(eBook PDF) Fundamentals of Early

Childhood Education 8th edition

Go to download the full and correct content document:
https://ebooksecure.com/product/ebook-pdf-fundamentals-of-early-childhood-educatio
n-8th-edition/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

(eBook PDF) Fundamentals of Early Childhood Education

9th Edition

http://ebooksecure.com/product/ebook-pdf-fundamentals-of-early-
childhood-education-9th-edition/

(Original PDF) Essentials of Early Childhood Education

5th Canadian Edition

http://ebooksecure.com/product/original-pdf-essentials-of-early-
childhood-education-5th-canadian-edition/

(eBook PDF) The Exceptional Child: Inclusion in Early

Childhood Education 8th Edition

http://ebooksecure.com/product/ebook-pdf-the-exceptional-child-
inclusion-in-early-childhood-education-8th-edition/

(eBook PDF) Early Childhood Education Today 14th

Edition

http://ebooksecure.com/product/ebook-pdf-early-childhood-
education-today-14th-edition/
(Original PDF) Language, Literacy and Early Childhood
Education

http://ebooksecure.com/product/original-pdf-language-literacy-
and-early-childhood-education/

(eBook PDF) Assessment in Early Childhood Education 7th

Edition

http://ebooksecure.com/product/ebook-pdf-assessment-in-early-
childhood-education-7th-edition/

(eBook PDF) Mathematics in Early Childhood Education by

Amy MacDonald

http://ebooksecure.com/product/ebook-pdf-mathematics-in-early-
childhood-education-by-amy-macdonald/

(eBook PDF) Outdoor and Nature Play in Early Childhood

Education

http://ebooksecure.com/product/ebook-pdf-outdoor-and-nature-play-
in-early-childhood-education/

(eBook PDF) Beginnings & Beyond Foundations in Early

Childhood Education 10th Edition

http://ebooksecure.com/product/ebook-pdf-beginnings-beyond-
foundations-in-early-childhood-education-10th-edition/
 EIGHTH EDITION

Fundamentals of
EARLY CHILDHOOD
EDUCATION

GEORGE S. MORRISON
University of North Texas

Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Vice President and Editorial Director: Jeffery W. Johnston Executive Field Marketing Manager: Krista Clark
Executive Editor: Julie Peters Program Manager: Megan Moffo
Editorial Assistant: Pamela DiBerardino Project Manager: Janet Domingo
Development Editor: Christina Robb Cover Art: Fotolia/Andres Rodriguez
Director of Marketing: Margaret Waples Full-Service Project Management: Lumina
Executive Product Marketing Manager: Chris Barry Composition: Lumina

Credits and acknowledgments for material borrowed from other sources and reproduced, with permission, in this textbook appear on the
appropriate page within the text.

Every effort has been made to provide accurate and current Internet information in this book. However, the Internet and information posted
on it are constantly changing, so it is inevitable that some of the Internet addresses listed in this textbook will change.

Copyright © 2017, 2014, 2011, 2008 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This
publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage
in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain
permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake
Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290.

Library of Congress Cataloging-in-Publication Data

Names: Morrison, George S.

Title: Fundamentals of early childhood education / George S. Morrison.
Description: Eighth edition. | Boston : Pearson, [2017] | Includes
bibliographical references and index.
Identifiers: LCCN 2015035817 | ISBN 9780134060330
Subjects: LCSH: Early childhood education—United States.
Classification: LCC LB1139.25 .M67 2017 | DDC 372.21—dc23
LC record available at http://lccn.loc.gov/20150358172015035817

ISBN 10: 0-13-406033-4

ISBN 13: 978-0-13-406033-0
For Betty Jane—Whose life is full of
grace and whose heart is full of love.
 About the Author
GEORGE S. MORRISON is professor of early childhood education at the
University of North Texas, where he teaches courses on early childhood education
and development to undergraduates and mentors masters and doctoral students. He is
an experienced teacher and principal in the public schools.
Professor Morrison’s accomplishments include a Distinguished Academic Service
Award from the Pennsylvania Department of Education, Outstanding Service and
Teaching Awards from Florida International University, and the College of Educa-
tion Faculty Teaching Excellence Award at the University of North Texas. His books
include Early Childhood Education Today, Thirteenth Edition; Fundamental of Early
Childhood Education, Eighth Edition; and Teaching in America, Fifth Edition. Profes-
sor Morrison has also written books about the education and development of infants,
toddlers, and preschoolers; child development; the contemporary curriculum; and
parent, family, and community involvement.
Dr. Morrison is a popular author, speaker, and presenter. His research and pre-
sentations focus on the globalization of early childhood education, the influence of
contemporary educational reforms on early education and teacher education, the inte-
gration of technology in instructional practice, and the efficacy of large class instruc-
tion in the preparation of preservice teachers. Professor Morrison also lectures and
gives keynote addresses on early childhood education and development in Thailand,
Taiwan, China, South Korea, and the Philippines.

Professor Morrison with

mentor teacher Wendy
Schwind, intern Meagan
Brewer, and children at
­Caprock Elementary,
Keller, (TX) ISD. Professor
­Morrison regularly
­supervises ­university interns
and ­participates in many
­school-based activities.
iv
 PREFACE
Changes are sweeping across the early childhood landscape, transforming our profes-
sion before our eyes. These changes create exciting possibilities for you and all early
childhood professionals. We discuss these changes in every chapter of Fundamentals
of Early Childhood Education, which is designed to keep you current and on the cut-
ting edge of early childhood teaching practice.
Changes in early childhood education and development bring both opportunities
and challenges. Opportunities are endless for you to participate in the ongoing re-­
creation of the early childhood profession. In fact, creating and re-creating the early
childhood profession is one of your constant professional roles. This means you will
need to keep developing your own knowledge and skills throughout your career as
an early childhood professional. Fundamentals of Early Childhood Education helps
you wherever you are on the path to achieving this professional goal. The challenges
involved in reforming the profession include collaboration, hard work, and constant
dedication to achieving high-quality education for all children. I hope you will take
full advantage of these opportunities to help all children learn the knowledge and
skills they need to succeed in school and life. How you and I respond to the opportu-
nities we have in front of us today will determine the future of early childhood educa-
tion. This text helps you learn what it takes to understand and teach young children
and how to provide them the support they and their families need and deserve.
Of the many changes in this new edition, I am most pleased to introduce you
to a new version of Fundamentals of Early Childhood Education, the new Pearson
eText. The Pearson eText (called that because it sits on a different platform from other
eTexts) is an affordable, interactive version of the print text that includes exciting new
features in every chapter, such as multiple-choice Check Your Understanding assess-
ments at the end of each major chapter section, essay-based chapter quizzes at the
end of each chapter, and video examples.
To learn more about the enhanced Pearson eText, go to www.pearsonhighered
.com/etextbooks and to http://www.pearsonhighered.com/etextbooks/students/what
-are-etexts/index.html

NEW TO THIS EDITION

You and your professors will benefit from new content and features in this eighth
edition:
• New Chapter-Opening Learning Outcomes. Learning outcomes clarify
what you will be able to do to demonstrate that you have learned chapter
Watch this video on
concepts. Located at the beginning of the chapters, each learning outcome
­formative assessments as
aligns with a major chapter section, acts as an advance organizer for the Sue ­Bredekamp discusses
chapter, and helps measure your learning and performance. the importance of formative
• New Video Examples. Video links in the margin provide illustrations of assessment and the need for
integrating teaching and assess-
children’s development and learning, teaching strategies, views of early
ments. (www.­youtube.com/
childhood classrooms, and many more insights into the real world of teach- watch?v=vluKdtllG4g)
ing young children.

v
vi Preface

• New Check Your Understanding Exercises. These multiple-choice assessments,

1.1 located at the end of each major chapter section, help you determine whether you
Check Your understand what is covered in the section or need to reread and review. Feedback
­Understanding is provided to help you understand why the correct answer is correct.
Before you move on, click • New Chapter Quizzes. These short-answer-format assessments, located at the
here to test your under- end of each chapter, help you gauge your understanding of the fundamental
standing of this section concepts covered in the chapter. One question aligns to each of the chapter’s
Learning Outcomes. Feedback is provided to help reinforce your understanding.
• Updated references enable you to confidently understand that you are reading
the most current information available at the time of publication. This currency
adds to professional confidence and competence.
• In response to reviewers’ comments, core content examples and illustrations
have been increased and extended to make this eighth edition even more practi-
cal and applied.
• The inclusion of additional Implications for Teaching tips, suggestions, and
instructional guidelines enables you to apply major concepts to classroom
teaching.

