Theories of Early Childhood Education

Developmental, Behaviorist, and Critical
2. Auflage 2022
ISBN: 978-1-032-26387-8
Verlag: Routledge

Buch, Englisch, 248 Seiten, Format (B × H): 183 mm x 260 mm, Gewicht: 672 g

Theories of Early Childhood Education continues to provide a comprehensive overview of the various theoretical perspectives in early childhood education from developmental psychology to critical studies, Piaget to Freire. This revised and updated edition includes additional chapters on Michael Alexander Halliday’s view of language learning and the attachment theory work of John Bowlby and Mary Ainsworth. Each author questions assumptions underpinning the use of theory in early childhood education and explores the implications of these questions for policy and practice. Theories reported in this book are a timely reminder of the importance of the relationship between theory and practice necessary for teacher candidates, teacher educators, and early childhood teachers. Students will learn the fundamentals while in-service teachers and professionals will learn the theory behind field observations for their certification exams.

Zielgruppe

Postgraduate and Undergraduate

Autoren/Hrsg.

Cohen, Lynn E.

Waite-Stupiansky, Sandra

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule

Inhaltsverzeichnis

Part I: Developmental Theories 1. Jean Piaget’s Constructivist Theory of Learning 2. Maria Montessori: Yesterday, Today, and Tomorrow 3. The Eriksons’ Psychosocial Developmental Theory 4. The Importance of Urie Bronfenbrenner’s Bioecological Theory for Early Childhood Education 5. Vygotskian and Post-Vygotskian Approach: Focusing on “The Future Child” 6. Learning How to Mean. M.A.K. Halliday and the Language of Early Childhood Part II: Infant/Toddler Theories 7. T. B. Brazelton’s Developmental Approach to Learning 8. The Educaring Approach of Magda Gerber 9. Developing Attachment: The Theoretical Work of John Bowlby and Mary Ainsworth Part III: Behaviorist Theories 10. The Work of B.F. Skinner: Effective Practices within Early Childhood Settings 11. Ole Ivar Lovaas: A Legacy of Learning for Children with Disabilities Part IV: Critical Theories 12. Mikhail Bakhtin: Dialogic Language and the Early Years 13. Educative Experiences in Early Childhood: Lessons from Dewey 14. The Whole World Is a Chorus: Paulo Freire’s Influence 15. Working with Deleuze and Guattari in Early Childhood Research and Education

Über Autor(innen)

Lynn E. Cohen is Professor in the Department of Teaching and Learning at Long Island University, USA.

Sandra Waite-Stupiansky is Professor Emerita at Pennsylvania Western University at Edinboro, USA.