Beginnings & Beyond,
10th Edition

Part I: WHAT IS THE FIELD OF EARLY CHILDHOOD EDUCATION?
1. History of Early Childhood Education.
2. Types of Programs.
Part II: WHO IS THE YOUNG CHILD?
3. Defining the Young Child.
4. Developmental and Learning Theories.
Part III: WHO ARE THE TEACHERS?
5. Teaching: A Professional Commitment.
6. Observation and Assessment of Children.
7. Guiding Children's Behavior.
8. Families and Teachers: Partners in Education.
9. Creating Environments.
Part IV: 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.
Part V: HOW DO WE TEACH FOR TOMORROW?
15: Issues and Trends in Early Childhood Education: Four Themes.

• 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.

• Completely updated throughout, the book's current topic coverage includes revised or increased discussion of poverty, children with special needs, LGBT information, dual language learning (DLL), core standards, play-based learning, behavior that is challenging, team teaching, diversity, emergent curricula, brain-based learning, technology and digital media, professionalism, school-age children, and current issues in the field.

• Students can begin developing or adding to their personal libraries of professional tools for the classroom with charts, figures, summaries, and forms in the text, identified as Professional Resource Downloads. These documents, some of which are editable, are available as digital downloads with the MindTap online learning experience available with the text. They include a checklist for program evaluations, an observational techniques summary chart, a culturally responsive list, a daily schedule, and many others.

• MindTap® Education for Beginnings and Beyond is a highly personalized, fully customizable learning platform with an integrated e-portfolio. MindTap helps students to elevate their thinking by guiding them to know, remember, and understand concepts critical to becoming a great teacher; apply concepts, create curricula and tools, and demonstrate performance and competency in key areas, including education standards; prepare artifacts for their portfolio and eventual state licensure, to launch a successful teaching career; and develop the habits to become a reflective practitioner.

• Completely updated throughout, the book's current topic coverage includes revised or increased discussion of poverty, children with special needs, LGBT information, dual language learning (DLL), core standards, play-based learning, behavior that is challenging, team teaching, diversity, emergent curricula, brain-based learning, technology and digital media, professionalism, school-age children, and current issues in the field.

• You can begin developing or adding to your personal library of professional tools for the classroom with charts, figures, summaries, and forms in the text, identified as Professional Resource Downloads. These documents, some of which are editable, are available as digital downloads with the MindTap® online learning experience available with the text. They include a checklist for program evaluations, an observational techniques summary chart, a culturally responsive list, a daily schedule, and many others.

• MindTap® Education for Beginnings and Beyond is an interactive online learning platform (with an integrated e-portfolio) that helps you succeed in the course by guiding you to know, remember, and understand concepts critical to becoming a great teacher; apply concepts, create curricula and tools, and demonstrate performance and competency in key areas, including education standards; prepare artifacts for your portfolio and eventual state licensure, to launch a successful teaching career; and develop the habits to become a reflective practitioner.

• Thorough revision of all chapters brings the content completely up-to-date to meet the needs of today's practitioners and includes current coverage of standards-based education and accountability, developmentally appropriate practice, and special education.

• A focus on the professional standards of the field includes chapter-opening lists of key NAEYC Standards for Professional Preparation and sections of the NAEYC Code of Ethical Content that are related to upcoming content.

• A "Brain-Research Says…" feature in every chapter emphasizes the connection between neuroscience and development, and is accompanied by reflection questions ideal for student assignments. Another feature, "Teaching with Intention," emphasizes the important theme of intentional teaching, and is also accompanied by reflection questions for homework or in-class discussion.

• Pedagogy includes numbered, chapter-opening "Learning Objectives" tied to the chapter's main heads, which serve as an advance organizer for students; and "Observe and Apply" activities at the end of the chapter, which provide field observation suggestions and opportunities for application of concepts.

• A specially designed section on Word Pictures (Chapter 3, "Defining the Young Child") showcases a unique and popular asset of this text. Providing a handy reference guide on common behaviors in six developmental areas for children of different age levels, this feature helps classroom teachers know what to expect and when to expect it, and thus helps them prescribe programs, plan activities, and appropriately create curricula.

• Diversity coverage woven throughout the book -- including a "Diversity" feature in each chapter -- enables readers to recognize issues of gender, race/ethnicity, ability, language, and family patterns in every aspect of teaching.

• Curriculum chapters are based on development to show readers how activities can be based on children's physical, cognitive, language, and social developmental levels rather than on subjects or themes, thereby helping educators understand how to create developmentally appropriate curricula. All major areas and curricula are covered, making the text useful in a multitude of courses.

• Thorough revision of all chapters brings the content completely up-to-date to meet the needs of today's practitioners and includes current coverage of standards-based education and accountability, developmentally appropriate practice, and special education.

• A focus on the professional standards of the field includes chapter-opening lists of key NAEYC Standards for Professional Preparation and sections of the NAEYC Code of Ethical Content that are related to upcoming content.

• A "Brain-Research Says…" feature in every chapter emphasizes the connection between neuroscience and development. Another feature, "Teaching with Intention," emphasizes the important theme of intentional teaching.

• Pedagogy includes chapter-opening "Learning Objectives" tied to the chapter's main heads, which serve as an advance organizer to focus your reading; and "Observe and Apply" activities at the end of the chapter, which provide field observation suggestions and opportunities for application of concepts.

• Diversity coverage woven throughout the book -- including a "Diversity" feature in each chapter -- enables you to recognize issues of gender, race/ethnicity, ability, language, and family patterns in every aspect of teaching.

• Curriculum chapters are based on development to show you how activities can be based on children's physical, cognitive, language, and social developmental levels rather than on subjects or themes, thereby helping you understand how to create developmentally appropriate curricula. All major areas and curricula are covered, making the text useful in a multitude of courses.

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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