THEMES OF THIS BOOK

Fundamentals of Early Childhood Education, Eight Edition, integrates eight critical
themes that are foundational to the education, development, and care of young chil-
dren today.
1. The importance of developmentally appropriate practices (DAP) and the applica-
tion of these practices to all aspects of early childhood programs and classroom
activities. With today’s emphasis on academic achievement and a standards-based
curriculum, this text anchors your professional practice in DAP, beginning in
Chapter 1.
2. The integration of the fields of early childhood education and special education.
Increasingly, special education and early childhood approaches are conducted in
the inclusive classroom. These include making classrooms, the curriculum, and in-
structional practices accessible for all children; accommodating the diverse needs
of all children; and differentiating instruction to promote achievement and learn-
ing for all children.
3. The importance of helping ensure that all children are successful in school and
life. Increasingly, larger numbers of children are coming to school unprepared to
meet the challenges of preschool or kindergarten. This text helps you educate all
children and close the achievement gaps that exist between children of poverty
and their more economically advantaged peers.
4. The importance of children’s literacy development. This text helps you know how
to promote children’s literacy development and achievement so that all children
can read on grade level and be successful.
5. The integration of science, technology, engineering, and mathematics (STEM)
subjects into the early childhood curriculum. STEM subjects are of great impor-
tance for politicians and the public and, along with literacy, are the foundation of
well-educated citizens.
6. The importance of meeting the diverse needs of today’s children. America is an
increasingly diverse society, and the nation’s schools are more diverse than ever.
 Preface vii

This text helps you teach to children’s diverse language, culture, and socioeco-
nomic needs.
7. The necessity of being able to manage today’s classrooms and guide today’s chil-
dren as they grow and develop into responsible citizens. It is essential for you
to enable children to guide their own behavior, and this text helps you achieve
this goal.
8. The absolute necessity for participation in ongoing professional development. As
an early childhood professional, you will be constantly challenged to create and
re-create yourself as a high-quality teacher who is accountable for how, what,
and to what extent children learn. Fundamentals of Early Childhood Education,
Eighth Edition, helps you be the professional you need to be by outlining the
competencies you will need in the classroom today.

FEATURES AND THEIR PURPOSES

The many features in this text were developed with a pedagogical purpose and con-
tent focus. They include the following:
• Learning Outcomes. These are written to organize the chapter content in
advance of reading it and to provide an overview of what you will be expected to
know and be able to do after reading the chapter. Review these carefully before
you read the chapter, and review them again after you’ve read the chapter. Also,
look over and try to answer or complete the Check Your Understanding exercises,
the Chapter Quiz, and the Activities for Professional Development at the end of
the chapter, which are written to reinforce and assess what you learned in each
section of the chapter and are aligned with the Learning Outcomes.
• Professionalism in Practice. Written by experienced teachers and administrators
of early childhood programs, these features give you insight into their professional
philosophies and behaviors. Many of these are labeled as Competency Builders,
which include step-by-step strategies, guidelines, or steps designed to walk you
through the details of key tasks expected of them, such as observation, lesson
planning, and creating a multicultural classroom. They help you build professional
competencies in your work with children and families.
• Diversity Tie-In. These features include a variety of topics to create an awareness
of the uniqueness and diversity of all children and families.
• Technology Tie-In. These include specific examples of technology use linked to
chapter content. They help you become technologically literate, understand the
options available, and use them to their fullest extent to teach, communicate with
parents, and manage a classroom.
• Portraits of Children. These familiarize you with the developmental c­ apabilities
of children in each age group in the early childhood age range and help you
become sensitive to universality and diversity in child development. These ­features
put a spotlight on several children per age range in Chapters 7–10: infants and
toddlers, preschool, kindergarten, and the primary grades. Photos of children, a
list of their capabilities and interests by domain, and questions about DAP get
you thinking about individual needs and approaches and applications to address
those needs.
viii Preface

• Ethical Dilemmas. These are scenarios that help you learn to make important
professional decisions based on NAEYC’s Code of Ethical Conduct. Profession-
als need to work in an ethical way with children, their peers, families, and the
community.
• Correlation to NAEYC Standards for Early Childhood Professional Practice.
The inside cover of the book includes a helpful matrix linking the text’s content
to the NAEYC standards. In addition, every chapter-opening page includes the
standard or standards relevant to that chapter’s topic and what they mean for
teachers. This reinforces for you what is expected of you in your work with chil-
dren, families, and communities.
 ACKNOWLEDGMENTS
In the course of my teaching, service, consulting, and writing, I meet and talk with
many early childhood professionals who are deeply dedicated to doing their best for
young children and their families. I am always touched, heartened, and encouraged
by the openness, honesty, and unselfish sharing of ideas that characterize my profes-
sional colleagues. I thank all the individuals who contributed to the Professionalism
in Practice, Diversity Tie-In, and Technology Tie-In features, as well as other program
descriptions. They are all credited for sharing their personal accounts of their lives,
their children’s lives, and their programs.
I value, respect, and use the feedback and sound advice provided by the following
reviewers: Ivy Beringer, Northern Virginia Community College, Alexandria, and Linda
Grant, Georgia Piedmont Technical College.
I am blessed to work with my colleagues at Pearson. My editor, Julie Peters, is
always thinking of ways to make Fundamentals an even better book. Julie is a con-
stant source of bright and exciting ideas and is continually opening new doors and
possibilities. I can always count on her for wise counsel about how to make Fun-
damentals more engaging and relevant for students and professors. Developmental
editor C­ hristie Robb is always helpful and supportive. She is an expert at managing
and juggling all of the digital content and details for the new eText. Program Manager
Megan Moffo and Project Manager Janet Domingo helped in innumerable and helpful
ways to make sure that Fundamentals was published on time and in the right format!
Andrea Hall, editorial assistant, was an expediter par excellence. Andrea is always
pleasant, efficient, and willing to manage many details that are necessary to get the
job done. Doug Bell, senior project manager at Lumina Datamatics, Inc., is author
friendly. Doug, in his facilitative way, helped us meet the demands of permissions and
other publishing details. Sarah Vostok, project manager, also of Lumina Datamatics,
was patient and supportive throughout the copy editing phase of publication.

ix
 CONTRIBUTORS
With this new eighth edition of Fundamentals of Early Childhood Education,
I am pleased to welcome three contributors who provided major content for all the
chapters:

Elizabeth Beavers (Chapters 1, 6, 9, and 10).

Dr. Elizabeth Beavers has over twenty-five years of experience teaching and work-
ing with public school systems, preschools, and Head Starts in the fields of early
childhood and early childhood special education. Elizabeth has experience as a
classroom teacher, a program coordinator, a consultant for school districts, a trainer,
and a teacher educator. She is presently an assistant professor at the University of
­Houston–Clear Lake. Elizabeth earned her B.S. in psychology, M.S. in special educa-
tion, and Ph.D. in curriculum and instruction (with an emphasis on early childhood
and elementary education). Her areas of expertise include teacher education (critical
thinking and reflective practices), the emotional dimensions of teaching and learn-
ing, developmental disabilities, and instructional and intervention pedagogy. Elizabeth
has presented at multiple local, state, national, and international conferences and has
published in early childhood education journals. Elizabeth is an active member of
national and local organizations including serving as president of the Texas Division
of Early Childhood, president of Gulf Coast AEYC, and outreach chair for Texas AEYC,
and on the Membership Council for the Council for Exceptional Children’s Division
of Early Childhood. Elizabeth also serves on several early childhood advisory boards.

