MARC details
| 000 -LEADER |
|---|
| fixed length control field |
15555cam a2200445 i 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20230526151129.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
100819s2010 njua b 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2008045151 |
| 011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE] |
|---|
| Local cataloguing issues note |
BIB MATCHES WORLDCAT |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0137151934 |
| Qualifying information |
casebound |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780137151936 |
| Qualifying information |
casebound |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(ATU)b11736525 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)263498195 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
BTCTA |
| -- |
C#P |
| -- |
BWX |
| -- |
CDX |
| -- |
YDXCP |
| -- |
SINIE |
| -- |
OCoLC |
| -- |
ATU |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB1140.23 |
| Item number |
.F44 2010 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
372.210973 |
| Edition number |
22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Feeney, Stephanie, |
| Relator term |
author. |
| 9 (RLIN) |
1018058 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Who am I in the lives of children? : |
| Remainder of title |
an introduction to early childhood education / |
| Statement of responsibility, etc. |
Stephanie Feeney [and others]. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
Eighth edition. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Upper Saddle River, N.J. : |
| Name of producer, publisher, distributor, manufacturer |
Merrill, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2010. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xx, 507 pages : |
| Other physical details |
colour illustrations ; |
| Dimensions |
26 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (pages 479-492) and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. The teacher -- Many tasks and many people -- Working with children -- Working with families -- Being part of a team -- Implementing standards and assessment -- The teacher as a person -- Personal characteristics -- Temperament -- Multiple intelligences -- Personal values and morality -- Attitudes toward diversity -- Self-knowledge and the ability to reflect -- The teacher as a professional -- The knowledge base and training -- Training and certification -- Other roles -- Professional commitment and behavior -- Legal responsibilities -- Professional values and ethics -- Stages of professional development -- 2. The field of early childhood education and care -- Overview of programs for young children -- Purposes -- Facilities -- Sponsorship and funding -- Programs for children from birth to age 5 -- Child care programs -- Home-based programs -- Center-based programs -- Child care sponsorship and funding -- Child care issues -- Head Start -- Early Head Start -- Research -- Head Start legislation -- Parent education programs -- Programs for children with disabilities -- State-funded prekindergarten programs -- Pre-K program issues -- Program regulation and quality enhancement -- Licensing -- Quality standards -- Programs for children ages 5 through 8 -- Kindergarten through primary grade (K-3) programs -- K-3 issues : school readiness -- What is readiness? -- Age of school entry -- K-3 issues : curriculum -- Programs for children ages 5 through 8 with disabilities -- Homeschooling -- Prospects for the future -- The role of government -- Standards -- Early learning standards -- Accountability -- Accountability in early childhood education -- 3. History and educational models -- The Humanistic Tradition -- The origins of early childhood education -- Ancient Greece and Rome (400 B.C.-200 A.D.) -- The Middle Ages (500-1450) -- The Renaissance and the Reformation (1300-1600) -- The Age of Enlightenment (1700s) -- The 1800s -- Educational movements that shaped the field of early childhood education -- Froebel and the kindergarten -- Kindergarten education -- The impact of the Kindergarten Movement -- Issues related to the Kindergarten Movement -- The nursery school -- Early nursery schools in the United States -- Progressive education -- Progressive education programs -- The long-term impact of progressive education -- Contemporary examples -- The Nigh/Scope Program -- The Developmental-Interaction approach -- Three European approaches -- Waldorf education -- The Montessori Method -- Reggio Emilia -- Child care in the United States -- The origins of child care in the United States -- Child care in times of national emergency -- Child care after World War II -- 4. Observing, documenting, and assessing -- Authentic assessment -- Observation -- Narrative observation records -- Structured observation records -- Electronic observation records -- Portfolios -- Observation systems -- The High/Scope Child Observation Record -- The work Sampling system -- The Creative Curriculum developmental Continuum -- The Ounce Scale -- The ECHOS Early Childhood Observation System -- Sharing information with families -- Standardized assessment -- Screening instruments -- Developmental assessments -- Diagnostic tests -- Readiness and achievement tests -- Issues in standardized assessment. