Class Notes for Teaching Young Children: An Introduction, 6th Edition

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Instructor’s Resource Manual
For
Teaching Young Children: An Introduction
Sixth Edition
Michael L. Henniger, Western Washington University
Prepared by
Gayle J Dilling, Olympic College, Bremerton, Washington

iii
Contents
Chapter 1 – Overview of the Profession 1
Chapter 2 – Historical Contexts 7
Chapter 3 – Early Childhood Program Models 11
Chapter 4 – Understanding How a Child Develops and Learns 16
Chapter 5 – Play in Childhood 21
Chapter 6 – Guiding Young Children 26
Chapter 7 – Working with Families and Communities 31
Chapter 8 – Diversity and Young Children 36
Chapter 9 – Planning the Physical Environment: Indoors 41
Chapter 10 – Planning the Physical Environment: Outdoors 47
Chapter 11 – Developmentally Appropriate Curriculum 52
Chapter 12 – Health and Wellness 58
Chapter 13 – Supporting Emotional and Social Development 64
Chapter 14 – Mathematics, Science, and Social Studies Learning 69
Chapter 15 – Language and Literacy Learning 74
Chapter 16 – The Creative Arts 80
Chapter 17 – Technology and Young Children 86

1
Chapter 1 – Overview of the Profession
In this chapter, students will:
➢ Identify the essentials of early care and education.
➢ Describe the many different types of programs for young children.
➢ Discuss the sources of funding for early childhood programs.
➢ List the roles, responsibilities, and skills needed for teachers of young children.
➢ Explain the training and education typical of teachers in early care and education.
➢ Name the resources for professional development available to early childhood educators.
Essential content
1. Five foundational components are essential to quality early childhood programs:
Understand children and their development
Provide opportunities to play
Guide social and emotional development
Work with families and the community
Understand and respect diversity
2. Program types define the scope of early care and education options.
Infant/toddler programs (birth-2)
Preschools (ages 3-5)
Child-care programs (family home child care; child-care centers; school-based child care;
corporate child care; before- and after-school care)
Developmentally Appropriate Programming
Programs for children with special needs (integrated and early intervention
programs)
Kindergartens
Primary education (grades 1-3)
3. Funding sources for early childhood programs include the public (through local, state, or
federal funds) and the families of young children.
For-profit programs
Cooperative programs
Federally funded (Head Start, Early Head Start, special needs, military child care)
State and locally-funded programs
Corporate child care
College- and University-supported programs

2
4. Roles of the early childhood educator:
Facilitator of learning
Counselor
Janitor
Cook
Educational specialist
Parent substitute
5. Responsibilities of early care and learning professionals:
Advocacy
Importance of the early years
Powerless children and families
Low priority of early education and care
Continuing education (classes, workshops, professional literature)
Know and follow a code of ethical conduct - NAEYC
6. Skills needed to teach and care for young children:
Interacting with children
Preparing the environment
Working with other adults
7. Entering the profession requires careful reflection. Consider the following options to help
decide:
Observe early childhood teachers at work
Spend time with young children
Ask for feedback from others
Analyze your potential
Reflect
Past experiences
Personal strengths
Potential weaknesses
8. Teacher preparation options vary, but generally fall into three categories.
Child Development Associate (CDA) credential
Two-year, or Associate degree, programs
Associate of Arts in Teaching
Four-year college and university programs
Child development/family studies
Early care and education