Donna Kirkwood (Chapters 3, 4, 7, 12, and 13).

Dr. Donna Kirkwood has been working with children since she was in high school.
She has been a nanny, a teacher’s aide, a teacher, a program coordinator, a director of
an NAEYC accredited program, and a college professor. She has done training across
the state of Texas and at various local, state, and national conferences. Donna has a
Ph.D. in child development from Texas Woman’s University. She has been an assistant
professor and adjunct professor of early childhood education and child development
at several colleges and universities in Texas. Currently, Donna is the national program
director for HIPPY USA.

Mary Jean Woika (Chapters 2, 5, 8, and 11).

Mary Jean Woika, M.Ed., has worked in early childhood education and early child-
hood special education for over thirty years. She is currently an assistant professor
and program manager at Broward College in early childhood and K–12 education.
She teaches courses in math and science for young children, creativity, language arts
and literature, diversity and exceptionalities in education, child guidance, and man-
agement of early childhood centers. In addition to teaching, her responsibilities at
the college include mentoring practicum students in their early childhood classrooms
throughout Broward County and providing oversight to the North Campus Lab School,
where Broward College students from multiple disciplines interact and learn about the
development of young children, best practices in early childhood education, and the
management of early childhood centers. Ms. Woika has co-authored a textbook and
x
 CONTRIBUTORS xi

trainee’s manual, All About Child Care and Early Education, which was developed to
be used in the training of Child Development Associate (CDA) students. Before com-
ing to Broward College, Ms. Woika was a child care director, an early interventionist,
an early childhood special education teacher, a behavior consultant, and an inclusion
specialist in an outreach program. She has taught college courses in ­Pennsylvania,
Colorado, Massachusetts, and Florida in face-to-face, blended, and online formats.
Ms. Woika served on several state and county committees where she assisted in the
curriculum selection process and the development of the ­Quality R
­ ating and Improve-
ment System (QRIS) program in the Broward County, FL school district. Currently
she sits on the Conference and Professional Development Committees for the Early
­Learning Coalition of Broward County.
 SUPPLEMENTS TO THE TEXT
All supplements are available online. To download and print supplement files, go
to www.pearsonhighered.com and select “Catalog & Instructor Resources” from the
“Educators” menu.
Instructor’s Resource Manual (0-13-439359-7) This manual contains chapter over-
views and activity ideas to enhance chapter concepts, as well as more information
about using the Pearson eText in class.
Online Test Bank (0-13-405871-2) The Test Bank includes a variety of test items,
including multiple-choice, true/false, matching, and short-answer items.
TestGen (0-13-405875-5) This powerful test generator is for use in conjunction with
the TestGen testbank file for your text. Assessments may be created for print or online
testing. You install TestGen on your personal computer (Windows or Macintosh) and
create your own tests for classroom testing and for other specialized delivery options,
such as over a local area network or on the Web.
The tests can be downloaded in the following formats:
TestGen—PC
TestGen—MAC
TestGen—Blackboard 9
TestGen—Blackboard CE/Vista (WebCT)
Angel
D2L
Moodle
Sakai

Online PowerPoint™ Slides (0-13-405867-4) PowerPoint slides highlight key con-

cepts and strategies in each chapter and enhance lectures and discussions.

xii
 BRIEF CONTENTS
CHAPTER 1 You and Early Childhood Education
Becoming a Professional 2

CHAPTER 2 Early Childhood Education Today

Understanding and Responding to Current Issues 36

CHAPTER 3 History and Theories

Foundations for Teaching and Learning 66

CHAPTER 4 Implementing Early Childhood Programs

Applying Theories to Practice 104

CHAPTER 5 Teaching, Standards, and You

Supporting Children’s Learning 136

CHAPTER 6 Observing and Assessing Young Children

Guiding, Teaching, and Learning 160

CHAPTER 7 Infants and Toddlers

Critical Years for Learning 194

CHAPTER 8 The Preschool Years

Getting Ready for School and Life 228

CHAPTER 9 Kindergarten Today

Meeting Academic and Developmental Needs 260

CHAPTER 10 The Early Elementary Grades: One Through Three

Preparation for Life 294

CHAPTER 11 Educating Children with Diverse Backgrounds and Special Needs

Ensuring Each Child Learns 326

CHAPTER 12 Guiding Children’s Behavior

Helping Children Be Their Best 352

CHAPTER 13 Parents, Families, and the Community

Building Partnerships for Student Success 376

Appendix A
Time Line of the History of Early Childhood Education 406

Endnotes 408
Glossary 427
Name/Author Index 433
Subject Index 436

xiii
 CONTENTS
chapter 1 Ethical Dilemma: “It isn’t fair; she got a bigger raise than
I did!” 34
You and Early Childhood Education Application Activities 35
Becoming a Professional 2
The Early Childhood Professional and the Six Standards chapter 2
of Professionalism 3
The Six Standards of Professionalism 4 Early Childhood Education Today
Standard 1: Child Development and Learning 5 Understanding and Responding to Current Issues 36
Standard 2: Building Family and Community Issues Influencing the Practice of Early Childhood
Relationships 6 Education 36
Standard 3: Observing, Documenting, and Assessing to Children of the Great Recession 37
Support Children and Families 6
The Achievement Gaps 40
Standard 4: Using Developmentally Effective Approaches
Wellness and Healthy Living 42
to Connect with Children and Families 7
Standard 5: Using Content Knowledge to Build Meaningful Providing for Diverse Children and Cultures 46
Curriculum 7 Shifting Demographics 47
Standard 6: Becoming a Professional 10 Culturally Responsive Teaching 47
Professional Dispositions 14 Multicultural Infusion 48
Developmentally Appropriate Practice and Essential Teaching and Learning in the Inclusive Classroom 51
Practices for Teaching in Inclusive Early Childhood Preventing Violence, Bullying, Racism, and Abuse 53
Classrooms 15 Violence 53
Teaching and Learning in the Inclusive Classroom: Essential Bullying 54
Professional Practices 15 Combating Racism 58
Core Considerations in Developmentally Appropriate Childhood Abuse and Neglect 59
Practice 16
Politics and Reform in Early Childhood Education 61
Making Developmentally Appropriate Decisions 16
Federal and State Involvement in Early Childhood
Teaching the Whole Child 22 Programs 61
Pathways to Professional Development 24 Expanded Federal Support for Early Childhood
The CDA Program 24 Education 61
Associate Degree Programs 24 Twenty-First-Century Learning Skills 64
Baccalaureate Programs 26 Activities for Professional Development 64
Alternative Certification Programs 26 Ethical Dilemma: “Our children need recess!” 64
Master’s Degree Programs 26 Application Activities 65
Your Ongoing Professional Development 26
Developing a Philosophy of Education 27
Read 27
chapter 3
Reflect 28 History and Theories
Discuss 28 Foundations for Teaching and Learning 66
Write 28
Evaluate 29
The History of Early Childhood Education: Why is It
Important? 66
The Expectations and Roles for Twenty-First-Century
Rebirth of Great Ideas 67
Early Childhood Teachers 29
Build the Dream—Again 67
Teaching in Early Childhood Today 29
Implement Current Practice 67
New Roles for Early Childhood Professionals 32
The Importance of Theories of Learning 67
Activities for Professional Development 34
Communicate 68

