Early Childhood Education
“(This Book) has rich information and is well tied to the standards and includes sufficient resources.” (Su-Jeong Wee)“Professionalism is fully developed and integrated throughout the chapters. The author actually uses the term Professional ECE teacher throughout the chapters. Applying theory to Practical, easy to implement ideas is thoroughly developed throughout
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“(This Book) has rich information and is well tied to the standards and includes sufficient resources.” (Su-Jeong Wee)“Professionalism is fully developed and integrated throughout the chapters. The author actually uses the term Professional ECE teacher throughout the chapters. Applying theory to Practical, easy to implement ideas is thoroughly developed throughout the chapters. The policy boxes at the end of the chapters help students understand putting theory and research into practice and this is easily found in the chapters. There is discussion on developmentally appropriate practices throughout the chapters, as well. The theme not mentioned above, Families and Cultural Diversity is also seen within each chapter. The authors definitely placed an emphasis on diversity and I see it throughout.” (Kimberly K. Sellers, PhD)“It is important to focus on the full range of children, who are considered in early childhood, birth through age eight. This textbook covers all of these age groups throughout the chapters. There are vignettes that focus on different ages. The sample lesson plans have examples for each age group… In my experience, many ECE textbooks focus on birth to age 5, but tend to leave out or not place as much emphasis on the early elementary students. I see more information included on this age group within this text.” (Kimberly K. Sellers, PhD)· “The chapters are arranged in a logical sequence, beginning with general history, programs, and theories and then going into more focused descriptions of assessment, special needs, diversity, guidance, and curriculum and concluding with trends in the field. It is logical and clear. The chapters are labeled appropriately so that the student has a good idea of what is covered.” (Kimberly K. Sellers, PhD)“The content is well organized and the ideas are based on current research and best practices.” (Erin E. Barton)“I love all of (the pedagogical features)! Making connections from the text to the “real world” seems to be the area students struggle in the most- and yet is the most important part.” (Jody M. Carson)“I like the way the chapters/book covers all three areas (age groups); that has become a major focus in MA and I feel it’s very important for students to have this information. I feel all were covered well and keeping this balance would be very helpful for me as an instructor and for the students.” (Jody M. Carson)“Students really depend upon examples to show them what is actually being discussed or defined for them. The author does a great job including practical examples in the chapters to help the reader make the connections.” (April M Grace)“The section on working with parents and the section on addressing cultural and socio-economic differences are so important for students to understand. I don’t always see that in textbooks. Very important! (April M Grace)“Once I had begun to read, I was drawn in by the author’s writing. I feel students would not feel overwhelmed and lost by reading this text. The writing is very appropriate.” (April M Grace,)
About the Author
Dr. Kimberly A. Gordon Biddle has a double BA in psychology and music from the University of Redlands. She also has an EdS in program evaluation and a PhD in child and adolescent development from the Stanford University School of Education. She taught in various preschools as an assistant teacher as she worked while completing her years of higher education. She has more than 20 years’ experience as a college professor and has numerous accomplishments and awards, including early childhood grants from First 5 Sacramento County. In terms of awards, she was an American Psychological Association MFP Fellow in graduate school and won her college’s Outstanding Teaching Award at Sacramento State. She has written more than 15 publications and presented at more than 40 conferences. Some of her publications have appeared in the Early Childhood Education Journal and the eJournal of Education Policy. Conference presentations have been at the American Educational Research Association and the Head Start National Research Conference. Currently, she is a professor of child development at California State University, Sacramento, where she prepares students to teach young children.Dr. Ana Garcia-Nevarez is the chair of the undergraduate studies division in the College of Education and a professor at California State University, Sacramento. She received a BA in psychology and child development from California State University, Northridge, and an MA in school psychology and a PhD in curriculum and instruction (emphasis in elementary education) from Arizona State University. She was a Regents’ graduate academic scholar at Arizona State University. She has taught at California State University, Sacramento, since 2001. She has taught courses in cross-cultural child development, language and literacy development, curriculum and instruction, and research methods. Her research interest includes evaluating preservice teachers’ attitudes toward diversity, civic engagement, and career development. Her research agenda has allowed her to be an active member in the preschool and elementary school community. Dr. Garcia-Nevarez is the author of several research articles and monographs. She regularly presents at national and international conferences. Dr. Wanda Roundtree Henderson has been intimately involved in the design, implementation, execution, and evaluation of early childhood and family support programs within the New York City metropolitan area, in California, and throughout the country for approximately 30 years. In her current position as interim director of child development at the Sacramento City Unified School District, Dr. Roundtree Henderson provides fiduciary and programmatic oversight for the department, which serves approximately 3,000 children, from birth to age 12 years, and their families. Dr. Roundtree Henderson is a part-time adjunct lecturer at California State University, Sacramento, in the Department of Child Development. She has also served as a consultant/trainer and has accessed many educational platforms, forums, and instititions of higher education as a speaker and lecturer in the disciplines of early childhood education, psychology, and developmental psychology. Dr. Henderson is the recipient of many awards and recognitions for her scholastic achievements and work in the fields of early childhood education and family support. Dr. Henderson holds a BA in psychology and education from Hunter College of the City University of New York. She also holds a master’s degree in developmental psychology, a master’s of education, and a doctorate in early childhood education/curriculum and teaching from Teachers College, Columbia University, in New York City. She is married to Dr. Darryl Henderson, clinical psychologist and director of the Center for Counseling and Diagnostic Services at California State University, Sacramento. Dr. Alicia Valero-Kerrick is a lecturer of child development at California State University, Sacramento. She received her PhD in education from the University of California, Davis. She also holds a double BA in psychology and Chicano studies from the University of California, Davis. Previously, she worked as a cohort instructor in the Early Development, Care and Education program at California State University, Sacramento. She also has worked as a bilingual school psychologist, an evaluation coordinator, a training coordinator, and a private educational consultant. Dr. Valero-Kerrick has experience with staff development and training for early childhood education teachers working with infants, toddlers, preschoolers, and kindergartners.