Quality in programs for young children
About the book:
CONTINUING ISSUES IN EARLY CHILD HOOD EDUCATION, third edition, provides advanced students of early childhood education with a broad overview of the critical issues facing the field today as well as the expertise necessary to become a reflective decision maker. The contributed chapters by experts in the field will assist graduate students in gaining a greater understanding of the complexities of the field and offer a basis for constructive action.
Issues continue to be the focus of this book. Some of these issues include: the use of child development research, recruitment and retention of staff, professional development, the importance of program quality and how to evaluate it, reconciling child-friendly, pedagogy and assessment techniques with current demands for accountability and the use of the standards based curriculum. Other urgent issues are the role of families in early care and education, meeting the needs of all young children, and how best to advocate for comprehensive quality programs.
The content of this text is intended to foster discussions, debates, disagreements, and disputes, with the expectation that these will generate questions and help to identify problems. The book is organized into eight parts, each of which addresses a significant question in the field of early care and education. The authors intend to provide veteran early childhood educators with a context for understanding some of the challenges they encounter in their work and novices with insights into some of the issues they may face as they begin to work with young children and families.
Westervelt, G., Sibley, A. & Schaack, D. (2008). Quality in programs for young children. In S. Feeney, A. Galper, & C. Seefeldt (Eds.), Continuing issues in early childhood education (3rd Ed., pp. 83 - 98). Upper Saddle River, NJ: Pearson.