xiv
 Contents xv

Evaluate Learning 68 A Respectful Environment 111

Provide Guidance 68 A Safe Environment 111
Famous Historical Figures and Their Influence on Early A Supportive Environment 112
Childhood Education 68 A Challenging Environment 112
1500–1700: The Foundation 68 A Pleasant Environment 112
Martin Luther 71 Other Considerations for a Quality Child Care
John Amos Comenius 71 Program 112
John Locke 71 The Effects of Care and Education on Children 114
1700–1850: From Naturalism to Kindergarten 72 Program Models 115
Jean-Jacques Rousseau 72 HighScope: A Constructivist Model 116
Johann Heinrich Pestalozzi 72 The Montessori Method 119
Friedrich Wilhelm Froebel 73 Reggio Emilia 122
1850–1950: From a Garden of Children to the Children’s Federal Programs for Young Children 126
House 74 Head Start Programs 127
John Dewey and Progressive Education Theory 77 Early Head Start 130
Maria Montessori and the Montessori Method 78 Teaching and Learning in the Inclusive Classroom:
1950–1964: From Politics to the Classroom 78 ­Learning Modalities 131
1964 to the Present: From Civil Rights to the Education of
Additional Early Childhood Models 132
Today 78
The Project Approach 132
Integrating History and Theories 81
Creative Curriculum 132
Jean Piaget and Constructivist Learning Theory 81
Lev Vygotsky and Sociocultural Theory 88 Activities for Professional Development 134
Abraham Maslow and Self-Actualization Theory 90 Ethical Dilemma: “Why can’t Wally come to class?” 134
Erik Erikson and Psychosocial Theory 94 Application Activities 134
Urie Bronfenbrenner and Ecological Theory 94
Howard Gardner and Multiple Intelligence Theory 98
From Luther to Today: Basic Beliefs Essential for
chapter 5
High-Quality Programs 98 Teaching, Standards, and You
Basic Beliefs About Teaching Children 98 Supporting Children’s Learning 136
Basic Beliefs About Teachers and Teaching 98
Basic Beliefs About Collaborating with Parents and
Foundations of the Standards Movement 137
Families 100 No Child Left Behind 137
Teaching and Learning in the Inclusive Classroom: What Is the Future of NCLB? 138
Then and Now 100 Common Core State Standards (CCSS) 139
Activities for Professional Development 101 Common Core State Standards, Next Generation ­Science
Ethical Dilemma: “Why don’t my kids get their fair Standards, and Infant/Toddler and Preschool
share?” 101 Standards 140
Application Activities 102 Common Core State Standards (CCSS) 140
The Next Generation Science Standards 142
Infant/Toddler and Preschool State Standards 142
chapter 4 Why are State Standards Important? 145
Identify What Children Should Know 145
Implementing Early Childhood Programs Provide a Basis for Reform and Accountability 145
Applying Theories to Practice 104 Allow Federal and State Control of Education 145
The Growing Popularity of Quality Early Childhood Meet the Educational Needs of Low-Achieving
Programs 104 Students 145
Early Childhood Programs 104 Integrate Use of Technology 147
Provide Clarity and Focus 147
Child Care: Serving Children and Families 105
Integrate Concepts 147
The Importance of Child Care 108
Provide Accountability 147
Types of Child Care 108
What is Quality Education and Care? 110 How are Standards Changing Teaching and Learning? 147
Teacher Roles 148
A Healthy Environment 110
xvi Contents

Curriculum Alignment 148 Activities for Professional Development 191

Data-Driven Instruction and the Outcomes of Standards Ethical Dilemma: “To test or not to test?” 191
and Testing 148 Application Activities 192
Intentional Teaching 149
Expectations of What Teachers Should Teach 149
Standards and Curriculum Materials 149 chapter 7
Criteria for Reading 151
Criteria for Text Selections 151 Infants and Toddlers
What Issues Are Associated with Standards? 152 Critical Years for Learning 194
Standards and Achievement 152 What Are Infants and Toddlers Like? 195
Standards and Play 152 Toddlers Are Active 195
Standards and the Curriculum 152 Portraits of Infants and Toddlers 195
Standards and Testing 153 Infant/Toddler Milestones 195
Standards and Teacher Autonomy 153 What Is Normal Development? 198
Standards for All Students 153 Nature Versus Nurture 198
Teaching and Learning in the Inclusive Classroom: Nurturing Environments 199
Accommodating Diverse Learners 153 Brain Development 199
The Contributions of Standards 154 What Is the Brain Like? 199
Common Core Standards and Professional Development Critical Periods of Development 200
Go Hand-in-Hand 154 Sensitive Periods of Development 200
Activities for Professional Development 157 Applying Brain Research 201
Ethical Dilemma: “This educational fashion statement is Infant and Toddler Development 202
wrong!” 157
Psychosocial and Emotional Development 202
Application Activities 157
Social Behaviors 202
Attachment and Relationships 204
Temperament and Personality Development 206
chapter 6 Motor Development 206
Cognitive Development 207
Observing and Assessing Young Children
Stages of Sensorimotor Intelligence 208
Guiding, Teaching, and Learning 160
Language Development 209
Assessment and Its Importance 160
Preparing Enriched Environments 214
Principles of Assessment 161
Provide for Health and Safety 214
What Is Developmentally Appropriate
Provide for Basic Emotional Needs 215
Assessment? 163
Provide Space and Materials for Active Involvement 215
Reporting to and Communicating with Parents and
Families 165 Developmentally Appropriate Curriculum for Infants
Types and Methods of Assessment 166 and Toddlers 216
Authentic Assessment 166 Multiculturally Appropriate Practice 216
Traditional Assessment 167 Curriculum for Infants and Toddlers 219
Formal Assessment 167 Provide Daily Routines 219
Informal Assessment 169 Encourage Language Development 219
Promote Respectful Social Development and
The Significance of Using Observation to Assess 182
Interactions 219
Purposes of Observation 182
Provide Engaging and Challenging Activities 220
Advantages of Gathering Data Through Observation 183
Technology and Infants and Toddlers 220
Steps for Conducting Observations 184
Mental Health 220
The Contexts of Assessment 186
Developmentally Appropriate Assessment 186
Teaching and Learning in the Inclusive Classroom 224
Teaching and Learning in the Inclusive Classroom: Activities for Professional Development 225
Ethical Dilemma: “To vaccinate or not to vaccinate?” 225
­Assessment of Children with Disabilities 188
Application Activities 226
Critical Issues in the Assessment of Young Children 190
Assessment and Accountability 190
 Contents xvii

chapter 8 Curriculum in the Kindergarten 275

Standards in Kindergarten 275
The Preschool Years Developmentally Appropriate Practice in the Kindergarten
Getting Ready for School and Life 228 Classroom 276
Literacy and Reading in Kindergarten 277
What is Preschool? 228
Reading and Writing Workshops 280
Why Are Preschools Growing in Popularity? 229
Lesson Planning 282
What Are Preschools Like? 230
5E Lesson Plan: Literacy 282
What Are Preschoolers Like? 231
Mathematics in Kindergarten 284
Physical and Motor Development 232
Science in Kindergarten 285
Social and Emotional Development 232
Social Studies in Kindergarten 285
Cognitive Development 233
Technology in Kindergarten 288
Language Development 235
The Arts in Kindergarten 288
School Readiness 237 Teaching and Learning in the Inclusive Classroom 290
School Readiness Skills and Dispositions 240
Activities for Professional Development 291
Readiness and Culture 243
Ethical Dilemma: “To redshirt or not to redshirt?” 291
The Teacher’s Role in Encouraging Peer Interactions in Application Activities 292
Preschool Classrooms 244
Transitions to Kindergarten 245
“Letting Kids Help Each Other Is the Way to Go!” 246 chapter 10
Peer Interactions in the Classrooms 247
The Early Elementary Grades: One Through Three
Developmentally Appropriate Practice and the Preschool Preparation for Life 294
Curriculum 247
Daily Schedule 247 Teaching in Grades One Through Three 294
Play in Preschool Programs 252 Contemporary Schooling 295
Contexts that Influence Teaching and Learning 295
Activities for Professional Development 258
Ethical Dilemma: “There’s only one way.” 258 Early Elementary Children: What They Are Like 300
Application Activities 258 Physical Development 302
Social Development 304
Emotional Development 304
chapter 9 Moral Development 306
Cognitive Development 308
Kindergarten Today Environments That Support Learning in the Primary
Meeting Academic and Developmental Needs 260 Grades 308
The History of Kindergarten Education 260 The Physical Environment 309
Kindergarten Today 261 The Social Environment 309
Environments That Support Prosocial and Conflict
Kindergarten Children: What They Are Like, Who Attends, ­Resolution Education 310
and Formats of Programs 262
Curriculum in the Early Elementary Grades 310
Physical Development 262
Developmentally Appropriate Practice in the Primary
Social and Emotional Development 263
Grades 310
Cognitive and Language Development 263
Teaching Practices 311
Children Who Attend Kindergarten 266
Literacy and Reading in the Primary Grades 311
Formats of Kindergarten Programs 267
Math in the Primary Grades 315
Supporting Children’s Developmental Approaches to
5E Lesson Plan: Geometry 315
Learning 270
Science in the Primary Grades 317
Environments for Kindergartners 271
Arts in the Primary Grades 321
The Healthy Environment 271
Social Studies in the Primary Grades 321
The Respectful Environment 272
Teaching Thinking 323
The Supportive Environment 273
Teaching and Learning in the Inclusive Classroom 324
The Challenging Environment 273
Activities for Professional Development 324
The Physical Environment 274
Ethical Dilemma: “Poorest excuse award.” 324
The Social Environment 275
Application Activities 325
xviii Contents

