List of Figures and Tables
Foreword by Francis O’Connell Rust
Introduction by Leslie J. Couse & Susan L. Recchia
Acknowledgements
Section I: Context, History, and Public Policy of Early Childhood Teacher Education
Chapter 1. 21st Century Early Childhood Teacher Education: New Frames for a Shifting Landscape by Rebecca S. New
Chapter 2. History of Early Childhood Teacher Education by Blythe Farb Hinitz, & Betty Liebovich, with Charlotte Jean Anderson
Chapter 3. Public Policy and Workforce in Early Childhood Education by W. Steven Barnett & Shannon Riley-Ayers
Chapter 4. Beyond the Status Quo: Rethinking Professional Development for Early Childhood Teachers by Pamela J. Winton, Patricia Snyder, & Stacie G. Goffin
Chapter 5. Accreditation and Patterns of Licensure: Achieving the Potential by Marilou Hyson & Marica Mitchell
Section II: The Knowledge Base of Early Childhood Teacher Education
Chapter 6. Preparing Teachers for Infant Care and Education by Susan L. Recchia
Chapter 7. The Simplicity of Complexity: Early Childhood Teacher Education for Pre-K and Kindergarten (PRE-K/K) by Doris Pronin Fromberg
Chapter 8. What’s Research Got to Do with It?: Moving Theory into Practice in Grades 1-3 by Sam Oertwig, Adam Holland, Gisele Crawford, Sharon Ritchie, & Nitasha Clark
Chapter 9. What Teachers Need to Know: Family Centered Practice by Douglas R. Powell & Sara A. Schmitt
Chapter 10. What Teachers Need to Know: Professional Ethics by Nancy K. Freeman & Stephanie Feeney
Section III: Models/Approaches to Early Childhood Teacher Education
Chapter 11. Pathways to Early Childhood Teacher Preparation by Eun Kyeong Cho
Chapter 12. Reimagining Teacher Education to Attract and Retain the Early Childhood Workforce: Addressing the Needs of the "Nontraditional" Student by Vicki Garavuso
Chapter 13. Preservice Early Childhood Teacher Education by Sharon Ryan & Megan Gibson
Chapter 14. Field Experiences in the Preparation of Early Childhood Teachers by Karen LaParo
Chapter 15. Teacher Inquiry and Professional Development by Kathryn Castle
Section IV: Pedagogical Approaches that Prepare Teachers to Support Diverse Learners
Chapter 16. Preparing Teachers to Support Transition and Bridge Discontinuity for Children and Families by Beth Rous & Helena Mawdsley
Chapter 17. Addressing the Needs of Young Children with Diverse Abilities and Developmental Differences by Leslie J. Couse
Chapter 18. "My Mommy Doesn’t Speak English": Supporting Children as Emergent Bilinguals by Celia Genishi & Tara Lencl
Chapter 19. Multiculturally Sustaining Early Childhood Pedagogy by Mariana Souto-Manning & Ranita Cheruvu
Chapter 20. A Social Justice Approach to Diverse Families by Beatrice S. Fennimore
Section V: Contemporary Influences in Early Childhood Teacher Education
Chapter 21. Emerging Role of Technology to Support Early Childhood Pedagogy by Claire E. Hamilton & Ellen Edge
Chapter 22. Promising Practices in Early Childhood Teacher Assessment by Faiza M. Jamil & Robert C. Pianta
Chapter 23. Globalization: International Perspectives on Early Childhood Teacher Education by James L. Hoot, Fortidas Rwehumbiza Bakuza, Masoud Gholamali Lavasani, Sungok R. Park, Maryam Sharifian, & Tunde Szecsi
Chapter 24. Alternative Perspectives on Early Childhood Teacher Education: Shifting Pedagogies by J. Amos Hatch
Chapter 25. Future Directions for Early Childhood Teacher Education by Leslie J. Couse & Susan L. Recchia
List of Contributors
Index
Leslie J. Couse is Associate Professor of Education at the University of New Hampshire, USA, and Adjunct Assistant Professor of Pediatrics at the Geisel School of Medicine at Dartmouth College, USA.
Susan L. Recchia is Professor of Education, Co-coordinator of the Program in Integrated Early Childhood Education, and Faculty Director of the Rita Gold Early Childhood Center at Teachers College, Columbia University, USA.
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