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Mission Statement: The mission of the series is to provide an
integrated view of current knowledge within the various areas of
early childhood education. Each volume in the series will present a
scholarly, but accessible review of research and theory related to
some aspect of early childhood education. The topics to be covered
in each volume will be determined by which aspects of the field are
considered particularly important at the time of its development as
well as which are particularly generative in relation to current
research and theory.
For decades, politicians, businessmen and other leaders have been
concerned with the quality of education, including early childhood
education, in the United States. While more than 50% of the
children between the ages of three and five are enrolled in
preschool and kindergarten programs in the United States, no state,
federal, or national standards exist for science or technology
education in preschool or kindergarten programs. Knowledge about
science and technology is an important requirement for all in
contemporary society. An increasing number of professions require
the use of scientific concepts and technological skills and society
as a whole depends on scientific knowledge. Scientific and
technological knowledge should be a part of every individual's
education. There are many ways to enhance young children's
scientific thinking and problem-solving skills as well as their
technological abilities. The purpose of this volume is to present a
critical analysis of reviews of research on science and technology
education in early childhood education. The first part of the
volume includes contributions by leading scholars in science, while
the second part includes contributions by leading scholars in
technology.
For decades, politicians, businessmen and other leaders have been
concerned with the quality of education, including early childhood
education, in the United States. While more than 50% of the
children between the ages of three and five are enrolled in
preschool and kindergarten programs in the United States, no state,
federal, or national standards exist for science or technology
education in preschool or kindergarten programs. Knowledge about
science and technology is an important requirement for all in
contemporary society. An increasing number of professions require
the use of scientific concepts and technological skills and society
as a whole depends on scientific knowledge. Scientific and
technological knowledge should be a part of every individual's
education. There are many ways to enhance young children's
scientific thinking and problem-solving skills as well as their
technological abilities. The purpose of this volume is to present a
critical analysis of reviews of research on science and technology
education in early childhood education.The first part of the volume
includes contributions by leading scholars in science, while the
second part includes contributions by leading scholars in
technology.
The purpose of this volume is to present a selection of chapters
that reflect current issues relating to children's socialization
processes that help them become successful members of their
society. From birth children are unique in their rates of growth
and development, including the development of their social
awareness and their ability to interact socially. They interpret
social events based on their developing life style and
environmental experiences. The children's socialization is
influenced by several important social forces including the family
and its organization, their peer group, and the significant others
in their lives. In "Theories of Socialization and Social
Development," Olivia Saracho and Bernard Spodek describe the
children's socialization forces and the different developmental
theories that have influenced our understanding of the
socialization process. These include maturationist theory
(developed by Arnold Gesell), constructivist theories (developed by
such theorists as Jean Piaget, Lev S. Vygotsky, and Jerome Bruner),
psychodynamic theories (developed by such theorists as Sigmund
Freud, Erik Erikson, Harry Stack Sullivan, and Alfred Adler), and
ecological theory (developed by Urie Bronfenbrenner). Each theory
provides interpretations of the meaning of the children's social
development and describes the different characteristics for each
age group in the developmental sequences.
The purpose of this volume is to present a selection of chapters
that reflect current issues relating to children's socialization
processes that help them become successful members of their
society. From birth children are unique in their rates of growth
and development, including the development of their social
awareness and their ability to interact socially. They interpret
social events based on their developing life style and
environmental experiences. The children's socialization is
influenced by several important social forces including the family
and its organization, their peer group, and the significant others
in their lives. In "Theories of Socialization and Social
Development," Olivia Saracho and Bernard Spodek describe the
children's socialization forces and the different developmental
theories that have influenced our understanding of the
socialization process. These include maturationist theory
(developed by Arnold Gesell), constructivist theories (developed by
such theorists as Jean Piaget, Lev S. Vygotsky, and Jerome Bruner),
psychodynamic theories (developed by such theorists as Sigmund
Freud, Erik Erikson, Harry Stack Sullivan, and Alfred Adler), and
ecological theory (developed by Urie Bronfenbrenner). Each theory
provides interpretations of the meaning of the children's social
development and describes the different characteristics for each
age group in the developmental sequences.
Social epistemology is a broad set of approaches to the study of
knowledge and to gain information about the social dimensions. This
intellectual movement of wide cross-disciplinary sources
reconstructs the problems of epistemology when knowledge is
considered to be intrinsically social. In the first chapter,
""Social Epistemology and Social Learning,"" Olivia Saracho and
Bernard Spodek discuss the social and historical contexts in which
different forms of knowledge are formulated based on the
perspective of social epistemology. They also discuss the emergence
of social epistemology, which guides researchers to investigate
social phenomena in laboratory and field settings. Social factors
""external"" to the appropriate business of science have a major
impact in the social studies researchers'= historical case studies.
