Authors: Joanne Hendrick, Patricia Weissman
ISBN-13: 9780137153053, ISBN-10: 0137153058
Format: Hardcover
Publisher: Prentice Hall
Date Published: February 2009
Edition: 9th Edition
Joanne Hendrick is professor emerita of early childhood education from the University of Oklahoma. In addition to raising four children of her own, her practical experience includes working with children at the Stanford Speech and Hearing Clinic, directing a parent-child workshop, working in Head Start, and chairing the early childhood areas at Santa Barbara City College and the University of Oklahoma. She holds an undergraduate degree from Stanford University in disorders of speech and hearing and graduate degrees from the University of California in counseling and early childhood education. She is past president of the California Association for the Education of Young Children.
Her current interests include gardening, photography, traveling to exotic places, writing about young children, and enjoying her ten grandchildren.
Dr. Patricia Weissman is co-author with Joanne Hendrick of two renowned early childhood college textbooks: The Whole Child: Developmental Education for the First Early Years (Merrill/Prentice Hall, 2006) and Total Learning: Developmental Curriculum for the Young Child (Merrill/Prentice Hall, 2007). She began her early childhood career as a family care provider for two infants. Having found her calling, she studied early childhood education in the master’s program at San Francisco State University and received a doctorate of education from the University of San Francisco. During the past 30 years, she has worked as an infant caregiver, preprimary teacher, children’s center director, Child Development Associate (CDA) advisor, professor of early childhood education, and aresearch associate in early childhood development at the Merrill-Palmer Institute of Wayne State University. She was the founding editor of the journal Innovations in Early Education: The International Reggio Exchange. Dr. Weissman also designed and consulted on the production of the Public Broadcasting Service video series entitled The Whole Child: A Caregiver’s Guide to the First Five Years. Dr. Weissman is the mother of two adult children whom she feels turned out "quite well."
The Whole Child: Developmental Education for the Early Years, Ninth Edition
Joanne Hendrick, University of Oklahoma, Emerita
Patricia Weissman
What is a child? What do children need from their learning environment in order to thrive?
The thoroughly updated and revised Ninth Edition covers the same concrete, how-to information that students have found so useful in earlier editions. The Whole Child is based on the premises that physical and emotional health are fundamental to the well-being of children, that education must be developmentally appropriate if that well-being is to prosper, and that children need time to be children. While addressing daily issues such as naptime, toileting, and communicating with families, the authors also explain how to implement theoretical issues, such as emergent curriculum and Vygotsky's notion of scaffolding, to support children's learning. From discussions on child abuse to the fostering of cognitive skills and creativity, the book gives students an authentic guide in how to support the whole child emotionally, socially, cognitively, physically, and creatively.
This edition includes:
NEW! — Presents the content in a new 16-chapter format.
Chapter 6 is a new chapter on Assessment and Planning–Helps students understand the current emphasis on standards-based education and how to maintain ”best practices” while meeting school requirements.
Chapter 15 is a new chapter, Fostering the Creative Self–Discusses what creativity is, how it develops, and whatteachers can do to enhance children’s creative growth.
Chapter 16 is a new chapter, Developing and Implementing Curriculum for the Whole Child–Helps students pull together the different elements of early childhood education into a cohesive program for the whole child.
Other chapters were combined and streamlined for more practical use by instructors. (The content from Chapter 7, Tender Topics, has been integrated into other chapters.)
NEW! Discusses the integrated curriculum–Helps students understand the importance of meeting all of the children’s developmental needs across the curriculum spectrum.
NEW! Presents new information about the ecological theory of human development as outlined by Urie Brofenbrenner.
NEW! Includes content on children in elementary grades 1-3 in each chapter–Expands the usefulness of the text to primary school teachers.
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Part I The Basics of Good Early Childhood Education
Chapter 1
What Is Good Education for Young Children?
Realize You Are Part of a Noble Profession
Can Early Childhood Make a Difference?
Theoretical Foundations of Early Childhood Education
From Theory to Practice
Types of Early Childhood Education
Basic Premises of This Book
Putting Premises Into Practice: Planning a Good Day For Children
Chapter 2
Working with Families
Opening the Door to Good Communication
Understanding Families
What If The Relationship Is Not Good?
Maintaining Good Relationships: Keeping the Lines of Communication Open
Counseling with Families
Practical Pointers about Conducting a Conference
Beyond the Conference: Further Strategies for Involving Families
Families in Crisis
What Constitutes a Crisis?
Some General Principles for Helping Families Deal with Crises
Chapter 3
Fostering Creativity in Play
Purposes of Play
· Play Fosters Physical Development
· Outdoor Play Connects Children to Nature and Their Environment
· Play Fosters Intellectual Development
· Play Enhances Social Development
· Play Contains Rich Emotional Values
· Play Develops the Creative Aspect of the Child’s Personality
· Play Is Deeply Satisfying to Children
Developmental Stages of Play
Factors Likely to Facilitate Creative Play
Some Practical Ways to Stimulate and Extend Play
Specific Activities to Encourage Creativity in Play
Chapter 4
Providing Cross-Cultural, Nonsexist Education
Teachers’ Attitudes
Suggestions for Controlling and Overcoming Expressions of Prejudice
Is Early Childhood Too Soon to Begin Cross-Cultural, Nonsexist Education?
