The Wiley handbook of early childhood care and education

Description

Title Page......Page 5 Copyright Page......Page 6 Contents......Page 7 Notes on Contributors......Page 11 Introduction......Page 23 Section I Foundations......Page 27 Chapter 1 The Origins of the Current Era of Early Childhood Care and Education ......Page 29 Infant School......Page 30 Kindergarten......Page 31 Origins of Child Care......Page 33 ECCE Between the Wars......Page 34 ECCE During World War II......Page 36 Child Care and Preschool in the 1960s to the 1990s......Page 37 Kindergarten in the 1950s to the 1990s......Page 39 Current Scene......Page 41 Conclusion......Page 42 References......Page 43 Chapter 2 Not All Children Grow Up the Same: Child Development, Diversity, and Early Care and Education......Page 51 To Piaget or Not to Piaget: Revisiting Developmentally Appropriate Practice......Page 52 Vygotsky’s Short Life and Lasting Influence on Early Care and Education......Page 55 Infant Attachment and Separation......Page 58 Preschool Peer Acceptance and Play......Page 61 Self-Esteem in Kindergarten and the Primary Grades ......Page 64 References......Page 68 Chapter 3 The Sociocultural Process of Child Development......Page 81 Beyond Culture as an Independent Variable in Development......Page 82 Culture as the Integration of Person and Context in the Developmental Process......Page 84 Development as Transformations in Participation in Communities of Practice......Page 85 Culture as Interpretive Meaning-Making in the Developmental Process ......Page 89 Interpenetrating Relations Between Person and Context......Page 92 Conclusion......Page 96 References......Page 97 Conceptual Background......Page 101 Development/Cultural Perspectives......Page 103 Theoretical Perspectives......Page 105 Educational/Curricular Perspectives about Play......Page 109 Final Remarks......Page 114 References......Page 115 Chapter 5 Research in Early Childhood Care and Education Since 1970: Drivers, Questions, and Implications......Page 121 Early Large-Scale Studies ......Page 122 Policy Research and Implications......Page 126 Ethnographic Studies......Page 129 Conclusion......Page 133 References......Page 135 Chapter 6 The Importance of Families and Home Environments in the Lives of Young Children......Page 141 Caregiving Processes and Home Environmental Conditions Associated with Child Well‐Being......Page 142 Active, Multifaceted Agents Living in a Dynamic, Complex World......Page 155 Conclusion......Page 157 References......Page 158 Section II Practices with Young Children......Page 169 Chapter 7 Culturally Sustaining and Humanizing Practice in Early Childhood Care and Education......Page 171 Introduction......Page 172 Framing the Conversation......Page 173 Situating our Own Stories......Page 174 Six Commitments for Humanizing, Culturally Sustaining Early Childhood Classrooms......Page 176 References......Page 188 Chapter 8 Early Childhood Care and Education for Bilingual Children and the Road to Multilingualism......Page 195 Developmental and Contextual Considerations......Page 197 Instructional Strategies to Promote Learning in Young Bilingual Children......Page 199 Language of Instruction in the Early Education of Young Bilingual Children......Page 202 The Early Childhood Policy Context for Bilingual Children and Their Families......Page 206 Beyond Bilingualism: On the Road to Multilingualism......Page 208 Conclusions......Page 209 References......Page 211 Introduction......Page 219 The Current State of Infant and Toddler Care and Education......Page 220 Principles to Guide Practice: Essential Components of Infant and Toddler Care and Education......Page 221 Concluding Thoughts and Future Directions......Page 233 References......Page 234 Chapter 10 Working with Diverse Families......Page 241 Parental Involvement: Traditional Perspectives......Page 243 Reframing Parental Involvement for Culturally and Linguistically Diverse Families......Page 245 Why ECE Needs to Pay Attention to Parental Involvement and Immigrant Families......Page 246 Debunking Deficit Views About Linguistically and Culturally Diverse Families......Page 249 Moving Forward: Implications for Practice, Research and Teacher Education......Page 253 References......Page 255 The Landscape......Page 261 Changing the Landscape......Page 272 Closing......Page 275 References......Page 276 Section III Curriculum......Page 281 Chapter 12 Perspectives on Early Childhood Curricula......Page 283 Building an Understanding of Curriculum......Page 284 Perspectives Particular to Early Childhood Curriculum......Page 287 Expanded Thinking on Perspectives in Early Childhood Curricula......Page 295 References......Page 297 Introduction......Page 301 Developmental Science and the “Whole Child”......Page 303 Approaches to Planning and Implementing Holistic Early Childhood Curriculum......Page 306 Implementing Holistic Early Childhood Curriculum......Page 312 Recommendations for Promoting a Whole‐Child Approach......Page 315 Conclusion......Page 316 References......Page 317 Early Childhood Literacy: A Brief Retrospective......Page 323 Literacy Crossroads......Page 324 Sociocultural Influences: Valuing Children and Their Community Literacies......Page 325 Linguistic Diversity, Translanguaging, and Literacy Learning......Page 327 Multimodal Literacies and Social Semiotics......Page 329 Popular Culture and Digital Literacies......Page 332 Critical Literacy: Power, Position, and Privilege......Page 334 Literacy(ies) from Poststructural and Posthumanist Perspectives......Page 336 Intersecting Crossroads, Intersecting Literacies......Page 