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Preface

Preface to ECE 200 textbook

Published onSep 07, 2021
Preface
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Preface 

Overview to this Textbook 

Welcome to Introduction to Early Childhood Education. This textbook will cover the following topics:  

  • An overview of the field of early learning 

  • Historical roots of early learning 

  • Professionalism, values and ethics required for working in the field 

  • Philosophers and theorists that have contributed to early learning 

  • Brain development and the importance of executive function 

  • Developmentally appropriate practice 

  • Developmental theory: how children grow and develop 

  • The value of play for young children 

  • Environments both indoors and outdoors and the contribution both make to the developing child 

  • Family connections and support for all families 

  • Issues and trends within the field of early learning 

  • Beyond behaviors:  guiding children’s behavior 

  • Adverse Childhood Trauma and building resiliency 

  • Diversity and equity within the field of early learning 

The beginning of each chapter includes a brief biography of the author and peer reviewer for the chapter along with a side note containing an overview of the topics discussed within the chapter. 

Student Learning Outcomes 

ECED& 105 Introduction to Early Childhood Education is found in the common course inventory in Michigan. It is one of the first courses found in the ECE Initial Certificate and holds a set of common student learning outcomes that are aligned with Michigan Core Competencies as published by the Department of Children Youth and Families www.dcyf.wa.gov as well as the national organization: National Association for the Education of Young Children www.naeyc.org 

Noted at the beginning of each chapter is the student learning outcome(s) that best aligns with content written in the chapter. The table that follows notes the alignment of the student learning outcomes at most Michigan Community and Technical Colleges. It should be noted that some colleges have additional outcomes. 

 

Student Outcomes:  upon completion of the course, students will be able to: 

Michigan Core Competency 

NAEYC Standard with Key Elements 

explain current theories and ongoing research in early care and education. 

I. Child Growth & Development—3.f 

VIII. Professional Development & Leadership—3.f 

6. Becoming a Professional. Key Element 6c, 6d. 

describe the role of play in early childhood programs. 

I. Child Growth & Development—1.f 

II.  Curriculum & Learning Environment—2.k, 3.i 

1Promoting Child Development and Learning. Key Element 1c 

2Building Family and Community Relationships.  Key element 4d 

compare early learning program models. 

VII.  Program Planning and Development—3.a. 

 

VIII:  Professionalism—2.e 

4. Using Developmentally Effective Approaches to Connect with Children and Families. Key element 4d. 

explain the importance of developing culturally responsive partnerships with families. 

IV.  Family & Community Partnerships—1.b., 2.i. 

2. Building Family & Community Relationships. Key Element 2.b, 2.a, 2.c. 

 

6. Becoming a Professional. Key Element 6.b. 

identify appropriate guidance techniques used in early care and education settings. 

VI. Interactions—1.b., 2.d., 2.f., and 2.i 

1. Promoting Child Development & Learning. Key Element 1.c. 

 

4. Using Developmentally Effective Approaches to Connect with Children & Families.  Key Element 4.a. 

describe the observation, assessment, and teaching cycle and used to plan curriculum for all young children. 

II.  Curriculum—Environment, 2.j. 

 

VIII.  Professional Development & Leadership—3.a. 

4. Using Developmentally Effective Approaches to Connect with Children & Families. Key Element 4.d. 

 

5. Using Content Knowledge to Build Meaningful Curriculum. Key Element 5.c 

 

6. Becoming a Professional. Key Element 6.a, 6.b., 6.c, 6.d 

 

apply the professional code of ethics for early care and education to resolve dilemmas. 

VIII. Professional Development & Leadership—1.g, 3.c, 3.d 

6. Becoming a Professional. Key Element 6.a, 6.b. 

describe major historical figures, advocates, and events shaping today’s early childhood education. 

VII.  Program Planning & Development—3.a 

 

VIII.  Professional Development & Leadership—3.c 

4. Using Developmentally Effective Approaches to Connect with Children & Families. Key Element 4.d 

 

6. Becoming a Professional. Key Element 6.d.  

Project Coordinator Note 

One of the beauties of Open Resource materials is that instructors are able to edit as they see fit to suit their course needs. Although the authors feel that we have included rich information that meets the needs of students taking an introductory course in the field, instructors might choose to add additional materials or edit chapters to fit their communities. It is our hope that you will find this book to be a foundational piece to your introductory course keeping in mind that our vision for the book was much like going to your favorite buffet restaurant . . . you get a little bit about a whole lot. 

Funding restrictions did not allow us to create test banks or PowerPoint presentations to match the text.  It is our sincere hope that with version 2.0 of the text those ancillary materials might be included. 

