such as blocks, should be selected rather than toys that mimic media-related violence.35. Classroom Problems That Don't Go Away, Laverne Warner and Sharon Lynch, Childhood Education, Winter 2002-2003Teachers need very specific intervention strategies for dealing with chronic and intense behavior difficulties. The key to determining the appropriate positive guidance techniques is first analyzing the situation and understanding the pay-off of the child's negative behavior. Rather than punishing oppositional children, teaching alternative skills can give them tools for social development and learning. 36. Six Facts You Need to Know About Autism Now!, Jan Sheehan, Parents, July 2004The rate of autism is growing and nationwide, it strikes many more boys than girls. Doctors can now use behavioral signs to diagnose autism in toddlers and preschoolers. Autistic children benefit from early therapy and intervention strategies. Regular preschool activities and play can be very helpful, provided teachers are well trained in understanding an autistic child's challenges. 37. The Latest News on ADHD, Debra Gordon, Parents, September 2004Despite the increase in percentage of young children diagnosed with attention deficit hyperactivity disorder, the disorder is still under-diagnosed. If left untreated, children can experience academic as well as social problems. Part of the difficulty in diagnosing ADHD is the confusion of symptoms with typical childhood behaviors. The newest research shows that the brains of children with ADHD are smaller than other children and that boys are affected more often than girls.UNIT 5. Curricular Issues 38. Beyond the Basics: Using the Project Approach in Standards-Based Classrooms, Judy Harris Helm, Dimensions of Early Childhood, Fall 2003Teachers of young children may believe standards are for older children to achieve and have no part in an early childhood classroom. However, standards are very important for teachers of young children to follow and can be integrated into the early childhood classroom through the project based approach.39. Understanding Curriculum: An Umbrella View, Judith Colbert Ph.D., Earlychildhood News, August/September 2003Developing an appropriate and challenging curriculum for children during the preschool years has been a dilemma for teachers for years. Key questions teachers want to ask themselves include, what is the purpose of curriculum, what types of learning experiences are important for young children, what curriculum is specific to my local area, and how can I best evaluate the learning in my classroom?40. Reggio Emilia: New Ways to Think About Schooling, Rebecca S. New, Educational Leadership, April 2003It has been over ten years since American educators were first exposed to the innovative ideas associated with the preschools of Reggio Emilia, Italy. Since then some teachers have tried diligently to change their teaching to include more emergent curriculum, extended projects, documentation, and the involvement of families--all hallmarks of the Reggio Emilia approach.41. Emergent Curriculum and Kindergarten Readiness, Deborah J. Cassidy, Sharon Mims, Lia Rucker, and Sheresa Boone, Childhood Education, Summer 2003Given an appropriate learning environment that is tailored to each child's individual needs and interests, all children should be successful in kindergarten. Teachers should be facilitators to the learning environment and keenly aware of each child and his or her interests. 42. Early Literacy and Very Young Children, Rebecca Parlakian, Zero to Three, September 2004The focus on early literacy has moved down to programs for very young children. Parlakian examines strategies and effective techniques to introduce young children to reading. She encourages teachers to intentionally plan literacy experiences in the classroom and to scaffold children's learning by providing a supportive environment.43. The Essentials of Early Literacy Instruction, Kathleen A. Roskos, James F. Christie, and Donald J. Richgels, Young Children, March 2003The authors identify eight key teaching strategies essential for preschool children to be successful literacy learners. Some include, rich teacher talk, shared book experiences, and support for emergent writing. 44. Educating Early Childhood Teachers about Computers, Cynthia J. Bewick and Marjorie Kostelnik, Young Children, May 2004What teachers need to know about computers along with ways to introduce computer use into the early childhood classroom are discussed. Teachers who are unfamiliar with technology may not provide the supportive environment young children need to effectively use technology. 45. Movement and Learning: A Valuable Connection, Deborah Stevens-Smith, Strategies, September/October 2004Young children are motoric beings who learn through movement and exploration of their enviornment. A teacher familiar with the research on early brain development should design an environment for children to move and learn. 46. Promoting Creativity for Life Using Open-Ended Materials, Walter F. Drew and Baji Rankin, Young Children, July 2004Children's creativity still plays an important role in their overall development and should not be pushed aside with the focus many put solely on academic performance. Teachers who provide many open ended creative materials and experiences will enable children to develop life long skills that will serve them well in all areas of development. 47. Building Culturally and Linguistically Competent Services, Kathy Seitzinger Hepburn, Early Care and Education Environment, May 2004The focus of this article is on providing appropriate multicultural and anti-bias materials and learning experiences for young children. A checklist for teachers is included and is a valuable tool for classroom use.
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