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Go beyond reading about early learning theories and see what they look like in action in modern programs and teacher practices. With classroom vignettes and colorful photographs, this book makes the works of Jean Piaget, Erik Erikson, Lev Vygotsky, Abraham Maslow, John Dewey, Howard Gardner, and Louise Derman-Sparks visible, accessible, and easier to understand. Each theory is defined-through engaging stories and rich visuals-in relation to cognitive, social-emotional, and physical developmental domains. Use this book to build a stronger comprehension of the foundations of early learning…mehr
Go beyond reading about early learning theories and see what they look like in action in modern programs and teacher practices. With classroom vignettes and colorful photographs, this book makes the works of Jean Piaget, Erik Erikson, Lev Vygotsky, Abraham Maslow, John Dewey, Howard Gardner, and Louise Derman-Sparks visible, accessible, and easier to understand. Each theory is defined-through engaging stories and rich visuals-in relation to cognitive, social-emotional, and physical developmental domains. Use this book to build a stronger comprehension of the foundations of early learning theories and become more reflective and intentional in your work with young children.
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Autorenporträt
Miriam Beloglovsky: Miriam Beloglovsky, MA, is a professor of early childhood education at Cosumnes River College in Sacramento, California, and has the pleasure of advising and guiding students for over 25 years. She is a strong advocate for children, youth, and families, and consults and supports a variety of family, children, and youth programs, including THRIVE Family Development Network and My Street of Dreams. She has served as a keynote speaker, presenter, and board member to a number of organizations and conferences.
Lisa Daly: Lisa Daly, MA, is professor of early childhood education at Folsom Lake College in Folsom, California. She has over 30 years of experience as an early childhood teacher, director, and educator. She has served on community and Association for the Education of Young Children (AEYC) boards, including the statewide Child Development Training Consortium advisory board. She is passionate about creative arts and has directed art programs for thousands of children at community family events and camps; and she and has presented numerous workshops for educators on art, storytelling, language and literacy, sensory experiences, and music and movement.
Inhaltsangabe
Working TOC Introduction Chapter 1: Theories as a Framework to Support Children Introducing the Theorists (Summary of basic theory and an example story for each) Jean Piaget Erik Erikson Lev Vygotsky Abraham Maslow John Dewey Howard Gardner Louise Derman-Sparks Reflective Teaching and the Child Development Theories Qualities of Reflective Teachers The Reflective Process: (example story-reflective teacher's process with her class) NOTE: The text on the theorists in the next three sections follows the same format: Defining the Theory Story Visible Theories-Connecting Story and Theory What's My Role? Action Steps for Teachers and Environment Part 1: Social Emotional Development: Building Relationships to Learn Arguments, Discussion and Disagreements that Build Relationships: Jean Piaget on Social-Emotional Development of Young Children Children's Sense of Identity and Social Integration: Erik Erikson on Social-Emotional Development of Young Children How Children Communicate Their Understanding of the World: Lev Vygotsky on Social-Emotional Development of Young Children Gaining Self-Regulation and Emotional Stability: Abraham Maslow on Social-Emotional Development of Young Children Dramatic Play at the Core of Collaboration and Negotiation: John Dewey on Social-Emotional Development of Young Children Multiple Intelligences as a Tool to Develop Self-Esteem: Howard Gardner on Social-Emotional Development of Young Children It's Not Fair! Children as Social Activists: Louise Derman-Sparks' Anti-Bias Curriculum and the Social-Emotional Development of Young Children Conclusion (of the overall domain) Your Turn: Example Story and Guiding Questions Reflection Questions Part 2: Cognitive Development: Children as Protagonists of Their Own Knowledge Introducing the Domain: Beyond ABCs and 1, 2, 3s Children as Active Learners: Jean Piaget on Cognitive Development of Young Children Taking Initiative to Gain Mastery that Supports Learning: Erik Erikson on Cognitive Development of Young Children How Children's Play Improves Learning: Lev Vygotsky on Cognitive Development of Young Children Art as a Language that Promotes Thinking and Self-Actualization: Abraham Maslow on Cognitive Development of Young Children Democracy in the Making: John Dewey on Cognitive Development of Young Children Using Multiple Intelligences to Acquire Knowledge: Howard Gardner on Cognitive Development of Young