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 Washington State. 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 Washington State 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 Washington State 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: | Washington State 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 from around Washington State. The following contributed to the completion of this textbook:
Gayle Julian, Project Coordinator, Olympic College
Brenda Boyd, Washington State 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 Washington State. 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.