Part I: WHAT IS THE FIELD OF EARLY CHILDHOOD EDUCATION? 1. History of Early Childhood Education. 2. Types of Programs. Part II: WHO IS THE YOUNG CHILD? 3. Defining the Young Child. 4. Developmental and Learning Theories. Part III: WHO ARE THE TEACHERS? 5. Teaching: A Professional Commitment. 6. Observation and Assessment of Children. 7. Guiding Children's Behavior. 8. Families and Teachers: Partners in Education. 9. Creating Environments. Part IV: WHAT IS BEING TAUGHT? 10: Curriculum: Creating a Context for Learning. 11: Planning for the Body: Physical/Motor Development in Action. 12: Planning for the Mind: Cognitive Development in Action. 13: Planning for the Mind: Language and Literacy Development in Action. 14: Planning for the Heart and Soul: Psychosocial Development in Action. Part V: HOW DO WE TEACH FOR TOMORROW? 15: Issues and Trends in Early Childhood Education: Four Themes.
Kathryn Williams Browne has been teaching children, families, and students for more than 30 years. First a teacher of young children--in nursery school, parent cooperatives, full-day child care, pre-kindergarten, bilingual pre-school, kindergarten, and first grade--she moved to Stanford University's lab school, where she served as head teacher and psychology lecturer. Co-authoring with Ann Miles Gordon was enhanced by Kate's role as a parent, while her consultant and school board experience offered perspectives on public policy and reform. Kate teaches in the California Community College system and Early Childhood Mentor program, which offer the richness of a diverse student population coupled with the challenges of access and privilege that parallel those in the early education field itself. Ann Miles Gordon, BA: University of Washington (Child Development), MA: Stanford University (Early Childhood Education) has been in the early childhood field for over 45 years as a teacher of young children, of parents, and of college students. She has taught in lab schools, church-related centers, and private and public preschool and kindergarten programs. While at Stanford, Ann was at the Bing Nursery School for 11 years and was a lecturer in the Psychology Department. For 10 years she also served as an adjunct faculty member in four colleges, teaching the full gamut of early childhood courses. Ann served as executive director of the National Association of Episcopal Schools for 14 years, where more than 1,100 early childhood programs were a part of her network. She is now consulting in the areas of early childhood curriculum governance and professional development.