3
Primary education
Advanced degrees
9. Resources are available to help teachers continue their professional development.
Professional organizations (NAEYC, ACEI)
Journals (publications for researchers and practitioners)
Reference materials (books, ERIC, web sites)
Teaching strategies
Each chapter in the Pearson eText provides links to specific video links and self-assessments that
support the chapter’s essential content. These are available on Pearson’s eText. An access
code card (which accompanies the book ISBN 9780134013718 or is sold stand-alone, as
ISBN 9780134449951) provides information about registering for access to the Pearson
eText. Students register for access. Instructors have access as well. Contact your Pearson
representative with questions or go to www.pearsonhighered.com. By assigning the videos
and the self-assessments, you are putting learning in student’s hands. By integrating these
expectations in the course syllabus, you can flip the classroom. With better prepared students,
class discussions, whether online or in person, can be more productive.
● Video links provide access to illustrations of key content.
● Digital “Check for Understanding” self assessments are provided throughout each of the
chapters of the eText. These multiple choice assessments address every Learning outcome in
the chapters. As students read, they take these brief quizzes to reinforce information and
scaffold their learning. Students select the correct response and are provided feedback
(Correct or Incorrect) and feedback on the correct answer.
Reflection and discussion questions are found at the end of each chapter. In addition, you might
find the following teaching and assessment strategies helpful to support this chapter’s
essential content:
10. Discussion starters
✓ Ask students to identify their personal experiences in early learning and goals for
this class. This information will help focus future discussions and prioritize
learning activities in the following chapters.
✓ Do you think it is easier or more difficult to create learning opportunities when
you begin with an understanding of children and their development? Give a
rationale for your response.
✓ Early care and education professionals often must persuade parents and others of
the importance of play in the classroom. Why?
✓ Being an advocate for children and families may be intimidating for someone new
to the field of early learning. What might be some simple advocacy tasks that
would be less stressful to begin with?
✓ Why is preparing the environment such an important skill for the early childhood

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educator?
✓ Many educators take exception to the No Child Left Behind (NCLB) Act on
grounds that the heavy emphasis on standardized tests is not in the best interest of
many children. Other teachers claim that because every classroom is required to
have a qualified teacher, children are receiving a quality education. What is your
opinion of NCLB? Discuss the benefits to children as a result of the NCLB Act?
What are the disadvantages?
✓ Why might it be important for students to explore membership in a Professional
Early Childhood organization?
11. Small-group activities
In groups of three, discuss the interrelationships between the five foundational
elements of early care and education. For example, how does an understanding of
child development influence your work with families? Can you identify one or
two guidance strategies that would influence children’s play? After discussing
these issues, combine with another small group and share your thoughts.
In groups of three or four, discuss who should pay for early care and education
programs. Should families be responsible for the costs? Government? Business?
Ask small groups to make a case for the position you assign them (families
responsible, government pays, business supports) and then have groups present
their thoughts to the class. Have the small groups discuss the problems associated
with having families, government, or business responsible for the costs of early
care and education.
In small groups, have students identify two or three specific ways in which early care
and education professionals serve as counselors or family substitutes. Share these
thoughts with the rest of the class.
In small groups, have each student describe his or her favorite teacher. Following this
discussion, have students construct a list of characteristics of excellent teachers.
Use the same procedure to construct a list of characteristics common to least
favorite teachers. Discuss these lists as a large group.
Provide copies of the NAEYC publication Young Children and ask
students to quickly read and share highlights with the group. Note which
topics/features were of interest to the students. Explain how to find and identify
professional journal articles when accessing information online.
12. For Discussion and Action
● Talk to an early care and education professional about the five essential elements of early
education presented in this chapter. Does the teacher feel they are all necessary for good
teaching at this level? Are there others that he or she would add? Discuss this with your
classmates.
● Do you recall your experiences as a young child? Describe the qualities of your
experiences with your first teacher.
● See if you can find examples of the different types of early learning programs within your
community. Are there infant/toddler options? Preschools? Family child-care homes?

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5
Child-care centers?
● Spend some time thoughtfully creating two separate lists, one identifying your personal
strengths and the second listing your potential weaknesses as an early care and education
professional. Compare your lists with the roles and skills identified in the chapter as
those needed to be successful. What do you think? Is there a good match? Why or why
not?
● What are the requirements for early childhood teachers in your state? Compare and
contrast programs available at the community college and university levels.
Evaluating learning
13. Test bank
14. Additional assessment ideas
Project - Video yourself working with young children. Make sure you have permission
to include children. Self-evaluate the recording, comparing your interactions with the
roles, responsibilities, and skills needed to be an early care and education
professional. What does this tell you about your potential effectiveness? In what
areas do you need support?
Project - Spend some quality time in an early learning setting that is new to you. For
example, if you haven’t had experience in an infant/toddler program, volunteer
several hours in that setting. After spending time in this new setting, write one or two
pages reflecting upon the experience. What did you learn? What else would you like
to know?
Project - Talk to a teacher or administrator in a corporate-sponsored child-care facility.
What are this person’s thoughts about the strengths and problems of businesses
funding quality early childhood programs?
Journal response - What do you see as your greatest strength as a person? How will this
strength help you as an early care and learning professional? Identify what you see as
your area of greatest weakness; write about how it might influence your work with
children, and what you might need to support your learning in this area.
Journal response - A parent just told you that she is getting a divorce and that things are
very stormy at home. What feelings would you probably have after this kind of
communication? How do you think this conversation would affect your relationship
with that parent? How do you think you would react to future conversations with this
parent?
Additional resources
15. References
● Coontz, S. (1995). The American family and the nostalgia trap. Phi Delta Kappan,