Thus, social studies researchers may be considered social
epistemologists, because (a) they focus on knowledge of social
influences and (b) they infer epistemologically significant
conclusions from their sociological or anthropological research. In
addition, analyses indicate that studies of scientific paradigms
are basically a struggle for political power rather than reflecting
reliable epistemic merit. Social studies researchers focus on
knowledge of social influences on knowledge, which is analogous to
the knowledge of the social epistemologists. They also use their
sociological or anthropological research to infer epistemologically
significant conclusions.
A volume in Contemporary Perspectives in Early Childhood Education
Series Editors Olivia N. Saracho and Bernard Spodek This volume
provides a comprehensive critical analysis of the research in
mathematics education for young children. The researchers who
conducted the critical analysis focused on the relationship between
(1) mathematics learning in the early years and domain specific
approaches to cognitive development, (2) the children's social
learning and their developing understanding of math, and (3) the
children's learning in a natural context and their understanding of
mathematics concepts. The work of these scholars can help guide
those researchers who are interested in pursuing studies in early
childhood mathematics in a specific area of study. This volume will
facilitate the research conducted by both novice and expert
researchers. The volume has accomplished its major goals, which
consists of critically analyzing important research in a specific
area that would be most useful in advancing the field and provide
recommendations for both researchers and educators.
A volume in Contemporary Perspectives in Early Childhood Education
Series Editors Olivia N. Saracho and Bernard Spodek This volume
provides a comprehensive critical analysis of the research in
mathematics education for young children. The researchers who
conducted the critical analysis focused on the relationship between
(1) mathematics learning in the early years and domain specific
approaches to cognitive development, (2) the children's social
learning and their developing understanding of math, and (3) the
children's learning in a natural context and their understanding of
mathematics concepts. The work of these scholars can help guide
those researchers who are interested in pursuing studies in early
childhood mathematics in a specific area of study. This volume will
facilitate the research conducted by both novice and expert
researchers. The volume has accomplished its major goals, which
consists of critically analyzing important research in a specific
area that would be most useful in advancing the field and provide
recommendations for both researchers and educators.
In the chapters that follow, the history and current status of
early childhood education in selected countries, along with a
review of current research that is being conducted in these
countries will be presented. In essence this will provide a glimpse
of the intellectual base of early childhood education in many parts
of the world
In the chapters that follow, the history and current status of
early childhood education in selected countries, along with a
review of currentresearch that is being conducted in these
countries will be presented. In essence this will provide a glimpse
of the intellectual base of earlychildhood education in many parts
of the world
Social epistemology is a broad set of approaches to the study of
knowledge and to gain information about the social dimensions. This
intellectual movement of wide cross-disciplinary sources
reconstructs the problems of epistemology when knowledge is
considered to be intrinsically social. In the first chapter,
""Social Epistemology and Social Learning,"" Olivia Saracho and
Bernard Spodek discuss the social and historical contexts in which
different forms of knowledge are formulated based on the
perspective of social epistemology. They also discuss the emergence
of social epistemology, which guides researchers to investigate
social phenomena in laboratory and field settings. Social factors
""external"" to the appropriate business of science have a major
impact in the social studies researchers'= historical case studies.
Thus, social studies researchers may be considered social
epistemologists, because (a) they focus on knowledge of social
influences and (b) they infer epistemologically significant
conclusions from their sociological or anthropological research.In
addition, analyses indicate that studies of scientific paradigms
are basically a struggle for political power rather than reflecting
reliable epistemic merit. Social studies researchers focus on
knowledge of social influences on knowledge, which is analogous to
the knowledge of the social epistemologists. They also use their
sociological or anthropological research to infer epistemologically
significant conclusions.
Contents: Emergence of Families, Communities, and Schools in Early
Childhood Education: Introduction, Olivia N. Saracho and Bernard
Spodek. Challenges and Realities: Family-Community-School
Partnership, Olivia N. Saracho and Bernard Spodek. Families and
Early Childhood Education Through the Years, Bernard Spodek and
Olivia N. Saracho. Young Children Experiencing Divorce and Family
Transitions: How Early Childhood Professionals Can Help, Marion F.
Ehrenberg, Jacqueline E. Bush, Jennifer D. Pringle, Marei
Luedemann, and Jennifer Geisretter. Family context and
psychological development in early childhood: Educational
implications, Enrique B. Arranz Freijo. Parenting Self-Efficacy and
Competence in Relation to Young Children's Social and Academic
Outcomes, Priscilla K. Coleman and Katherine H. Karraker. Emotion
Regulation: Implications For Children's School Readiness and
Achievement, Julia M. Braungart-Rieker and Ashley L. Hill.