chapter 11 Step 8: Arrange and Modify the Classroom

Environment 368
Educating Children with Diverse Backgrounds Step 9: Model Appropriate Behavior 369
and Special Needs Step 10: Avoid Problems 369
Ensuring Each Child Learns 326 Step 11: Develop a Partnership with Parents, Families,
and Others 369
The Individuals with Disabilities Education Act Step 12: Use and Teach Conflict Management 370
(IDEA) 327 Applying the Twelve Steps 371
IDEA’s Seven Principles 328
Teaching and Learning in the Inclusive Classroom:
Additional Provisions of IDEA  331
Accommodating Diverse Learners 371
Children with Disabilities 334 Tangible Reinforcement 372
Children with Autism 334 Activity-Based Reinforcement 372
Children with Attention Deficit Hyperactivity Disorder Token Reinforcement 372
(ADHD) 337
Social Reinforcement 372
Teaching and Learning in the Inclusive Classroom:
Instructional Strategies for Teaching Children with Natural Reinforcement 373
Disabilities 340 Activities for Professional Development 373
Teaching English Learners (ELs) 344 Ethical Dilemma: “Boy in a duffel bag!” 373
Supporting English Learners 344 Application Activities 373
Dual Language Programs 345
Multicultural Education 347
Multicultural Awareness 347 chapter 13
Activities for Professional Development 350 Parents, Families, and The Community
Ethical Dilemma: “Speak English first!” 350
Building Partnerships for Student Success 376
Application Activities 350
New Views of Parent and Family Partnerships 377
Ownership 377
Increasing Student Achievement 377
chapter 12
Changing Parents and Families: Changing
Guiding Children’s Behavior Involvement 379
Helping Children Be Their Best 352 Working Parents 379
Why Guide Children’s Behavior? 352 Fathers 380
What Is Guiding Behavior? 353 Single Parents 381
Teenage Parents 383
Guiding Behavior in a Community of Learners 353
Prison and Incarcerated Families 384
The Community of Learners 353
Homeless Families and Children 385
What is the Social Constructivist Approach to Guiding
Grandparents as Parents 386
Behavior? 355
Linguistically Diverse Parents and Families 387
The Social Constructivist Approach: Piaget and
Lesbian, Gay, Bisexual, and Transgender (LGBT)
Vygotsky 355
Families 388
Guiding Behavior in the Zone of Proximal
Military Families 391
Development 356
Guiding Behavior with Scaffolding 356 Types of Parent and Family Involvement 392
Adult–Child Discourse 357 Type 1: Personal or Individual Involvement and
Empowerment 392
Private Speech and Self-Guided Behavior 359
Type 2: Home and Family Involvement and
Twelve Steps for Guiding Behavior 360 Empowerment 393
Step 1: Use Constructivist Guidance Guidelines 360 Type 3: School-Based Involvement and
Step 2: Guide the Whole Child 360 Communication 395
Step 3: Know and Use Developmentally Appropriate Type 4: Community-Based Involvement, Empowerment,
Practice 361 and Leadership 396
Step 4: Meet Children’s Needs 361 Type 5: Leadership, Decision Making, and Advocacy 396
Step 5: Help Children Build New Behaviors 363 Type 6: State and National Involvement 397
Step 6: Empower Children 364 Home Visitation 397
Step 7: Establish Appropriate Expectations 367 Parent–Teacher Conferences 398
Another random document with
no related content on Scribd:
Anton Chekhov
“I fully appreciate it, my boy,” interrupted the physician. “But you
know I am a man of family. I have children. A mother-in-law. Ladies
call here.”
“Of course, if you look at it from the point of view of the common
herd, you might regard it in a different light. But I beg of you, rise
above the mob. Your refusal would hurt the feelings of my mother
and of myself. I am her only son. You saved my life. We are asking
you to accept something we hold very dear. I only deplore the fact
that we have no companion piece to it.”
“Thank you, dear fellow, and thank your mother. I see that I can not
reason with you. But you should have thought of my children, you
know, and the ladies. But I fear you will not listen to arguments.”
“No use arguing, doctor,” replied the grateful patient, made happy by
the implied acceptance. “You put it right here, next to the Japanese
vase. What a pity I have not the pair. What a pity!”
When his caller departed the doctor thoughtfully regarded his
unwelcome present. He scratched his head and pondered.
“It is an exquisite thing, without doubt. It would be a pity to throw it
into the street. It is quite impossible to leave it here, though. What a
dilemma to be in. To whom could I give it? How to get rid of it?”
Finally he bethought himself of Ukhoff, a dear friend of his school
days, and a rising lawyer, who had just successfully represented him
in some trifling case.
“Good,” said the doctor. “As a friend he refused to charge me a fee,
and it is perfectly proper that I should make him a present. Besides,
he is a single man and tremendously sporty.”
Losing no time, the doctor carefully wrapped up the candlestick and
drove to Ukhoff.
“There, old chap,” he said to the lawyer, whom he happily found at
home; “there I have come to thank you for that little favor. You
refused to charge me a fee, but you must accept this present in
token of my gratitude. Look—what a beauty!”
On seeing the present the attorney was transported with delight.
“This beats everything!” he fairly howled. “Hang it all, what inventive
genius! Exquisite, immense. Where did you get such a little gem?”
Having expressed his delight, the lawyer anxiously looked at his
friend and said:
“But, you know, you must not leave this thing here. I can not accept
it.”
“Why?” gasped the doctor.
“You know my mother calls here, clients, I would not dare to look my
servants in the face. Take it away.”
“Never! You must not refuse,” exclaimed the physician with the
energy of despair. “Look at the workmanship! Look at the
expression! I will not listen to any refusals. I will feel insulted.”
With these words the doctor hurried out of the house.
“A white elephant,” the lawyer mumbled sadly, while the doctor,
rubbing his hands with glee, drove home with an expression of relief.
The attorney studied his present at length and wondered what to do
with it.
“It is simply delicious, but I can not keep it. It would be vandalism to
throw it away, and the only thing to do is to give it away. But to
whom?
“I have it now,” he fairly shouted. “The very thing, and how
appropriate. I will take it to Shashkin, the comedian. The rascal is a
connoisseur in such things. And this is the night of his jubilee.”
In the evening the candelabrum, carefully wrapped, was taken to
Shashkin’s dressing-room by a messenger boy. The whole evening
that dressing-room was besieged by a crowd of men who came to
view the present. An incessant roar of delight was kept up within,
sounding like the joyous neighing of many horses. Whenever an
actress approached the door leading to the sanctum, and curiously
knocked, Shashkin’s hoarse voice was heard in reply:
“No, my dear, you can’t come in, I am not fully dressed.”
After the performance Shashkin shrugged his shoulders and said:
“What on earth shall I do with this disreputable thing? My landlady
would not tolerate it in the house. Here actresses call to see me.
This is not a photograph, you can’t hide it in the drawer.”
The hair-dresser listened sympathetically while arranging the
comedian’s hair.
“Why don’t you sell it?” he finally asked the actor. “A neighbor of
mine, an old lady, deals in such things, and she will pay you a good
price for it. An old woman by the name of Smirnoff, the whole town
knows her.”
Shashkin obeyed.