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76(7), K1-20.
● Fuerst, J., & Petty, R. (1996). The best use of federal funds for early childhood
education. Phi Delta Kappan, 77(10), 676-78.
● National Association of Early Childhood Educators. (1995). Professionalism in
early childhood teacher education. Journal of Early Childhood Teacher Education,
16(3), 5-19.
● Wolfgang, C. (1997). Preschool teaching. First day and lasting impressions! Phi
Delta Kappan, 78(5), 409-10.

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Chapter 2 – Historical Contexts
In this chapter, students will:
➢ Describe European and Early American influences on early care and education.
➢ List more recent Americans who have made significant contributions to the
field.
➢ Discuss the historical events that have influenced directions in early education.
Essential content
1. Many historical figures have influenced early education.
European contributors:
Martin Luther
John Amos Comenius
Jean Jacques Rousseau
Johann Pestalozzi
Friedrich Froebel
Maria Montessori
Margaret McMillan
Lev Vygotsky
Sigmund Freud
Jean Piaget
American influences:
John Dewey
Erik Erikson
Abraham Maslow
Benjamin Bloom
Jerome Bruner
Arnold Gesell
Patty Smith Hill
Lucy Sprague Mitchell
Abigail Eliot
Recent American contributors:
David P. Weikart
Lilian Katz
Joe L. Frost
Louise Derman-Sparks
2. A number of historical events also have influenced early education.

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11
Chapter 3 – Early Childhood Program Models
In this chapter, students will:
➢ List the key characteristics of the Montessori program.
➢ Describe High/Scope Curriculum for infant/toddler, preschool, and primary
classrooms.
➢ Discuss Waldorf education and its application to young children.
➢ Explain the Bank Street model for early education.
➢ Name the elements of the Reggio Emilia program and its applications in the
United States.
Essential content
1. The Montessori Program.
Montessori’s work experiences
Work tasks vs. play experiences
Characteristics of the Montessori classroom
Materials
Classroom organization
Role of the early childhood professional
Children served
2. The elements of the High/Scope curriculum model.
Theoretical basis
Plan-Do-Review sequence
The curriculum
Structure of the class day
The professional’s role
Research on the High/Scope model
Children served
3. Waldorf education.
Theoretical perspectives
Role of the Waldorf professional
Sample teaching strategies

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4. The Bank Street model for early education.
Theoretical underpinnings
Program goals
Governing principles
Curriculum and materials
Children Served
5. The Reggio Emilia program from Italy and its applications in the U.S.
The environment
Children, families, and Reggio Emilia professionals
Cooperation, collaboration, and organization
The atelierista
The importance of documentation
Projects
Children served
Teaching strategies
Each chapter in the text provides suggestions and links to specific video links that
support the chapter’s essential content. Videos (available on Pearson’s eText
which students will need to register for) along with digital “Check for
Understanding” self assessments are provided throughout each of the chapters.
Reflection and discussion questions are found at the end of each chapter. In addition,
you might find the following teaching and assessment strategies helpful to support
this chapter’s essential content:
6. Discussion starters
✓ Which program models were you familiar with before reading this chapter? Which are
new?
✓ What do you see as the differences between the work experiences of Montessori and
more traditional play options? Are there similarities? Can you give some specific
examples to highlight the points you make?
✓ The Plan-Do-Review sequence is an important part of the High/Scope program. Think of
some creative ideas for how you might help children complete the planning portion of the
sequence.
✓ The Bank Street model for early education emphasizes the importance of developing each
child’s individuality. What are the strengths of this approach? What would you do to
encourage individuality? Are there also potential problems associated with promoting
individuality?

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