Synopses & Reviews
The primary strength of BEGINNINGS AND BEYOND, 9TH EDITION, is its blend of simplicity and depth. In a clear and easy-to-understand style, the book's five sections lay out basic questions any student of early childhood education would want answered. At the same time, the chapters present key concepts, the latest research, and practical examples so that questions are thoroughly answered. Coverage of the current Developmentally Appropriate Practices (DAP) are woven throughout the text and highlighted by a new boxed feature. Diversity and development are also integrated throughout and highlighted with a new boxed feature, enabling readers to understand that issues of age, gender, race/ethnicity, ability, and family are part of every aspect of teaching and learning. Every chapter has a new interactive feature focused on how brain-based research is connected to development. Intentional teaching is another new strand highlighted by a new Teaching with Intention feature in each chapter. Through its tone, numerous visuals, and carefully crafted pedagogy, the book is accessible to and respectful of readers with a range of abilities and learning styles.
"This is a very in-depth book that demonstrates how the NAEYC standards are related to the different areas we teach within the department. It has great pictures and the supplemental items associated with the book would make teaching the class easy and fun. I really liked the way that the book was written and laid out and found all of the activities, questions, review questions, chapter summaries, etc., to be very beneficial and I know that they are things I would use."
"A good comprehensive overview of early childhood education text complete with above average supplement materials."
About the Author
Ann Gordon has been in the early childhood field for over 45 years as a teacher of young children, of parents, and of college students. She has taught in lab schools, church-related centers, and private and public preschool and kindergarten programs. While at Stanford, Ann was at the Bing Nursery School for 11 years and was a lecturer in the Psychology Department. For 10 years she also served as an adjunct faculty member in four colleges, teaching the full gamut of early childhood courses. Ann served as executive director of the National Association of Episcopal Schools for 14 years, where more than 1100 early childhood programs were a part of her network. She is now consulting in the areas of early childhood curriculum governance and professional development. Kathryn Williams Browne has been teaching children, families, and students for more than 30 years. First a teacher of young children--in nursery schools, parent cooperatives, full-day child care, pre-kindergarten, bilingual pre-schools, kindergarten, and first grade--she moved to Stanford University's lab school where she served as head teacher and psychology lecturer. Co-authoring with Ann Miles Gordon was enhanced by Kate's role as a parent; her Consultant and School Board experience offered perspectives into public policy and reform. Kate teaches in the California Community College system coordinating the Early Childhood Department and the Early Childhood Mentor program, which offer the richness of a diverse student population coupled with the challenges of access and privilege that parallel those in the early education field itself. Special assignments include State Faculty Association, Academic Senate, and Educator Competencies integration, which add the special challenges of diversity and professionalism of early childhood education that guide her work.
Table of Contents
Part I: WHAT IS THE FIELD OF EARLY CHILDHOOD EDUCATION? 1. History of Early Childhood Education. 2. Types of Programs. Part II: WHO IS THE YOUNG CHILD? 3. Defining the Young Child. 4. Developmental and Learning Theories. Part III: WHO ARE THE TEACHERS? 5. Teaching: A Professional Commitment. 6. Observation and Assessment of Children. 7. Understanding and Guiding Behavior. 8. Parents and Teachers: Partners in Education. 9. Creating Environments. Part IV: WHAT IS BEING TAUGHT? 10: Curriculum: Creating a Context for Learning and Play. 11: Curriculum Planning for the Body: Physical and Motor Development in Action. 12: Curriculum Planning for the Mind: Cognitive Development in Action. 13: Curriculum Planning for the Mind: Literacy and Language Development in Action. 14: Curriculum Planning for the Heart and Soul: Psychosocial Development in Action. Part V: HOW DO WE TEACH FOR TOMORROW? 15: Issues and Trends in Early Childhood Education: Four Themes.