Two days later Dr. Koshelkoff sat peacefully in his study, enjoying his
pipe and thinking of things medical, when suddenly the door of his
room flew open, and Alexander Smirnoff burst upon his sight. His
face beamed with joy, he fairly shone, and his whole body breathed
inexpressible content.
In his hands he held an object wrapped in a newspaper.
“Doctor,” he began breathlessly, “imagine my joy! What good fortune!
Luckily for you my mother has succeeded in obtaining a companion
piece to your candelabrum. You now have the pair complete. Mother
is so happy. I am her only son, you know. You saved my life.”
Trembling with joy and with excess of gratitude, young Smirnoff
placed the candelabrum before the doctor. The physician opened his
mouth, attempted to say something, but the power of speech failed
him—and he said nothing.
 THE SLANDERER
BY ANTON CHEKHOV
Translated by Herman Bernstein. Copyright, 1901,
by the Globe and Commercial Advertiser.

Sergey Kapitonich Akhineyev, the teacher of calligraphy, gave his

daughter Natalya in marriage to the teacher of history and
geography, Iván Petrovich Loshadinikh. The wedding feast went on
swimmingly. They sang, played, and danced in the parlor. Waiters,
hired for the occasion from the club, bustled about hither and thither
like madmen, in black frock coats and soiled white neckties. A loud
noise of voices smote the air. From the outside people looked in at
the windows—their social standing gave them no right to enter.
Just at midnight the host, Akhineyev, made his way to the kitchen to
see whether everything was ready for the supper. The kitchen was
filled with smoke from the floor to the ceiling; the smoke reeked with
the odors of geese, ducks, and many other things. Victuals and
beverages were scattered about on two tables in artistic disorder.
Marfa, the cook, a stout, red-faced woman, was busying herself near
the loaded tables.
“Show me the sturgeon, dear,” said Akhineyev, rubbing his hands
and licking his lips. “What a fine odor! I could just devour the whole
kitchen! Well, let me see the sturgeon!”
Marfa walked up to one of the benches and carefully lifted a greasy
newspaper. Beneath that paper, in a huge dish, lay a big fat
sturgeon, amid capers, olives, and carrots. Akhineyev glanced at the
sturgeon and heaved a sigh of relief. His face became radiant, his
eyes rolled. He bent down, and, smacking his lips, gave vent to a
sound like a creaking wheel. He stood a while, then snapped his
fingers for pleasure, and smacked his lips once more.
“Bah! The sound of a hearty kiss. Whom have you been kissing
there, Marfusha?” some one’s voice was heard from the adjoining
room, and soon the closely cropped head of Vankin, the assistant
school instructor, appeared in the doorway. “Whom have you been
kissing here? A-a-ah! Very good! Sergey Kapitonich! A fine old man
indeed! With the female sex tête-à-tête!”
“I wasn’t kissing at all,” said Akhineyev, confused; “who told you, you
fool? I only—smacked my lips on account of—in consideration of my
pleasure—at the sight of the fish.”
“Tell that to some one else, not to me!” exclaimed Vankin, whose
face expanded into a broad smile as he disappeared behind the
door. Akhineyev blushed.
“The devil knows what may be the outcome of this!” he thought.
“He’ll go about tale-bearing now, the rascal. He’ll disgrace me before
the whole town, the brute!”
Akhineyev entered the parlor timidly and cast furtive glances to see
what Vankin was doing. Vankin stood near the piano and, deftly
bending down, whispered something to the inspector’s sister-in-law,
who was laughing.
“That’s about me!” thought Akhineyev. “About me, the devil take him!
She believes him, she’s laughing. My God! No, that mustn’t be left
like that. No. I’ll have to fix it so that no one shall believe him. I’ll
speak to all of them, and he’ll remain a foolish gossip in the end.”
Akhineyev scratched his head, and, still confused, walked up to
Padekoi.
“I was in the kitchen a little while ago, arranging things there for the
supper,” he said to the Frenchman. “You like fish, I know, and I have
a sturgeon just so big. About two yards. Ha, ha, ha! Yes, by the way,
I have almost forgotten. There was a real anecdote about that
sturgeon in the kitchen. I entered the kitchen a little while ago and
wanted to examine the food. I glanced at the sturgeon and for
pleasure, I smacked my lips—it was so piquant! And just at that
moment the fool Vankin entered and says—ha, ha, ha—and says:
‘A-a! A-a-ah! You have been kissing here?’—with Marfa; just think of
it—with the cook! What a piece of invention, that blockhead. The
woman is ugly, she looks like a monkey, and he says we were
kissing. What a queer fellow!”
“Who’s a queer fellow?” asked Tarantulov, as he approached them.
“I refer to Vankin. I went out into the kitchen—”
The story of Marfa and the sturgeon was repeated.
“That makes me laugh. What a queer fellow he is. In my opinion it is
more pleasant to kiss the dog than to kiss Marfa,” added Akhineyev,
and, turning around, he noticed Mzda.
“We have been speaking about Vankin,” he said to him. “What a
queer fellow. He entered the kitchen and noticed me standing beside
Marfa, and immediately he began to invent different stories. ‘What?’
he says, ‘you have been kissing each other!’ He was drunk, so he
must have been dreaming. ‘And I,’ I said, ‘I would rather kiss a duck
than kiss Marfa. And I have a wife,’ said I, ‘you fool.’ He made me
appear ridiculous.”
“Who made you appear ridiculous?” inquired the teacher of religion,
addressing Akhineyev.
“Vankin. I was standing in the kitchen, you know, and looking at the
sturgeon—” And so forth. In about half an hour all the guests knew
the story about Vankin and the sturgeon.
“Now let him tell,” thought Akhineyev, rubbing his hands. “Let him do
it. He’ll start to tell them, and they’ll cut him short: ‘Don’t talk
nonsense, you fool! We know all about it.’”
And Akhineyev felt so much appeased that, for joy, he drank four
glasses of brandy over and above his fill. Having escorted his
daughter to her room, he went to his own and soon slept the sleep of
an innocent child, and on the following day he no longer
remembered the story of the sturgeon. But, alas! Man proposes and
God disposes. The evil tongue does its wicked work, and even
Akhineyev’s cunning did not do him any good. One week later, on a
Wednesday, after the third lesson, when Akhineyev stood in the
teachers’ room and discussed the vicious inclinations of the pupil
Visyekin, the director approached him, and, beckoning to him, called
him aside.
“See here, Sergey Kapitonich,” said the director. “Pardon me. It isn’t
my affair, yet I must make it clear to you, nevertheless. It is my duty
—You see, rumors are on foot that you are on intimate terms with
that woman—with your cook—It isn’t my affair, but—You may be on
intimate terms with her, you may kiss her—You may do whatever you
like, but, please, don’t do it so openly! I beg of you. Don’t forget that
you are a pedagogue.”
Akhineyev stood as though frozen and petrified. Like one stung by a
swarm of bees and scalded with boiling water, he went home. On his
way it seemed to him as though the whole town stared at him as at
one besmeared with tar—At home new troubles awaited him.
“Why don’t you eat anything?” asked his wife at their dinner. “What
are you thinking about? Are you thinking about Cupid, eh? You are
longing for Marfushka. I know everything already, you Mahomet.
Kind people have opened my eyes, you barbarian!”
And she slapped him on the cheek.
He rose from the table, and staggering, without cap or coat, directed
his footsteps toward Vankin. The latter was at home.
“You rascal!” he said to Vankin. “Why have you covered me with mud
before the whole world? Why have you slandered me?”
“How; what slander? What are you inventing?”
“And who told everybody that I was kissing Marfa? Not you,
perhaps? Not you, you murderer?”
Vankin began to blink his eyes, and all the fibres of his face began to
quiver. He lifted his eyes toward the image and ejaculated:
“May God punish me, may I lose my eyesight and die, if I said even
a single word about you to any one! May I have neither house nor
home!”
Vankin’s sincerity admitted of no doubt. It was evident that it was not
he who had gossiped.
“But who was it? Who?” Akhineyev asked himself, going over in his
mind all his acquaintances, and striking his chest. “Who was it?”
 FAUST

