Early Childhood Education 03/04

UNIT 1. Perspectives 1. Overview of Existing Policies and Programs for Young Children, Preschool For All: Investing in a Productive and Just Society , Committee for Economic Development, 2002 When the American public starts to view early childhood education as an economic investment then, and only then, will the funding necessary for quality programs for all children begin to become available. The role of the federal government and the states in providing the incentive for businesses and communities to invest in young children can be crucial. 2. Does Universal Preschool Pay?, Business Week , April 29, 2002 Strong advocates of all children entering school ready to succeed support universal preschool offerings. However, many question the government using federal funds to support preschool. Achievement for all children, especially at-risk children, will only be attained when quality preschool experiences are available to all. 3. Eager to LearnEducating Our Preschoolers: Executive Summary, Barbara Bowman, M. Suzanne Donovan, and M. Susan Burns, National Research Council , 2000 An esteemed committee of early childhood educators compiled a list of 19 recommendations to guide us in providing optimal learning experiences for children aged 2 to 5. Included are recommendations on appropriate curriculum, policy, teaching, and technology. 4. How Do Education and Experience Affect Teachers of Young Children?, Susan Kontos and Amanda Wilcox-Herzog, Young Children , July 2001 Three research studies point out that developmentally cohesive teacher preparation programs are most effective in preparing teachers of the young. The quality of the learning environment for the children is related to the specialized education that the teachers have received. 5. Concern Turns to Preschool Facilities, Linda Jacobson, Education Week , January 16, 2002 Throughout America, many of our youngest citizens spend their days in cramped, dirty, and unsafe environments that are not conducive to quality learning experiences. The equipment and materials along with the physical setting play a key role in the health and safety of the children. Greater attention to detail is needed if young children are to have high-quality environments in which to learn. UNIT 2. Child Development and Families 6. Skills for School Readinessand Life, Texas Child Care , Fall 2002 The 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. 7. Look Whos Listening, Richard Monastersky, The Chronicle of Higher Education , July 6, 2001 Language development in infants and toddlers has been researched for many years. Scientists are beginning to learn how this important area of child development is affected by both environment and heredity. 8. Whats the Difference Between Right and Wrong: Understanding How Children Think, Sandra Crosser, Earlychildhood News , May/June 2002 Sandra Crosser offers suggestions to help young children develop morality. Strategies such as allowing children to experience moral conflict, discussing and praising moral behavior, and involving children in developing classroom rules are provided. 9. Gender Expectations of Young Children and Their Behavior, Rae Pica, Earlychildhood News , October 2001 Just how much of a young childs behavior and development is affected by environment and how much by genetic makeup is difficult to determine. Gender can affect many aspects of a childs life, including the way that parents interact with their children, toy selection, teachers expectations, and interaction with peers. 10. Encouraging Fathers to Participate in the School Experiences of Young Children: The Teachers Role, Barry B. Frieman and Terry R. Berkeley, Early Childhood Education Journal , Spring 2002 When it comes to fathers being involved in their childrens education, some additional effort on the part of the teacher is often required to forge a successful partnership. Its not that fathers dont want to be a part of their childs schooling, but they often dont feel comfortable with their parenting skills or their ability to make a difference in the school setting. The authors provide strategies for helping to involve fathers in school experiences. 11. Developing High-Quality Family Involvement Programs in Early Childhood Settings, Lorenza DiNatale, Young Children , September 2002 Family participation is a predictor of school achievement by the children. Encouraging families to be involved during the preschool years is a key role of teachers of young children. Lorenza DiNatale provides suggestions for teachers on involving parents in early childhood programs. 12. No Time for Fun, Susan Garland, Parents , April 2001 As more young children have structured playtime woven into their daily schedules, signs of stress-induced behaviors are becoming more evident. Families are feeling pressured to give their children an advantage in school and in extracurricular activities by enrolling them in structured activities. The results are children who are anxious, frustrated, and tired. Normal child development can be affected in children who are overscheduled. 13. Talking to Kids About Race, Lori Miller Kase, Parents , July 2001 Parents have a responsibility to introduce their children to the topic of race from an early age. Children who hear parents speak positively about all races will grow up developing racial tolerance. What is learned in the family will be carried with the child into life. 14. Cartoon Violence: Is It as Detrimental to Preschoolers as We Think?, Kristen M. Peters and Fran C. Blumberg, Early Childhood Education Journal , Spring 2002 The debate continues over the effects of preschoolers watching violent cartoons. The authors argue that young children are able to reason morally and therefore their behavior is not as adversely affected by watching violent television as was once thought. UNIT 3. Care and Educational Practices 15. Whos Watching the Kids?, Clara Hemphill, Working Mother , April 2002 Across America, the quality of child care is very uneven. Centers in many states may exceed the maximum staffing ratios for infants and toddlers. One of the points made in this article summarizing the ninth annual report on child care is that the federal subsidy has increased for low-income families, yet child care remains unaffordable for middle-income families. 16. Creating Home-School Partnerships, Keri Peterson, Earlychildhood News , January/February 2002 Of 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 childrens 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. 17. For Americas Infants and Toddlers, Are Important Values Threatened by Our Zeal to Teach?, Eleanor Stokes Szanton, Young Children , January 2001 The values that families and teachers transmit to infants and toddlers are largely shared by all Americans. Yet, perhaps the most important value of this uniquely American cluster of characteristics is diversity. Eleanor Stokes Szanton believes that national characteristics can be unintentionally threatened if child care programs ignore choice, exploration, and self-expression. 18. All They Do Is Play? Play in Preschool, Angie Dorrell, Earlychildhood News , March/April 2000 Valuable learning takes place during childrens play. As they engage in preschool center play,Paciorek, Karen Menke is the author of 'Early Childhood Education 03/04', published 2003 under ISBN 9780072838152 and ISBN 0072838159.