The Wiley Handbook of Early Childhood Care and Education.

Intro -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Introduction -- Section I Foundations -- Chapter 1 The Origins of the Current Era of Early Childhood Care and Education -- Infant School -- Kindergarten -- Origins of Child Care -- ECCE Between the Wars -- ECCE During World War II -- Child Care and Preschool in the 1960s to the 1990s -- Kindergarten in the 1950s to the 1990s -- Current Scene -- Conclusion -- References -- Chapter 2 Not All Children Grow Up the Same: Child Development, Diversity, and Early Care and Education -- Culture and Traditional Theories of Child Development -- To Piaget or Not to Piaget: Revisiting Developmentally Appropriate Practice -- Vygotsky's Short Life and Lasting Influence on Early Care and Education -- Rethinking Developmental Concepts Across the Early Years -- Infant Attachment and Separation -- Preschool Peer Acceptance and Play -- Self-Esteem in Kindergarten and the Primary Grades -- Conclusion -- References -- Chapter 3 The Sociocultural Process of Child Development -- Beyond Culture as an Independent Variable in Development -- Culture as the Integration of Person and Context in the Developmental Process -- Development as Transformations in Participation in Communities of Practice -- Culture as Interpretive Meaning-Making in the Developmental Process -- Interpenetrating Relations Between Person and Context -- Conclusion -- References -- Chapter 4 Perspectives on Play in Early Childhood Care and Education -- Conceptual Background -- Development/Cultural Perspectives -- Theoretical Perspectives -- Educational/Curricular Perspectives about Play -- Final Remarks -- References -- Chapter 5 Research in Early Childhood Care and Education Since 1970: Drivers, Questions, and Implications -- Early Large-Scale Studies -- Policy Research and Implications -- Ethnographic Studies -- Conclusion.

References -- Chapter 6 The Importance of Families and Home Environments in the Lives of Young Children -- Caregiving Processes and Home Environmental Conditions Associated with Child Well‐Being -- Active, Multifaceted Agents Living in a Dynamic, Complex World -- Conclusion -- References -- Section II Practices with Young Children -- Chapter 7 Culturally Sustaining and Humanizing Practice in Early Childhood Care and Education -- Introduction -- Framing the Conversation -- Situating our Own Stories -- Six Commitments for Humanizing, Culturally Sustaining Early Childhood Classrooms -- Conclusions -- Note -- References -- Chapter 8 Early Childhood Care and Education for Bilingual Children and the Road to Multilingualism -- Developmental and Contextual Considerations -- Instructional Strategies to Promote Learning in Young Bilingual Children -- Language of Instruction in the Early Education of Young Bilingual Children -- The Early Childhood Policy Context for Bilingual Children and Their Families -- Beyond Bilingualism: On the Road to Multilingualism -- Conclusions -- References -- Chapter 9 The Significance of Infant/Toddler Care and Education: A Call to Unite Research, Policy, and Practice -- Introduction -- The Current State of Infant and Toddler Care and Education -- Principles to Guide Practice: Essential Components of Infant and Toddler Care and Education -- Concluding Thoughts and Future Directions -- References -- Chapter 10 Working with Diverse Families -- Parental Involvement: Traditional Perspectives -- Reframing Parental Involvement for Culturally and Linguistically Diverse Families -- Why ECE Needs to Pay Attention to Parental Involvement and Immigrant Families -- Debunking Deficit Views About Linguistically and Culturally Diverse Families -- Moving Forward: Implications for Practice, Research and Teacher Education -- Note -- References.

Chapter 11 The Changing Landscape of Education for Young Children Receiving Early Intervention and Early Childhood Special Education -- The Landscape -- Changing the Landscape -- Closing -- References -- Section III Curriculum -- Chapter 12 Perspectives on Early Childhood Curricula -- Building an Understanding of Curriculum -- Perspectives Particular to Early Childhood Curriculum -- Expanded Thinking on Perspectives in Early Childhood Curricula -- References -- Chapter 13 More than Academics: Supporting the Whole Child -- Introduction -- Developmental Science and the "Whole Child" -- Approaches to Planning and Implementing Holistic Early Childhood Curriculum -- Implementing Holistic Early Childhood Curriculum -- Recommendations for Promoting a Whole‐Child Approach -- Conclusion -- Note -- References -- Chapter 14 Teaching and Learning Literacy in Early Childhood Education: Crossroads and Intersections -- Early Childhood Literacy: A Brief Retrospective -- Literacy Crossroads -- Sociocultural Influences: Valuing Children and Their Community Literacies -- Linguistic Diversity, Translanguaging, and Literacy Learning -- Multimodal Literacies and Social Semiotics -- Popular Culture and Digital Literacies -- Critical Literacy: Power, Position, and Privilege -- Literacy(ies) from Poststructural and Posthumanist Perspectives -- Intersecting Crossroads, Intersecting Literacies -- Note -- References -- Chapter 15 Teaching and Learning Mathematics in Early Childhood Programs -- What is the Place of Mathematics Instruction in Today's Preschool and Kindergarten Classrooms? -- How Guided Should the (Mathematics) Instruction of Young Children Be? -- Conclusions: Implications for Professional Development -- Acknowledgments -- References -- Chapter 16 Teaching and Learning Science in Early Childhood Care and Education -- Introduction -- Why Science for Young Children?.

