Beginnings and Beyond: Foundations in Early Childhood Education,
11th Edition

Section I: WHAT IS THE FIELD OF EARLY CHILDHOOD EDUCATION?
1. History and Current Issues of Early Childhood Education.
2. Types of Programs.
3. Teaching: A Professional Commitment.
Section 2: WHO IS THE YOUNG CHILD?
4. Defining the Young Child.
5. Developmental and Learning Theories.
Section 3: WHAT ARE THE TEACHERS ROLES?
6. Observation and Assessment of Children.
7. Guiding Children's Behavior.
8. Families and Teachers: Partners in Education.
9. Creating Environments.
Section 4: WHAT IS BEING TAUGHT?
10: Curriculum: Creating a Context for Learning.
11: Planning for the Body: Physical/Motor Development in Action.
12: Planning for the Mind: Cognitive Development in Action.
13: Planning for the Mind: Language and Literacy Development in Action.
14: Planning for the Heart and Soul: Psychosocial Development in Action.

• Ann Gordon

  Ann Miles Gordon has been in the early childhood field for over 60 years -- as a teacher of young children, parents and college students. She has taught in lab schools, church-related centers, and private and public preschool and kindergarten programs. While at Stanford University, she taught at the Bing Nursery School where she was a head teacher and lecturer in the psychology department. Gordon spent a decade as an adjunct faculty member in four colleges, teaching the full gamut of early childhood courses. For 14 years, she served as executive director of the National Association of Episcopal Schools, where more than 1,100 early childhood programs were part of her network. She is now semi-retired and lives in the San Francisco area. Gordon earned a Bachelor of Arts in child development from the University of Washington and a Master of Arts in early childhood education from Stanford University.

• Kathryn Williams Browne

  Kathryn Williams Browne teaches in the California Community College system, leads both the College EDU/CD department and Early Childhood Mentor program, and serves as commissioner of the State Commission for Teacher Credentialing, all of which offer the richness of diverse faculty and students coupled with the challenges of access and privilege that parallel those in the early education field itself. She has been teaching children, families, teachers and students for more than 45 years. First a teacher of young children -- in nursery school, parent cooperatives, full-day child care, prekindergarten, bilingual preschool, kindergarten and first grade -- Browne moved to Stanford University's lab school, where she served as head teacher and psychology lecturer. For her co-author role, she also brings perspective as a parent, while her consultant and school board experience offer insights on public policy and reform.

• Timely and practical, the 11th edition combines the latest research, best practices and a basic thesis that reflects NAEYC's strong emphasis on high-quality early learning, the ethics of cultural contexts, equity and the three core considerations (commonality, individuality and context) for fostering optimal development.

• Thoroughly updated throughout, the book's current topic coverage includes revised or expanded discussions of inclusion, poverty, children with special needs, LGBTQ families, dual- and multiple-language learning (DLL/MLL), core standards, play responsive teaching and learning, behavior that is challenging, team teaching, diversity/inclusion/equity, emergent curricula, brain-based learning, technology and digital media, sociocultural and spiritual development, professionalism, curriculum for children from infant-toddler through school-age, and other key issues.

• End-of-chapter "Observe and Apply" activities provide field observation suggestions and opportunities to put concepts into real-world practice.

• Emphasizing the professional standards of the field, chapters open with lists of key NAEYC Standards for Professional Preparation and include sections of the NAEYC Code of Ethical Content that are related to upcoming content.

• A "Brain-Research Says" feature in every chapter highlights the connection between neuroscience and development and includes reflection questions that are ideal for student assignments.

• The "DAP in Action: Teaching with Intention" features underscore the important theme of intentional teaching. Accompanying reflection questions can be used for homework or to spark lively in-class discussion.

• Pedagogy includes numbered, chapter-opening "Learning Objectives" tied to the chapter's main heads, helping students focus on the most important topics.

• The specially designed section of Word Pictures is now the Developmental Continuum (Chapter 4, "Defining the Young Child"). This unique and popular feature provides a handy reference guide to common behaviors in six developmental areas for children of different age levels, helping classroom teachers know what to expect and when to expect it and thus empowering them to appropriately prescribe programs, plan activities and create curricula.

• Based on NAEYC's foundational "Advancing Equity in Early Childhood Education” document, diversity and inclusion updates and discussions are woven throughout the book. An "Equity in ECE" feature in each chapter enables readers to recognize issues of gender, race/ethnicity, ability, language and family patterns in every aspect of teaching.

• The four curriculum chapters are developmentally based to show readers how activities can be constructed on children's physical, cognitive, language and socio-cultural developmental levels rather than simply on subjects or themes, thereby helping educators understand how to create developmentally appropriate and equity-advancing curricula. All major areas and curricula are covered, making the text an excellent resource in a multitude of courses, such as Foundations in Education, Principles & Practices in ECE and Introduction to Curriculum.

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

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