BY EUGENE NIKOLAIEVITCH CHIRIKOV

Chirikov was born in 1864. He comes of a noble family from the

Province of Smibirsk. Though he began to write while still a law
student and worked a long time for the provincial press, his real
literary career dates from 1893.
In later years Chirikov abandoned his didactic themes and
devoted himself entirely to purely psychological studies of
provincial life which he knows so well and of which “Faust” is a
good example.
One of his plays, “The Chosen People,” was produced in America
by the Orleniev Company of Russian actors, of which Mme.
Nazimova was a member.
 FAUST
BY EUGENE CHIRIKOV
Translated by Lizzie B. Gorin. Copyright, 1907,
by P. F. Collier & Son.

When Iván Mikhailovich awoke one morning, the whole household

was already long up, and from the distance came the ringing voices
of the children, the rattling of the breakfast dishes, the commanding
voice of Maria Petrovna, his mother-in-law, and from the drawing-
room the chirping of the canary, which sounded to his ears like a
policeman’s whistle. He did not feel like getting up—he felt like lying
a bit longer, too lazy to dress, therefore he smoked a few cigarettes
before getting up strength for the ordeal.
He usually rose dissatisfied and out of sorts, because he did not
much fancy the rules of life by which one had to hurry with ablutions,
toilet, breakfast, and then go to the bank.
“Go and see if papa has awakened yet!” he heard his wife’s voice,
and a moment afterward a round, little head was thrust through the
doorway, and a child’s treble chimed in:
“Papa! Are you up?”
“I am, I am!” Iván Mikhailovich replied, ill-pleased, and angrily rinsed
his mouth, gurgling, sputtering, and groaning.
At the breakfast table he sat sulky and preoccupied, as if wholly
taken up with some very important thoughts, and did not deign to
pay the least attention to any one. His wife, casually glancing up at
him, thought: “He must have lost at cards at the club last night, and
does not know now where to get the money to pay up.”
At ten, Iván Mikhailovich went to the bank, from which he returned at
four, tired, hungry, and out of sorts. Sitting down to the table, he
tucked his napkin under his chin, and ate with a loud smacking of the
lips; after he had filled himself, he invariably grew good-natured, and
said: “Well, now we shall take a little nap,” and went into his study, in
which were displayed a bearskin, a pair of reindeer antlers, and a
rifle from which he had never fired a shot. There he coughed and
spat for a long time, and afterward snored so loudly that the children
feared to approach too near the door of the study, and when the
nurse wished to stop a fight or a quarrel between them, she would
say: “There—the bear is asleep in papa’s room—I will let the bear
out after you!”
Iván Mikhailovich was usually awakened about eight in the evening,
when he would once more grow angry and shout: “Yes, yes, I hear,”
immediately falling asleep again. Afterward he came out of the study
puffy and heavy-eyed, looking indeed very much like a bear, and
began to shout in a husky voice:
“I would like to know why I was not awakened in time?”
“You were, and you replied, ‘I hear!’”
“I did! Well, what of it? A person is not supposed to be responsible
for what he says when half asleep. Is the samovár ready?”
Then he went into the dining-room, and sat down to the tea-table
with his paper—and again with the appearance of a man whose
thoughts are wholly occupied with very serious and important
matters. His wife, Xenia Pavlovna, poured out the tea, and he could
hardly see her face from behind the samovár. Maria Petrovna sat at
the other end of the table, with a child’s stocking in her hand, which
she was forever darning.
They were generally silent, only rarely exchanging laconic questions
and answers: “More tea?”—“Please”—“Again there is no
lemon?”—“Why, it is lying before your very nose!”
After tea Iván Mikhailovich went to his club, where he played cards,
after which he had his supper there, and coming home about two
past midnight, he found his wife already sleeping. Only Maria
Petrovna was still up, and she usually met him in déshabillé, with an
old wrap thrown over her shoulders, her hair in disorder, and with
sighs. Iván Mikhailovich understood but too well the hidden meaning
of these sighs: they expressed silent reproaches and indirect
disapproval of his conduct. Therefore, while taking off his rubbers,
Iván Mikhailovich said: “Please spare me your sighs!”
Xenia Pavlovna never reproached her husband. She had long ago
become accustomed to either Iván Mikhailovich’s snoring or being
away. Only Maria Petrovna could not become resigned to it.
“What kind of a husband is he! All you see of him is his dressing-
gown on the peg,” she said.
“Oh, don’t say that, mother. All husbands are like that,” remarked
Xenia Pavlovna, but her face became sad and clouded, and at last a
sort of concentrated musing settled upon it. Walking up and down
the salon in the twilight, she would keep thinking about something or
other, and sing in a low, sweet voice: “Beyond the distant horizon
there is a happy land.”
Then she shook her head with a jerk and went into the nursery. Here
she played dolls with the children, romped about with them, and told
them fairy-tales about Sister Alenushka and Brother Ivanushka.
The older boy was very like his father before the latter got into the
habit of snoring and spitting and appearing before Xenia Pavlovna in
his shirt-sleeves. Gazing at this boy of hers, Xenia Pavlovna was
carried away into the past, and the dreams of her far-away youth,
dimmed and partly obscured by time, drove out of her heart the
feeling of emptiness, oppressive ennui, and dissatisfaction.
“Mama! Mamochka! Now tell us about Baba Yaga! Good?”
“Well, very good. Once there was a Baba Yaga, with a bony leg—”
“Did she snore?” asked the little girl, and her blue eyes opened wide,
resting with fear and expectation on her mother’s face. Xenia
Pavlovna broke out in a hearty laugh, caught her girlie in her arms,
and, kissing her, forgot everything else in the world.
About twice a month they received. All their guests were sedate,
respectable, and dull; people whose whole life ran smoothly,
monotonously, without a hitch, through the same deep rut; they were
all very tiresome, and loved to tell the same things over and over,
and behave and act as if by long-established rule. First they sat in
the drawing-room and spoke of their dwellings, of the weather, and
while Xenia Pavlovna entertained them with conversation, her
mother set the tea things, and while she filled the dishes with
preserves she looked apprehensively into the jars and muttered: “It’s
lasting so well that fresh fruit is not even to be thought of. The Lord
grant it lasts till Easter.” And putting the sugar from the large paper
bag into the cut-glass sugar-bowl, she thought aloud: “Twenty
pounds, indeed! Why, even forty would not suffice!”
“Please come and have some tea!” she said invitingly, with an
amiable, pleasant smile on her face. In the dining-room, where tea
was served, they all took their places in a staid and dignified manner,
making fun of those who were unlucky enough to get places at the
table corners, telling them that they would not marry for seven years;
and playing with their teaspoons, they said: “Merci,” and “Ach, if you
will be so kind!” And then they once more returned to the talk about
their apartments, the high price of provisions, and the ailments of the
little ones. Tea finished, they repaired to the drawing-room, in which
the little card-tables had already been placed, and provided with
candles, cards, and chalk; everybody became livelier, and the
oppressive frame of mind, under which people always labor when
they are called upon to do something they had not come to do, was
dispelled.
The gentlemen and ladies sat down at the tables, quarreled,
disputed, reproached one another, and broke out simultaneously into
peals of merriment; in the main, they all seemed now the most happy
people in the world. They were so much engrossed with the play that
they resembled maniacs, who could with difficulty understand if an
outsider, there by some chance, not playing cards, and therefore
suffering with ennui, spoke to them about some outside matter.
Xenia Pavlovna did not play: she and her mother were wholly taken
up with the preparations for supper, while the guests were occupied
