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About This Book

1.1 The Nurturing Teacher Holly Lanoue, M.Ed. Early childhood teachers work directly with children to teach them, talk with them, guide their behaviors, and to provide for their physical and psychological growth and development. Early childhood teachers also document children’s progress, model appropriate interactions, and nurture their students. Teachers also interact with the adults in the children’s lives to build an essential connection with each child and their families. One of the primary

Chapters

• 1.1 The Nurturing Teacher
• 1.2 The Teacher as a Professional
• 1.3 The Structure of the Field of Early Learning
• 1.6. Historical Trends that Influence Early Childhood Education
• 1.8 References
• 2.2 Theories
• 2.3 Program Approaches
• 2.4 Chapter Conclusion
• 2.5 References
• 4.3 Developmental Domains
• 4.5 Developmentally Appropriate Practice
• 4.7 References
• 5.1 Diversity
• 5.2 Equity
• 5.4 Chapter Conclusion
• 5.5 References
• 6.1 A Brief History of Observation and Assessment in ECE
• 6.2 Assessment
• 6.4 How Observation and Assessment Inform Teaching
• 6.5 Chapter Conclusion
• 7.1 What Is Play?
• 7.3 Play in the Early Childhood Classroom
• 7.4 Chapter Conclusion
• 7.5 References
• 8.3 Outdoor Learning Environment Design
• 8.5 Chapter Conclusion
• 8.6 References
• 9.1 Families Today
• 9.2 Family Relationships with Programs, Schools, and Teachers
• 9.3 The Importance of Professionalism in ECE as Related to Families
• 9.5 Challenges and Barriers to Connecting with Families
• 9.8 References
• 10.1 What Is Behavior?
• 10.4 Behavior and Intentional Teaching
• 10.6 The Relationship Between Trauma and Behavior
• 10.9 References
• 11.1 Defining Terms: A Vocabulary for Discussing Professionalism
• 11.3 Standards Currently Defining Professional Performance

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