For an introductory course in early childhood education in two and four year schools
A warm and comprehensive child-centered approach to early childhood education that is dedicated to the development of the whole child—physical, social, emotional, and intellectual
Who Am I in the Lives of Children, ninth edition presents a constructivist, developmental approach to the full range of early childhood education and care programs. Its practical orientation, personal voice, appealing photographs, and numerous stories and examples set it apart. Because of its emphasis on respecting and honoring the individual child, values and ethics, and the personal and professional development of teachers of young children, it has become one of most well-respected books in the field. Educators in child-centered programs are encouraged to begin with children as they are and focus on getting to know each individual’s strengths, interests, challenges, and circumstances. They then support each child in growing and learning in ways that are in harmony with who they are, rather than according to a predetermined plan.
Chapter 1: The Teacher of Young Children
Chapter 2: The Field of Early Childhood Education
Chapter 3: History of Early Childhood Education
Chapter 4: Child Development
Chapter 5: Observation, Assessment and Documentation
Chapter 6: Relationships and Guidance
Chapter 7: Health, Safety and Well-being
Chapter 8: The Learning Environment
Chapter 9: Understanding and Supporting Play
Chapter 10: The Curriculum
Chapter 11: Curriculum Planning
Chapter 12: Including All Children
Chapter 13: Partnership with Families Chapter 14:
Becoming a Professional
The ninth edition has been thoroughly updated to address recent developments in the field of early childhood education:
In response to the importance of partnerships with families, concrete, practical ideas for ways to include families in programs are included in chapters 4 through 13 in Connecting with Families boxes.
The discussion of brain research and its relevance to early childhood education has been updated and expanded, including the importance of the executive functions of the brain.
Social and emotional competence has been added as a goal for guidance, including a discussion of practices that support this learning, such as the Teaching Pyramid (CSEFEL).
Discussions of obesity prevention, outdoor spaces for infants and toddlers, and playscapes have been expanded.
The discussion of Family Systems Theory has been expanded, including the importance of strengthening families as a way to prevent child abuse and neglect.
More classroom-based anecdotes have been included, along with more examples of tools to use in your practice, and more specific examples of how constructivism and intentionality can be translated into classroom practice.
Chapter 1’s coverage of professional ethics was updated and includes a new section, “Finding Your Path.”
Chapter 2’s discussion of programs and standards has been updated, including issues in the field and a new section on trends in ECE.
Updated and expanded, the Observation, Assessment, and Documentation chapter (5) includes new content on rubrics, children’s work samples, digital portfolios, sample portfolio contents for a child in the primary grades, documentation panels, and authentic assessment in kindergarten and the primary grades.
Chapter 9 (Play) was updated, including additional content on Vygotsky and Elkonin, “Levels of Make-Believe Play,” the idea of flow in play, and Eberle’s processes of play, kinds of play, play’s role in brain development, rough and tumble play, and exclusion.
The chapters on Curriculum and Curriculum Planning (10 and 11) have been strengthened, by the addition of new content including an example of integrated curriculum in a constructivist early childhood program featured in Chapter 11. Other additions to Chapter 11 include expanded discussions of DAP, content standards, basing plans on observation, assessing and documenting learning with examples of an annotated work sample, writing weekly plans, and a comparison of integrated approaches to planning.
The authors, Stephanie Feeney (University of Hawai’i at Manoa, Emerita), Eva Moravcik (Honolulu Community College), and Sherry Nolte (Honolulu Community College), have filled the roles of preschool teacher, social worker, kindergarten teacher, center director, education coordinator, parent and child center program director, consultant, parent educator, CDA trainer, Head Start regional training officer, author, and college professor. They have worked in parent cooperatives, child care centers, preschools, infant-toddler programs, Head Start programs, military child care programs, public schools, government agencies, and college settings. They have been board members of their local and national early childhood organizations and child advocates.
Since her retirement Stephanie Feeney has been co-editor of the 3rd edition of Continuing Issues in Early Childhood Education, and has written Professionalism in Early Childhood Education: Doing Our Best for Young Children. She continues to be involved in writing and teaching about professional ethics.
Eva Moravcik’s daily work with children, family, staff, and college students at Leeward Community College Children’s Center continues to provide her with grounding in the reality of life in a program for young children.
Sherry Nolte, who joined the team as contributor to the seventh edition and coauthor in the eighth edition, brings extensive experience working in programs for military families, low-income children, and infants and toddlers.