What is Science for Young Children? -- How Do Young Children Learn Science? -- Strategies for Teaching Science to Young Children -- Conclusions -- References -- Chapter 17 Social Studies in the Early Years: Children Engaging as Citizens through the Social Sciences* -- Introduction -- Five Domains of Social Studies for Young Children -- Summary -- Acknowledgments -- References -- Section IV Professional Development -- Chapter 18 The Enduring and Evolving Nature of Early Childhood Care and Education: Pedagogical Challenges in Our Time -- Introduction -- Time to Practice Best Practices -- DAP Content and Contention -- Instruction -- Child Development -- Curriculum -- Multiculturalism and Social Justice -- Conclusion -- References -- Chapter 19 Professional Development in Early Childhood Education -- Conceptualizing Professional Development -- Early Perspectives and Research Regarding Professional Development -- Evolving Perspectives on Professional Development -- The Profession and Professional Development -- Challenges in Professional Development -- Recommendations/Next Steps -- Summary -- References -- Chapter 20 Developing Early Childhood Professionals in Laboratory Schools -- Developing Early Childhood Professionals in Laboratory Schools -- Historical Perspective of Laboratory Schools -- Current Status of Child Development Laboratory Programs -- Generators of New Knowledge -- Research to Practice -- What Do Laboratory Schools Need to Be Successful? -- Conclusion -- References -- Chapter 21 Developing Early Educators Who Engage in Critical Multicultural Pedagogical Practices: A Historical, Moral, and Pedagogical Imperative -- Historically Problematizing the Absence of Teachers of Color -- Teachers of Color: A Critical Need -- Multicultural Education and the Early Childhood Context -- Defining Multicultural Education.

Envisioning Teacher Education as a Space for Problematization -- So, What's the Work? -- Note -- References -- Section V Policy and Its Impact on Early Childhood Education -- Chapter 22 Early Childhood Policy and Its Impact on the Field: Historical and Contemporary Perspectives -- Introduction -- Educational, Child, and Family Policy in Historical Perspective -- The Legacy of Early Childhood Policy History: Structural Inequality -- Contemporary Early Childhood Policy Landscape -- Looking Forward -- Conclusions -- Note -- References -- Chapter 23 Child Care Quality Rating and Improvement Systems (QRIS): National Experiment for Improving Early Childhood Education Quality -- Overview of QRIS -- Origins and History -- Goals of QRIS -- Types of Programs in QRIS -- Assessing Quality in QRIS -- Structure of QRIS Quality Ratings -- Research on QRIS Effectiveness -- Trends and Future Developments -- Conclusions -- References -- Chapter 24 Early Childhood Care and Education Workforce Issues in Implementing Assessment Policies -- ECCE Assessment Purposes and Approaches -- Potential Workforce-Related Assessment Challenges -- ECCE Workforce Prehire Requirements and In-Service, Assessment-Focused Training -- Future Directions for ECCE Workforce Research -- Summary -- Note -- References -- Chapter 25 Accreditation: Supporting Quality and Professionalization in Early Childhood Care and Education -- Purpose and Scope of Chapter -- Accreditation: General Definition and Types -- Accreditation: A Hallmark of a Profession -- Accreditation in ECCE: Two Categories -- Standards -- Accreditation Systems: Detailed Descriptions -- AECHEP Accreditation -- National Recognition through CAEP Accreditation -- NAEYC Accreditation of Early Learning Programs -- Summary and Future Directions -- Acknowledgments -- References.

Chapter 26 Pre-School Through Third Grade (P-3): Conceptual, Organizational, and Practical Perspectives.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.