with the whist-tables. She and Maria Petrovna quarreled a little on
such occasions, but always managed to hide their differences from
their guests.
When supper was announced all the guests sprang from their seats,
pushed back their chairs, and laughingly went to the table. Only two
of the most enthusiastic would remain in their places, and continue
to wrangle and to gesticulate over the Knave of Spades, seeming not
to care whether they had their supper or not, if only they could prove
to each other the truth of their own assertions. The master of the
house would put his arm about the waist of each and carry them off.
“Well, let us have a tiny one!” Iván Mikhailovich generally began. A
few “tiny” ones were drunk without any well-wishing, then they drank
the health of Xenia Pavlovna and the other ladies present. Their
faces reddened, their eyes became languishing, and from across the
table was continually heard: “Please pass the caviar this way, Peter
Vasilievich!” or “Please send those delicious herrings our way,
Nicolai Gregorievich!”
Bon mots, jests, and anecdotes were incessantly exchanged, some
of them very stale and told for the fiftieth time at that very table. On
these occasions Iván Mikhailovich never failed to recount with
evident pride that he and Xenia had married for love. “Ours was a
love match. I can almost say that I abducted Xenia Pavlovna.”
“Is that so?”
“Yes, just so! I remember it as if it happened to-day. I nearly
committed suicide! Yes! We had an appointment in the garden (a
luxurious garden it was! They very foolishly sold both the house and
garden!) Well, so I stand there in the old arbor, stand and wait. And
my heart is beating so loudly that it seems to me that a train must be
passing somewhere—tock-tock-tock!” Here Iván Mikhailovich began
to tell in detail how it all happened, and Xenia Pavlovna listened to
his narrative from where she sat, slightly blushing, with half-closed
eyes, and a little shiver. “At last she arrived in a carriage!”
“Came on foot, not in a carriage!” Xenia Pavlovna unexpectedly
corrected him, because every stroke, every detail of these far-away
recollections was inexpressibly dear to her.
“Well, in a carriage or on foot. What material difference does it
make!” angrily remarked Iván Mikhailovich, greatly displeased at
being interrupted, and continued his story, totally ignoring the
correction as well as Xenia Pavlovna herself, as if this Xenia
Pavlovna and—that other one—about whom he was telling his
guests had nothing whatsoever in common.
After supper they once more drank tea, yawned, covering the mouth
with the hand, or with the napkin, and breathed hard, looking at their
watches, and exchanging glances with their wives. “Yes, it is about
time!” replied the wives, and the guests began to take their leave, the
women kissed good-by, the men looked for their rubbers and hats,
and again joked.
After the guests had gone, leaving behind them tobacco smoke,
glasses half-full of undrunk tea, and the scraps of the supper, the
house suddenly subsided into quiet and peace, and Xenia Pavlovna
sank into a chair, and remained motionless in a silent antipathy to
her surroundings. She rested from the idle talk, noise, amiable
smiles, and entertaining, and felt as if she were just recovering from
a serious illness or had had to go through some severe penance.
The mother, passing through the drawing-room, quickly threw open
the ventilators, and remarked: “Just like a barrack,” pulling out of the
jardinieres the cigarette-stubs which had been stuck into the earth by
the smokers, and, waxing angry: “I purposely placed two ash-trays
on each card-table, but no! they must go and stick their cigarette-
stubs into the flower-pots!” Then she began to set the house to rights
and clear the tables; and all this she did with irritation. Iván
Mikhailovich threw off his coat, opened his vest, and, walking
through the rooms, yawned, opening his mouth wide and displaying
his teeth. Then he went into the bedroom, undressed, and stretched
himself comfortably on the soft mattress of the splendid, wide bed.
“Can’t you leave off putting the things in order till morning! Eh, how
cleanliness has suddenly taken hold of them!” he shouted through
the whole house, and listened: “Well, now the babes have revolted!”
From the nursery came the crying of the children and the soothing
voice of his wife. Well, now he knew that the racket would go on for a
long time—she would not get away from them so soon. And, turning
to the wall, he pulled the coverlet higher.
Once or twice during the month they went visiting. And there the
same story was repeated: conversations about the health of the little
ones, the dwelling-houses, servants, the green tables, cigarette
smoke, disputes about the Knave of Spades, and a supper with
vodka, cheap wine, caviar, pickled herrings, and the indispensable
cutlets and green pease. And after they left here, too, no doubt, was
an opening of ventilators, and a perfect enjoyment of the ensuing
quiet and peace.
And so their life went on from day to day, monotonous and tiresome,
like a rainy evening, when everything is wet, gray, and cloudy—an
oppressive, colorless life. “We live just as if we were turning over the
pages of a cook-book. One day only differs from another in so far as
that yesterday we had rice soup and cutlets for dinner, and to-day
cabbage soup and cutlets,” sometimes thought Xenia Pavlovna, and
a kind of despair suddenly took possession of all her being, and it
seemed to her that she must decide on something, do something.
But what should she do? And in reply to this a sad smile appeared
on her lips—gentle and helpless—and her eyes filled with unbidden
tears.
Then she would get a fit of the blues. Everything suddenly began to
bore her, she did not care to see any one, nor talk to any one; it
seemed to her that people spoke not of what they thought, nor of
what interested them, but were, on the contrary, doing their best to
hide their real thoughts; that they laughed at things not because they
thought them laughable, but simply from politeness and wishing to
appear amiable. And that all of them were only pretending to be
good and clever, while in reality they were trivial, stupid, and
unbearably tiresome.
She sat down at the window, resting her head on her hand, and
looked out upon the street, where the tiresome, hateful day was
dying away in a gray twilight. She remembered her youth, when life
had seemed so big, with immeasurable horizons enveloped in an
alluring, dove-colored mist, so interesting in its endless variations, so
enigmatic and incomprehensible; when it seemed that the most
important and wished-for thing was still before her, when her maiden
heart stood still with fear and curiosity before the unknown future,
when her heart was filled with a vague alarm in the expectation of a
great happiness, perhaps the happiness of a triumphant love. And
here it is—real life. The horizon ends with the grocery store across
the street and is enveloped in the poesy of the cook-book. All of
them live from day to day, are bored, gossip, speak of their
dwellings, servants, occupations, play cards, bear children, and
complain—the husbands about their wives and the wives about their
husbands. And there is no triumphant love anywhere—but only
triumphant triviality, rascality, and ennui. All that was interesting in life
was already a thing of the past, it had all happened long before; then
she had been supremely happy, and that happiness—which is given
to one only once in life—passed away imperceptibly, and would
nevermore return.
It grew darker; on the streets appeared timidly blinking yellow lights.
The bells rang for vespers, and this ringing of the church-bells
awakened in her soul something vague and alarming: a sad longing
for something which had gone forever; or was it that it reproached
the soul soiled by life? “Evening bells, evening bells!” Xenia
whispered with a deep sigh.
Suddenly in the dim drawing-room appeared a whitish figure: it was
Iván Mikhailovich, who came out of his study without a vest. He
stretched, yawned, let out an “O-go-go-go!” and remarked: “I dined
well and enjoyed a splendid snooze. What are you dreaming about?”
“Oh, just so, I was thinking what a tiresome affair it is to live in this
world!”
“How is that! After you have given birth to three children you all at
once begin to find life tiresome?”
“Oh, how commonplace and trivial this is!”