Children Engaging Children in Deeper Thinking: Louise Derman-Sparks on Cognitive Development of Young Children Conclusion (of the overall domain) Your Turn: Example Story and Guiding Questions Reflection Questions Part 3: Physical Development: Using the Body as a Tool for Discovery Introducing the Domain: Beyond Gross Motor and Fine Motor Skills Bodies as Tools for Discovery: Jean Piaget on the Physical Development of Young Children Promoting Physical Mastery: Erik Erikson on the Physical Development of Young Children Scaffolding and Learning through Physical Development: Lev Vygotsky on Physical Development of Young Children Physical Strength that Support Self-Actualization: Abraham Maslow on the Physical Development of Young Children Collaborative Play that Promotes Physical Skills: John Dewey on the Physical Development of Young Children Bodily-Kinesthetic Learning: Howard Gardner on the Physical Development of Young Children Bodies as Identity: Louise Derman-Sparks on the Physical Development of Young Children Conclusion (of the overall domain) Your Turn: Example Story and Guiding Questions Reflection Questions Part 4: Changing the Assumptions of Early Care and Education-How the Theories Give Us a Voice to Initiate Change Crystal's Story Final Thoughts
Working TOC Introduction Chapter 1: Theories as a Framework to Support Children Introducing the Theorists (Summary of basic theory and an example story for each) Jean Piaget Erik Erikson Lev Vygotsky Abraham Maslow John Dewey Howard Gardner Louise Derman-Sparks Reflective Teaching and the Child Development Theories Qualities of Reflective Teachers The Reflective Process: (example story-reflective teacher's process with her class) NOTE: The text on the theorists in the next three sections follows the same format: Defining the Theory Story Visible Theories-Connecting Story and Theory What's My Role? Action Steps for Teachers and Environment Part 1: Social Emotional Development: Building Relationships to Learn Arguments, Discussion and Disagreements that Build Relationships: Jean Piaget on Social-Emotional Development of Young Children Children's Sense of Identity and Social Integration: Erik Erikson on Social-Emotional Development of Young Children How Children Communicate Their Understanding of the World: Lev Vygotsky on Social-Emotional Development of Young Children Gaining Self-Regulation and Emotional Stability: Abraham Maslow on Social-Emotional Development of Young Children Dramatic Play at the Core of Collaboration and Negotiation: John Dewey on Social-Emotional Development of Young Children Multiple Intelligences as a Tool to Develop Self-Esteem: Howard Gardner on Social-Emotional Development of Young Children It's Not Fair! Children as Social Activists: Louise Derman-Sparks' Anti-Bias Curriculum and the Social-Emotional Development of Young Children Conclusion (of the overall domain) Your Turn: Example Story and Guiding Questions Reflection Questions Part 2: Cognitive Development: Children as Protagonists of Their Own Knowledge Introducing the Domain: Beyond ABCs and 1, 2, 3s Children as Active Learners: Jean Piaget on Cognitive Development of Young Children Taking Initiative to Gain Mastery that Supports Learning: Erik Erikson on Cognitive Development of Young Children How Children's Play Improves Learning: Lev Vygotsky on Cognitive Development of Young Children Art as a Language that Promotes Thinking and Self-Actualization: Abraham Maslow on Cognitive Development of Young Children Democracy in the Making: John Dewey on Cognitive Development of Young Children Using Multiple Intelligences to Acquire Knowledge: Howard Gardner on Cognitive Development of Young Children Engaging Children in Deeper Thinking: Louise Derman-Sparks on Cognitive Development of Young Children Conclusion (of the overall domain) Your Turn: Example Story and Guiding Questions Reflection Questions Part 3: Physical Development: Using the Body as a Tool for Discovery Introducing the Domain: Beyond Gross Motor and Fine Motor Skills Bodies as Tools for Discovery: Jean Piaget on the Physical Development of Young Children Promoting Physical Mastery: Erik Erikson on the Physical Development of Young Children Scaffolding and Learning through Physical Development: Lev Vygotsky on Physical Development of Young Children Physical Strength that Support Self-Actualization: Abraham Maslow on the Physical Development of Young Children Collaborative Play that Promotes Physical Skills: John Dewey on the Physical Development of Young Children Bodily-Kinesthetic Learning: Howard Gardner on the Physical Development of Young Children Bodies as Identity: Louise Derman-Sparks on the Physical Development of Young Children Conclusion (of the overall domain) Your Turn: Example Story and Guiding Questions Reflection Questions Part 4: Changing the Assumptions of Early Care and Education-How the Theories Give Us a Voice to Initiate Change Crystal's Story Final Thoughts
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