vi Unit One The Children and You . . . . . . . . . . . . . . . . . . . . . . . . 2 Chapter 1 You: Working with Young Children . . . . . . . . . . . . . . . 4 Social and Economic Changes . . . . . . . . . . . . . . . . . . . . . . . 6 Career Opportunities in Early Childhood. . . . . . . . . . . . . . . . . . . 9 Education and Training Needed to Work with Young Children . . . . . . . . . 12 The Teacher’s Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . 14 Characteristics of Successful Teachers . . . . . . . . . . . . . . . . . . . . 20 Chapter 2 Types of Early Childhood Programs. . . . . . . . . . . . . . . 26 Family Child Care. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Child Care and Early Childhood Centers. . . . . . . . . . . . . . . . . . . 28 Montessori Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Head Start . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 School-Age Child Care . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Parent Cooperatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Laboratory Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 High School Child Care Programs . . . . . . . . . . . . . . . . . . . . . . 34 Sponsorship of Early Childhood Centers . . . . . . . . . . . . . . . . . . . 35 Employer Sponsorship. . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Universal Prekindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Factors Affecting Quality . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Selecting a Child Care Program . . . . . . . . . . . . . . . . . . . . . . . 38 The Selection Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Licensing Rules and Regulations . . . . . . . . . . . . . . . . . . . . . . . 41 Center Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Quality Rating Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Chapter 3 Observing Children: A Tool for Assessment . . . . . . . . 46 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Assessment Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Using Technology for Assessment . . . . . . . . . . . . . . . . . . . . . . 57 Portfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Guidelines for Observing Children. . . . . . . . . . . . . . . . . . . . . . 59 Chapter 4 Child Development Principles and Theories . . . . . . . . . . 62 Child Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Brain Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Historical Infl uences on Early Child Care and Education . . . . . . . . . . . 72 Theories of Development . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Erikson’s Psychosocial Theory . . . . . . . . . . . . . . . . . . . . . . . . 75 Piaget’s Cognitive Development Theory . . . . . . . . . . . . . . . . . . . 77 Vygotsky’s Sociocultural Theory . . . . . . . . . . . . . . . . . . . . . . . 79 Contents