What Do Cross-Cultural and Nonsexist Education Have in Common?
Principles of Cross-Cultural Education
Emphasizing the Similarities As Well As Valuing the Uniqueness of People
Can Teaching About Cultural Uniqueness and Similarity of Needs Be Combined?
Encouraging Equity By Providing a Nonsexist Education and Helping Children Value Their Own Sexuality
Chapter 5
Welcoming Children Who Have Special Needs Into the Life of the School
Identifying Children Who Have Special Needs and Finding Help For Them: The Teacher as a Screening Agent
Including Children Who Have Disabilities
Learning to Work as a Member of the Team
Getting Started with a Child Who Has a Disability
General Recommendations for Working with Children Who Have Disabilities
Identifying and Helping Children Who Have Physical Disabilities and Illnesses
Identifying and Helping Children Who Have Emotional Difficulties
Identifying and Helping Children Who Have Delayed or Advanced Mental Ability
Chapter 6
Using Standards and Assessment in Early Childhood Education
What Are Early Learning Standards?
Where Do Standards Come From?
What Is Assessment?
Types of Assessment
Important Principles about Assessments
Chapter 7
Handling Daily Routines
Schedules and Transitions into Routines
Routines of Arrival and Departure
Routines That Center Around Eating
The Process of Toileting in Preprimary Centers
Handling Nap Times
Part II Supporting the Development of the Whole Child
Chapter 8
Promoting the Development of the Physical Self
Promotion of Health and Safety in the Children’s Center
Basic Principles of Physical Development
Fostering Large Muscle Development in Young Children
Teachers’ Support of Children’s Fitness
Use of Perceptual-Motor Activities to Enhance Physical Development
Fostering Sensory Experience
Chapter 9
Strengthening the Development of the Emotional Self
Importance of Developing Basic Attitudes of Trust, Autonomy, and Initiative in Young Children
Hallmarks of an Emotionally Healthy Young Child
Personal Qualities That Will Help the Teacher Establish an Emotionally Positive Climate in the Children’s Center
Practical Ways to Help Young Children Achieve Healthy Emotional Development
Promote Every Child’s Sense of Self-Esteem
Chapter 10
Enhancing the Development of the Social Self: Encouraging Social Competence in Young Children
The Importance of Helping Young Children Develop Social Competence
Developmental Trends in Social Growth
Helping Children Become Socially Competent: Suggestions for Teaching Appropriate Social Skills
Chapter 11
Enhancing the Development of the Social Self: Fostering Self-Discipline and Conflict Resolution Skills
Discipline or Guidance Toward Self-Discipline?
Establishing Inner Controls: Ego Strength, Moral Development, and Social Awareness
Reducing Aggression in the Classroom
Chapter 12
Fostering the Development of Language Skills
The Components of Language
How Children Develop Language
Developmental Milestones
Basic Ways to Foster Language Development
Language and Dialectical Differences
Children Who Have Special Disabilities Related to Speech and Hearing
Chapter 13
Fostering the Emergence of Literacy
What Is the Difference Between Fostering Emergent Literacy and Teaching Children to Read and Write?
Some Fundamental Principles to Keep in Mind
Even Very Young Children Can and Should Be Involved in Producing the Written Word
Suggestions for Presenting a Language-Rich Group-Time Experience
Chapter 14
Supporting the Development of the Cognitive Self
Approaches to Supporting the Development of the Cognitive Self
What is the Piagetian-Based “Conventional Approach” in Early Childhood Education?
· Basic Concepts of Piagetian Psychology
· How Is Piagetian Theory Linked with Such Midlevel Skills as Matching and Grouping?
How to Provide Opportunities for Practicing Concept Formation Skills
Some Practical Suggestions about Presenting Midlevel Thinking and Reasoning Skills in the Curriculum
Use Questions That “Provoke” the Children into Thinking for Themselves as their Ideas and Mental Abilities Emerge
Chapter 15
Nurturing the Development of the Creative Self
What is Creativity?
The Importance of Creativity
The Stages of Development in Children’s Creativity
Implications for Teachers in Nurturing Children’s Creativity
Chapter 16
Developing the Whole Child: Integrating the Five Selves Throughout the Curriculum
Selecting Values and Priorities in the Curriculum
Priority 1: Practice Intentional Teaching
Priority 2: Incorporate Developmentally Appropriate Practice (DAP)
Priority 3: Develop an Integrated Curriculum That Supports the Five Selves of the Whole Child and Teaches to Multiple Intelligences
Priority 4: Find Ways to Encourage Child-Centered Active Learning; Use an Emergent Curriculum Approach
Some Basic Principles to Remember When Using the Emergent Approach
Priority 5: Focus on Teaching Happiness and Joy in Learning as Much as Academic Skills