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EIGHTH EDITION
Fundamentals of
EARLY CHILDHOOD
EDUCATION
GEORGE S. MORRISON
University of North Texas
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appropriate page within the text.
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v
vi Preface
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.
• 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:
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
xii
BRIEF CONTENTS
CHAPTER 1 You and Early Childhood Education
Becoming a Professional 2
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
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.