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Child development -- The study of child development -- Principles of child development -- Child develops as a whole -- Development follows predictable patterns -- Rates of development vary -- Development is influenced by maturation and experience -- Development process from top down and from center outward -- Culture affects development -- Applying principles to practice -- Foundations of development -- The biological basis of development -- Inherited characteristics -- Basic needs -- Beyond basic needs -- Temperament -- The impact of environment -- The critical nature of nurturing relationships -- The importance of early experiences -- Brain development -- Theories of development -- Arnold Gesell and Maturational Theory -- Jean Piaget and the Constructivist Theory of development -- Kinds of knowledge -- Processes for construction of knowledge and understanding -- Piagetian stages of cognitive development -- Piaget's contributions to understanding social and moral development -- Laurence Kohlberg's Theory of Moral Development -- Lev Vygotsky and Sociocultural Theory -- Urie Bronfenbrenner and Ecological Theory -- Howard Garder and Multiple Intelligences Theory -- Erik Erikson and Psychosocial Theory -- Abraham Maslow and the Theory of Self-Actualization -- Development of the whole child -- Periods of development -- Domains of development -- Understanding infants' development -- Infants' physical development -- Infants' cognitive and language development -- Infants' social and emotional development -- Understanding toddler development -- Toddlers' physical development -- Toddlers' cognitive and language development -- Toddlers' social and emotional development -- Understanding preschoolers'/kindergartners' development -- Preschoolers'/kindergartners' physical development -- Preschoolers'/kindergartners' cognitive and language development -- Preschoolers'/kindergartners' social and emotional development -- Understanding school-age children's development -- School-age children's physical development -- School-age children's cognitive and language development -- School-age children's social and emotional development -- 6. Relationships and guidance -- Relationships are the foundation for child guidance -- What is guidance? -- guidance is based on trust -- Guidance honors differences -- Differences in families -- Differences in children -- Guidance is not punishment -- Goals for guidance -- Building inner control -- Supporting a positive sense of self -- Building critical thinking and reasoning skills -- Developing skills for living in a community -- Relationships are built through communication -- Communication strategies -- Time and attention -- Respectful and authentic speech -- Effective listening -- Reflective and responsive (R & R) statements -- Encouragement instead of praise -- I-messages -- Communicating with infants and toddlers -- Cultural differences in communication -- Communication barriers -- Behaviors that create barriers -- Guiding children's social interactions -- Dealing with conflict -- Helping children identify and express their feelings -- Teaching peaceful conflict resolution -- Building a classroom culture that promotes respect and fairness -- Guidance as classroom management -- Making the environment and schedule a partner in guidance --- becoming comfortable with authority -- Creating appropriate expectations : guidelines for behavior -- Redirection instead of distraction -- Anticipating and preventing problems -- Transitions -- Managing large group times -- Dealing with difficult behaviors -- Find your "button pushers" -- The child is different from the behavior -- Mistaken behavior -- Strategies for dealing with difficult behaviors -- Natural and logical consequences -- Time out -- A place to calm down -- Behaviorist approaches -- Spanking in never a choice -- Challenging behaviors. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. Health, safety, and well-being --Physical safety and health -- Creating safe places for children -- What is safe? -- Development differences and safety -- Safe outdoor environments -- Practices that promote outdoor safety -- Safe indoor environments -- Toy and material safety -- Safe indoor equipment and furnishings -- Vehicle and trip safety -- Program practices that encourage safety -- Helping children learn to be safe -- Abuse identification and prevention -- Creating healthy places for young children -- Work with a health care professional -- Handwashing and care routines -- Cleaning an sanitizing -- Safe food preparation and storage -- Limiting the spread of communicable illnesses -- Helping children learn to be healthy -- Well-being -- The importance of touch -- Transitions -- Good beginnings -- Good endings -- Supporting children during times of crisis -- Disaster and loss -- Violence -- 8. The learning environment -- Creating a learning environment space -- Self-contained and open-design classrooms -- Principles for arranging space -- Equipment and materials -- Television and video -- Outdoor learning environments -- Outdoor activity zones -- Using the outdoor environment -- Making the environment work -- Organization and aesthetics -- Different children : different places -- Infant-toddler rooms : a place like home -- Comfort -- Routines -- Flexibility -- MOvement -- Preschool and kindergarten classrooms : a child's place -- Blocks -- Dramatic play area -- Manipulative toys and games -- Sensory play -- Art area -- Library -- Writing area -- Discovery Center -- Woodworking -- Computer area -- Primary classrooms : a place called school -- Including children with disabilities in your environment -- Including adults in your environment -- Time -- Influences on the daily schedule -- Values and goals -- Children's need and developmental stage -- The program day -- The physical setting -- Time of year -- Classroom routines -- Arrival -- Diapering and toileting -- Mealtimes and snacks -- Cleanup -- Rest time -- Transitions -- Departure -- 9. Understanding and supporting play -- Characteristics of play -- Why do children play? -- Contemporary theories of play -- Stages of play -- Parten : stages of social play -- Piaget and Smilansky : cognitive stages of play -- Dramatic and sociodramatic play -- Diversity and play -- Culture, social class, and play -- Gender and play -- Disabilities