In this anthology, Saracho (curriculum and instruction, University
of Maryland) and Spodek (early childhood education, University of
Illinois) present work reviewing the current state of knowledge on
the education of students who are not fully proficient in English.
The editors attempt to move beyond the narrow focus of language
instruction that ha
An examination of teachers in early childhood settings. Areas
covered include: factors that impact on teacher quality;
transformative pathways in becoming an early childhood teacher;
Sensei - early childhood education teachers in Japan; and beliefs
of early childhood teachers.
An examination of teachers in early childhood settings. Areas
covered include: factors that impact on teacher quality;
transformative pathways in becoming an early childhood teacher;
Sensei - early childhood education teachers in Japan; and beliefs
of early childhood teachers.
Language Policy and Literacy Instruction, Olivia N. Saracho and
Bernard Spodek. Historical Perspectives in Language Policy and
Literacy Reform, Olivia N. Saracho and Bernard Spodek. Second
Language Issues in Early Literacy and Instruction, Elizabeth S.
Pang and Michael L. Kamil.
This volume on literacy in early childhood education covers topics
such as: teachers' roles in promoting literacy-related play;
hypermediating literacy activity; creating opportunities for
discourse; bridging home and school literacy; and engaging children
in the appropriation of literacy.
This text looks at how the study of play has gained attention and
concerns about play in young children have emerged. Ten chapters
examine the understanding of play and its theories, play in school,
pre-school and theories of pretence, mental representation and
humour development.
Mission Statement: The mission of the series is to provide an
integrated view of current knowledge within the various areas of
early childhood education. Each volume in the series will present a
scholarly, but accessible review of research and theory related to
some aspect of early childhood education. The topics to be covered
in each volume will be determined by which aspects of the field are
considered particularly important at the time of its development as
well as which are particularly generative in relation to current
research and theory.
This volume on literacy in early childhood education covers topics
such as: teachers' roles in promoting literacy-related play;
hypermediating literacy activity; creating opportunities for
discourse; bridging home and school literacy; and engaging children
in the appropriation of literacy.
Contents: Emergence of Families, Communities, and Schools in Early
Childhood Education: Introduction, Olivia N. Saracho and Bernard
Spodek. Challenges and Realities: Family-Community-School
Partnership, Olivia N. Saracho and Bernard Spodek. Families and
Early Childhood Education Through the Years, Bernard Spodek and
Olivia N. Saracho. Young Children Experiencing Divorce and Family
Transitions: How Early Childhood Professionals Can Help, Marion F.
Ehrenberg, Jacqueline E. Bush, Jennifer D. Pringle, Marei
Luedemann, and Jennifer Geisretter. Family context and
psychological development in early childhood: Educational
implications, Enrique B. Arranz Freijo. Parenting Self-Efficacy and
Competence in Relation to Young Children's Social and Academic
Outcomes, Priscilla K. Coleman and Katherine H. Karraker. Emotion
Regulation: Implications For Children's School Readiness and
Achievement, Julia M. Braungart-Rieker and Ashley L. Hill."
The volume editors of this work cast an eye towards the future,
where US schools and society will be increasingly populated by
racially and ethnically diverse groups, more so than any other
period in the country's history. Rachel Grant examines the
practices and methods in the teaching of second language learners.
Fred Genesee and Elena Nicoladis discuss bilingualism in preschool
children. S. Jim Campos describes and analyses a preschool
programme for Latino children. Celia Genishi and Margaret Borrego
Brainard review the ways in which the language capacities of
bilingual children are tested by teachers and institutions. Howard
L. Smith and Paul E. Heckman look at a playground fight which
becomes emblematic of the clashes between Spanish-dominant and
English-dominant children. George P. Knight, Martha E. Bernal and
Gustavo Carlo compare and contrast socialisation and individual
behaviour among Mexican-American children. Francisco A. Villarruel,
David R. Imig and Marjorie J. Kostelnick look at different family
structures in culturally diverse families and their impact on
children. Karen Shu-Minutoli also looks at the family: the
characteristics, styles, and support needed in care of disabled,
diverse children. Patricia A. Edwards, Kathleen L. Fear and
Margaret A. Gallego examine parents' roles in the pursuit of fair
education for their children, and how they can affect curriculum.
In the last two chapters, Olivia N. Saracho and Bernard Spodek
discuss teacher preparation in early childhood education programmes
for diverse chilren, and in conclusion, summarise the challenges
that face us regarding the issue of linguistic and cultural
diversity.
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