TeachSource Video Cases bring the realities of Early Childhood Education to you

Fast forward to your fi rst classroom or child care center. How will you manage the many tasks for which you’ll be responsible? Implement developmentally appropriate practice? Communicate effectively with families? Deal with disruptive students?

TeachSource Video Cases will help to prepare you by giving you a frontline look at the challenges and opportunities real teachers experience every day—and how they handle them. These engaging case studies present actual classroom scenarios in four- to six-minute video modules, which you can view from the convenience of your computer. In addition to getting the fi rsthand perspective of numerous teachers in a variety of situations, you’ll learn practical techniques that you’ll be able to put to use right away.

Each video case is enriched by supporting resources:

■ Classroom artifacts—actual classroom materials from the video case— such as the teacher’s lesson plan or sample student work

■ Viewing questions that ask you to refl ect on the teacher’s approach and assess how you might handle the situation

■ Interview transcripts

■ Key terms with defi nitions

■ Bonus video footage that extends the video case story

TeachSource Video and Video Case Topics Titles identifi ed by an asterisk are all-new video cases created for this edition.

■ Applying Cognitive Theory to Work with Children

■ Communicating with Families: Best Practices in an Early Childhood Setting*

■ Curriculum Planning: Implementing Developmentally Appropriate Practice in an Early Childhood Setting*

■ Education Reform: Teachers Talk about No Child Left Behind

■ Elementary Classroom Management: Basic Strategies

■ Five–Eleven Years: Developmental Disabilities in Middle Childhood

■ Language Development: Oral and Literacy Related Activities in an Early Childhood Setting*

■ Teaching as a Profession: An Early Childhood Teacher’s Responsibilities and Development*

■ Two–Five Years: Fine Motor Development for Early Childhood

 

 

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44 SECTION 1 What Is the Field of Early Childhood Education?

4. By making meaningful choices about what children will do.

5. From situations that challenge children to work at the edge of their capacities and from ample oppor- tunities to practice newly acquired skills.

Developmentally and Culturally Appropriate Practice (DCAP) Culturally appropriate practice is the ability to go be- yond one’s own sociocultural background to ensure equal and fair teaching and learning experiences for all. Th is concept, developed by Hyun, expands DAP to ad- dress cultural infl uences that emphasize the adult’s abil- ity to develop a “multiple/multiethnic perspective” (1998). Preparing teachers and caregivers for multi- culturalism is not just about becoming sensitive to race, gender, ethnicity, religion, socioeconomic status, or sex- ual orientation, according to Hyun. It is also related to an understanding of the way individual histories, families of origin, and ethnic family cultures make us similar to and yet diff erent from others. Th rough such insights, teach- ers will be able to respond positively to the individual child’s unique expressions of growth, change, learning styles, culture, language, problem-solving skills, feelings, and communication styles (Hyun, 1998).

Hyun stresses the need for “cultural congruency” be- tween a child’s home and school experience and suggests the following questions as a way to begin addressing the issue:

1. What relationships do children see between the ac- tivity and work they do in class and the lives they lead outside of school?

2. Is it possible to incorporate aspects of children’s cul- ture into the work of schooling without simply con- fi rming what they already know?

3. Can this incorporation be practiced without devalu- ing the objects or relationships important to the children?

4. Can this practice succeed without ignoring particu- lar groups of people as “other” within a “dominant” culture? (1998)

A consistency between home and school would “allow for children to express and show the importance of their own family culture and identity” by “using children’s per- sonal experience, family culture, and diverse language DAPDAP

expressions as important sources of learning and teach- ing” (Hyun, 1998).

Th e third core component of DAP, addressing the social and cultural contexts in which children live, high- lights the importance of connecting a child’s sense of cultural continuity between home and school.

Early Childhood Programs: Serving Diverse Needs From the types available, to the numbers of children who attend these schools, the name of the game in early child- hood programs is diversity. Th e range can encompass a morning nursery school for toddlers, a primary school classroom, an infant-parent stimulation program, or a full child care service for 3 to 6-year-olds. Some pro- grams run for only a half-day; others are open from 6:00 a.m. until 7:00 p.m. Still other centers, such as hos- pitals, accept children on a drop-in basis or for 24-hour care. Child care arrangements can range from informal home-based care to more formal school or center set- tings. Religious institutions, school districts, commu- nity-action groups, parents, governments, private social agencies, and businesses may run schools.

DAP Schools may be the fi rst place where families and children experience cultures different from their own. It is important that chil- dren learn facts and not stereotypes about other cultures.

Watch the TeachSource Video Case entitled “Cur- riculum Planning: Implementing Developmentally Appropriate Practice in an Early Childhood Pro- gram.” After you study the video clip, view the arti- facts, and read the teacher interviews and text, re- fl ect upon the following questions:

1. What examples of Developmentally Appropriate Practices did you see or hear mentioned by pre- school teacher Ke Nguyen and her colleagues? Compare and contrast your oberservations with the text.

2. How would you judge the quality of this pro- gram? What are some of the criteria you would use?

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Watch the TeachSource Video Case entitled “Cur- riculum Planning: Implementing Developmentally Appropriate Practice in an Early Childhood Pro- gram.” After you study the video clip, view the arti- facts, and read the teacher interviews and text, re- fl ect upon the following questions:fl

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Hyun stresses the need for “cultural congruency” be- tween a child’s home and school experience and suggests the following questions as a way to begin addressing the issue:

1. What relationships do children see between the ac- tivity and work they do in class and the lives they lead outside of school?

2. Is it possible to incorporate aspects of children’s cul- ture into the work of schooling without simply con- fi rming what they already know?

3. Can this incorporation be practiced without devalu- ing the objects or relationships important to the children?

4. Can this practice succeed without ignoring particu- lar groups of people as “other” within a “dominant” culture? (1998)

A consistency between home and school would “allow for children to express and show the importance of their own family culture and identity” by “using children’s per- sonal experience, family culture, and diverse language DDAAPP

expressions as importan ing” (Hyun, 1998).

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Watch the TeachSource Video Case entitled “Cur- riculum Planning: Implementing Developmentally Appropriate Practice in an Early Childhood Pro- gram.” After you study the video clip, view the arti- facts, and read the teacher interviews and text, re- fl ect upon the following questions:

1. What examples of Developmentally Appropriate Practices did you see or hear mentioned by pre- school teacher Ke Nguyen and her colleagues? Compare and contrast your oberservations with the text.

2. How would you judge the quality of this pro- gram? What are some of the criteria you would use?

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Foundations in Early Childhood Education

Beginnings and Beyond

 

 

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Foundations in Early Childhood Education

Beginnings and Beyond

Ann Miles Gordon

Kathryn Williams Browne Skyline College

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E I G H T H E D I T I O N

 

 

Beginnings and Beyond: Foundations in Early Childhood Education, Eighth Edition Ann Miles Gordon and Kathryn Williams Browne

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© 2011, 2008 Wadsworth, Cengage Learning

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Dedication

To Kate, my longtime friend, respected colleague, and coauthor for 25 years and four books. You are a

consummate professional. — AMG

To the students and colleagues of Skyline College—a most inspiring mix of professionals and fellow learners on the path of higher education.

— KWB

 

 

Contents

vi

Preface xiii Acknowledgments xix

SECTION 1