and play -- The role of play in physical development -- The role of play in emotional development -- The role of play in social development -- The role of play in cognitive development -- The role of play in integrating development -- The special role of outdoor play -- Facilitating play -- Supportive attitudes -- Supportive roles -- Stage manager -- Observer -- Protector and mediator -- Participant -- tutor -- Issue in play -- Violence and play -- Gender-stereotyped play -- Shrinking opportunities for play -- 10. The curriculum -- What is curriculum? -- Curriculum in early childhood education -- The physical development curriculum -- Sensory development curriculum -- Large muscle curriculum -- Small muscle curriculum -- The creative arts curriculum -- Art -- Music -- Creative movement -- Aesthetics -- The communication curriculum -- Language -- Literacy -- Literature -- The inquiry curriculum -- Math -- Science -- Social studies. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
11. Curriculum planning -- Planning considerations -- Influences on curriculum choices -- Values and beliefs -- Knowledge of children -- Family, culture, and community -- What's worth knowing -- Organizing curriculum -- Learner-centered organization -- Subject area organization -- Integrated organization -- Presenting curriculum -- Planning for play -- Teacher-child activities -- Small group activities -- Large group activities -- Selecting activities -- Kinds of planning -- Long-term plans -- Weekly plans -- Activity or lesson plans -- Selecting an activity -- Objectives -- Standards -- Preparation -- Procedure -- Assessment and documentation -- Implementing an activity plan -- Evaluation -- Planning an integrated study -- 12, Inclusion of children with disabilities -- People-first language -- Identifying children with disabilities -- Serving children with disabilities -- Implementing inclusion of children with disabilities -- Preparing for inclusion -- Program modifications -- Environmental support -- Materials adaptations -- Simplification of activities -- Use of adaptive devices -- Support from peers -- Invisible support -- Planning for inclusion -- Inclusion and developmentally appropriate practice -- Collaboration -- characteristics and strategies for working with young children with disabilities -- Children with orthopedic impairments -- Children with sensory impairments : visual -- Children with sensory impairments : hearing -- Children with sensory impairments : sensory integration -- Children with communication disorders -- Children with cognitive delays -- Children with learning disabilities -- Children with attention deficit/hyperactivity disorder -- Children with emotional or behavioral disorders -- Children with autism spectrum disorders -- Other special needs -- Children who have been abused or neglected -- Children with chronic health conditions -- Children with special gifts and talents -- Working with families of children with disabilities -- 13. Working with families -- Preparing to work with families -- Values and attitudes regarding families -- What parenting is like -- Supporting diverse families -- Building relationships -- Communication skills -- How to support families i times of stress -- Standards for exemplary programs -- Ethical and legal responsibilities -- Including families in the early childhood program -- Sharing information -- First connections -- Daily communication -- Addressing questions and concerns -- Family conferences -- Working with families of children with disabilities -- Involving families in the program -- Providing family education -- 14. Becoming and early childhood professional -- Making a commitment to children -- Develop a philosophy -- Know about children and best practice -- Understand and use the code of ethical conduct -- Make a commitment to yourself -- Take care of yourself -- Connect with colleagues -- Plan your career -- Make a commitment to your profession -- "True professional" -- Continue to learn and grow -- Join a professional organization -- Advocate -- Stand firm in what is right for children -- Appendix A. NAEYC Code of Ethical Conduct and Statement of Commitment -- Appendix B. Environment checklists. |
| 588 ## - SOURCE OF DESCRIPTION NOTE |
|---|
| Source of description note |
Machine converted from AACR2 source record. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Education, Preschool |
| Geographic subdivision |
United States |
| 9 (RLIN) |
585577 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Preschool teaching |
| Geographic subdivision |
United States |
| 9 (RLIN) |
697234 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Child development |
| Geographic subdivision |
United States |
| 9 (RLIN) |
371306 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Early childhood education |
| Geographic subdivision |
United States |
| 9 (RLIN) |
586114 |
| 907 ## - LOCAL DATA ELEMENT G, LDG (RLIN) |
|---|
| a |
.b11736525 |
| b |
29-07-21 |
| c |
27-10-15 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Book |
| 945 ## - LOCAL PROCESSING INFORMATION (OCLC) |
|---|
| a |
372.210973 WHO |
| g |
1 |
| i |
A473157B |
| j |
0 |
| l |
nmain |
| o |
- |
| p |
$96.12 |
| q |
- |
| r |
- |
| s |
- |
| t |
0 |
| u |
25 |
| v |
10 |
| w |
0 |
| x |
7 |
| y |
.i13042774 |
| z |
29-10-15 |
| 945 ## - LOCAL PROCESSING INFORMATION (OCLC) |
|---|
| a |
372.210973 WHO |
| g |
0 |
| i |
A492243B |
| j |
0 |
| l |
smain |
| o |
- |
| p |
$0.00 |
| q |
|
| r |
|
| s |
- |
| t |
0 |
| u |
3 |
| v |
0 |
| w |
0 |
| x |
3 |
| y |
.i13468182 |
| z |
13-01-16 |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
|---|
| -- |
b |
| -- |
n |
| -- |
s |
| Operator's initials, OID (RLIN) |
06-04-16 |
| Cataloger's initials, CIN (RLIN) |
m |
| First date, FD (RLIN) |
a |
| -- |
eng |
| -- |
nju |
| -- |
0 |
