Early Childhood Education: Learning Together provides a comprehensive overview of early childhood education. This exciting new text encourages students to understand the need for flexible approaches in their work with children. Early childhood education is not a “one size fits all” proposition, so this text encourages students in multiple ways to reflect upon why they are doing what they are doing. With connections to NAEYC standards, case studies, and essays from real people on the front lines of early childhood education, students will leave the course with a superior foundation in both the theoretical aspects of ECE and the real world applications of those theories.
In developing Early Childhood Education: Learning Together, we bring together the best research and the most effective practices in Early Childhood.
We have heard that many students are using their first Early Childhood course to explore their interest in the field - perhaps to discover a new profession or a second career. These comments shaped every aspect of Early Childhood Education: Learning Together. The resulting textbook is infused with real cases, NAEYC standards, and graphs and tables for easy reference and student review.
We also understand that college can be a financial challenge for students. Because of this, Early Childhood Education: Learning Together is half the price of comparable introductory texts.
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Virginia Casper is a developmental psychologist and teacher educator who has worked for over thirty years with children and families in early intervention and research. She is on the graduate faculty at Bank Street College of Education, where she directed the Infant and Family Development and Early Intervention Program and served as Associate Dean for Academic Affairs in the Graduate School from 2002–2007. Virginia has also worked internationally, for the past decade, in South Africa. Her current work there involves a community-based, participatory research and curriculum development model that includes community training in HIV/AIDS prevention and infant/toddler group care and advocacy. Her work on attachment, gender, and teacher-parent relations has been published in Teacher’s College Record, The Harvard Education Review and Zero to Th ree. She co-authored a previous book entitled: Gay Parents/Straight Schools: Building Communication and Trust (1999). She and her partner, Donna Futterman, are the parents of an adult son.
Rachel Theilheimer Rachel has worked with young children, their families,and teachers in public school, private and public child care, Head Start, and parent groups. She has been a teacher, a group leader, a director, and an educational consultant. For the past twenty-five years, she has taught adults at the pre-GED, community college, bachelors, and graduate levels and conducted numerous professional development workshops. She is professor of early childhood education at Borough of Manhattan Community College where she chairs the Teacher Education Department. She has published articles and book chapters about teacher education, social justice issues, and infant care.
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