338 References......Page 340 What is the Place of Mathematics Instruction in Today’s Preschool and Kindergarten Classrooms?......Page 351 How Guided Should the (Mathematics) Instruction of Young Children Be?......Page 355 Conclusions: Implications for Professional Development......Page 367 References......Page 369 Why Science for Young Children?......Page 377 How Do Young Children Learn Science?......Page 381 Strategies for Teaching Science to Young Children......Page 384 Conclusions......Page 393 References......Page 394 Introduction......Page 399 Five Domains of Social Studies for Young Children......Page 402 Summary......Page 416 References......Page 417 Section IV Professional Development......Page 423 Introduction......Page 425 Time to Practice Best Practices......Page 427 DAP Content and Contention......Page 428 Instruction......Page 429 Child Development......Page 431 Curriculum......Page 435 Multiculturalism and Social Justice......Page 438 Conclusion......Page 441 References......Page 442 Chapter 19 Professional Development in Early Childhood Education......Page 449 Conceptualizing Professional Development......Page 451 Early Perspectives and Research Regarding Professional Development......Page 453 Evolving Perspectives on Professional Development......Page 454 The Profession and Professional Development......Page 458 Challenges in Professional Development......Page 460 Recommendations/Next Steps......Page 461 Summary......Page 464 References......Page 465 Historical Perspective of Laboratory Schools......Page 471 Current Status of Child Development Laboratory Programs......Page 474 Generators of New Knowledge......Page 477 Research to Practice......Page 479 What Do Laboratory Schools Need to Be Successful?......Page 481 References......Page 485 Chapter 21 Developing Early Educators Who Engage in Critical Multicultural Pedagogical Practices: A Historical, Moral, and Pedagogical Imperative......Page 487 Historically Problematizing the Absence of Teachers of Color......Page 488 Teachers of Color: A Critical Need......Page 490 Multicultural Education and the Early Childhood Context......Page 492 Defining Multicultural Education......Page 495 Envisioning Teacher Education as a Space for Problematization......Page 501 So, What’s the Work?......Page 505 References......Page 507 Section V Policy and Its Impact on Early Childhood Education......Page 513 Introduction......Page 515 Educational, Child, and Family Policy in Historical Perspective......Page 516 The Legacy of Early Childhood Policy History: Structural Inequality......Page 521 Contemporary Early Childhood Policy Landscape......Page 522 Looking Forward......Page 530 References......Page 532 Chapter 23 Child Care Quality Rating and Improvement Systems (QRIS): National Experiment for Improving Early Childhood Education Quality......Page 537 Origins and History......Page 538 Goals of QRIS......Page 541 Types of Programs in QRIS......Page 542 Assessing Quality in QRIS......Page 543 Structure of QRIS Quality Ratings......Page 544 Research on QRIS Effectiveness......Page 545 Trends and Future Developments......Page 548 Conclusions......Page 552 References......Page 553 Chapter 24 Early Childhood Care and Education Workforce Issues in Implementing Assessment Policies......Page 559 ECCE Assessment Purposes and Approaches......Page 560 Potential Workforce-Related Assessment Challenges ......Page 565 ECCE Workforce Prehire Requirements and In-Service, Assessment-Focused Training ......Page 571 Future Directions for ECCE Workforce Research......Page 574 References......Page 576 Accreditation: General Definition and Types......Page 589 Accreditation in ECCE: Two Categories......Page 591 Standards......Page 593 AECHEP Accreditation......Page 595 National Recognition through CAEP Accreditation......Page 601 NAEYC Accreditation of Early Learning Programs......Page 606 Summary and Future Directions......Page 608 References......Page 610 Chapter 26 Pre-School Through Third Grade (P–3): Conceptual, Organizational, and Practical Perspectives......Page 613 Conceptual Rationales for P–3......Page 616 Competing Perspectives in Organizations and Systems......Page 619 P–3 in Practice......Page 625 Conclusion and Implications for Research......Page 628 Note......Page 629 References......Page 630 Section VI Critical Issues and Future Directions......Page 637 Introduction......Page 639 From “the Child” to Children and Childhoods......Page 640 From “the Parent” (Mother) to Families and Communities......Page 645 From Child Development to Learning and Becoming......Page 649 From Environments to Materiality and Relationality......Page 654 Note......Page 657 References......Page 658 Theorizing Imaginaries......Page 663 International Organizations and ECCE Policy Imaginaries......Page 665 Imaginaries of Practice in ECCE Settings......Page 669 Conclusion......Page 675 Notes......Page 676 References......Page 677 Inequities in Early Childhood Education Experiences......Page 683 Dominant Discourses and Inequality......Page 686 Countering Dominant Discourses......Page 688 Critical Sources for Confronting Social Injustice and Inequity in ECCE......Page 690 Conclusions......Page 695 References......Page 696 Chapter 30 The Capabilities Approach: A New Perspective on Enduring and Critical Questions......Page 705 Question 1: Equality of What?......Page 707 Question 2: Is the Capability Approach a Normative Language for Early Childhood Education?......Page 712 Development, Capabilities, and Early Childhood Education......Page 716 Conclusion......Page 721 References......Page 722 Index......Page 727 EULA......Page 763