In the meantime, we hope you and your students enjoy our textbook. 

Gayle Julian, Olympic College 

 

Author and Review Statement 

Introduction to Early Childhood Education Open Education Resources Textbook for common course ECED& 105 Introduction to Early Childhood Education was produced with support from funding secured through the Carl D. Perkins Act.  

Authors 

This book was a collaboratively written textbook by Early Childhood Faculty. The following contributed to the completion of this textbook: 

Gayle Julian, Project Coordinator, Olympic College 

Brenda Boyd, Washington University 

Angela Blums, Pierce Community College 

Chris Moon, South Puget Sound Community College 

Davida Sharpe-Haygood, Pierce Community College 

Jennifer Karshna, Tacoma Community College 

Sharene Leek, Pierce Community College 

Ardene Neimer, Olympic College 

Ninder Gill, North Seattle Community College 

Peer Review 

This book has been peer reviewed by 11 subject experts from five higher education institutions and one Early Childhood Agency in Michigan. Each chapter received an open and collaborative review from two reviewers, one based on their area of expertise and another with required specific knowledge in accessibility and annotations. In addition, an overall review of the text for continuity was conducted by a content area expert. 

Reviews were structured around considerations of the intended audience of the book, and examined the comprehensiveness, accuracy, and relevance of content. Reviews were also focused on relevance longevity, clarity, consistency, organization structure flow, grammatical errors, and cultural relevance.  

Gayle Julian would like to thank the review team for the time, care, and commitment they contributed to the project. I recognize that peer reviewing is a generous act of service on their part. This book would not be the robust, valuable resource that it is were it not for their feedback and input. 

Reviewers included: 

Sophie Truman, Lake Washington Technical College 

Linda Felch, Clover Park Technical College 

Jessica Kirchhofer, Western Washington University 

Hannah Mechler, Grays Harbor College 

Brandi Renis, Lake Washington Technical College 

Holly Lanoue, Olympic College 

Mary Garguile, Olympic College 

Meka Riggins, Child Care Aware of Washington 

Sharon Romppanen, Bellevue College 

Shanti Connors, Lake Washington Technical College 

Sally Holloway, Whatcom Community College 

 

Administrative Support: 

Danessa Gray, Olympic College 

The authors and reviewers would like to thank Workforce Development Dean Amy Hatfield at Olympic College for her support in securing funding through the Carl D. Perkins Act for this collaborative project. 

Adaptation for use at North Central Michigan College

This source text, Introduction to Early Childhood Education, is published under a CC BY 4.0 International License and has been adapted for use by Early Childhood Education Faculty at North Central Michigan College. This adapted version is also available under a CC BY 4.0 International License and is available at https://ncmc.pubpub.org/ece-200

 

Context for this Text 

Each and every child, beginning at birth, has the opportunity to benefit from high-quality early childhood education, delivered by an effective, diverse, well-prepared, and well-compensated workforce”—Power to the Profession Vision Statement, NAEYC (National Association for the Education of Young Children) 

Today’s children live in an increasingly diverse world that is dynamic and changing . . . minute by minute. What remains constant in the minds of people who make the profession of early education a part of their world is that the work involves learning about yourself as much as it does learning about the field of early learning and the children and families we serve. 

The National Association for the Education of Young Children (NAEYC) is an organization that guides the work that we do each day. NAEYC’s Power to the Profession initiative is a framework to unify the field. Pieces of the framework have guided this textbook, and to that end the authors would like to share common terminology used through the text that supported our efforts and give context to the book. 

Early childhood is defined as the period of life that includes pre-birth through age 8. The field is referred to as early childhood education and encompasses education and care provided in all types of settings for children birth to age 8. Within this context, each state’s unique and complex systems exist, and the focus of this text is based in Michigan policies. 

Education is defined as a series of learning experiences with related and age-appropriate assessments of learning within a program. Programs may be called child care centerspreschoolschild development centers or family child care centers. Programs might also include components of parent education or home visiting. Settings in a home environment in Michigan are referred to as Friends, Families and Neighbors (FFN) and programs for children ages 5 to 8 include kindergarten as well as primary grades and can be found in publicly funded or privately funded settings. Probably the most important common term throughout this text will be the use of the word teacher “because it is the broadest term, it captures most of the job responsibilities, commands society’s respect, and is, after all, what children usually call the adults who care for and educate them no matter what the setting” (Bredekamp, 2011, pg. 21) 

Welcome to this journey. It is a beautiful and fulfilling one.   

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