The SAGE Encyclopedia of Contemporary Early Childhood Education

Donna Couchenour, J. Kent Chrisman

• Publisher: SAGE Publications, Inc
• Year: 2016
• ISBN:
  9781506353173
• Edition: 1
• Topic: Bildung
• Subtopic: Bildung Allgemein

The general public often views early childhood education as either simply "babysitting" or as preparation for later learning. Of course, both viewpoints are simplistic. Deep understanding of child development, best educational practices based on development, emergent curriculum, cultural competence and applications of family systems are necessary for high-quality early education. Highly effective early childhood education is rare in that it requires collaboration and transitions among a variety of systems for children from birth through eight years of age.

The SAGE Encyclopedia of Contemporary Early Childhood Education presents in three comprehensive volumes advanced research, accurate practical applications of research, historical foundations and key facts from the field of contemporary early childhood education.

Through approximately 450 entries, this work includes all areas of child development – physical, cognitive, language, social, emotional, aesthetic – as well as comprehensive review of best educational practices with young children, effective preparation for early childhood professionals and policy making practices, and addresses such questions as:

· How is the field of early childhood education defined?

· What are the roots of this field of study?

· How is the history of early childhood education similar to yet different from the study of public education?

· What are the major influences on understandings of best practices in early childhood education?

Index

Figures and tables are indicated by f and t, and the volume number precedes the page number separated by a colon.

• AACC (Association for the Aid of Crippled Children), 2:606. See also Foundation for Child Development
• AAE (African American English), 2:804
• AASL (American Association of School Librarians), 1:249
• ABA. See Applied behavior analysis (ABA)
• ABC (Alliance for Better ChildCare), 2:908
• ABCD (applied biosocial contextual development), 3:1304
• Abecedarian Project, 1:1–13, 2f, 4t, 6t, 9–10f, 9t, 12f, 13t
  • overview, 1:1
  • conclusion, 1:12–13, 13t
  • contexts, 1:2–3
  • creation of, 1:3–8, 4t, 6t, 9t
  • design for, 1:1–2, 2f
  • developmentally appropriate practice and, 1:413
  • effectiveness studies of, 2:835
  • follow-up studies after, 1:11, 12f, 13t
  • NIEER and, 2:921
  • outcomes and findings of, 1:8–11, 9–10f
  • policy spurring research about, 2:471
  • replications and extensions of, 1:11–12
  • research on, 2:663–664
• Abecedarian Summer Camp, 1:8, 9t
• Aboud, Frances, 1:399
• Absenteeism, 1:309–310
• Absolute pitch, 2:898
• Absorbent minds, 2:865, 867
• Abstract trust, 3:1396
• Abuse. See Maltreatment
• Academic, Social, and Emotional Learning Acts of 2013 and 2015, 1:286
• Academic content areas, 1:14, 15
• Academic degrees, highly qualified teachers and, 2:661–662
• Academic disciplines, content knowledge and, 1:333–335
• Academic redshirting, 2:637, 3:1234–1235, 1292
• Academic standards. See Standards
• Academics and academic assessment in early education, 1:14–18
• Accentuated perception, 2:942
• Access, 2:469, 472–473, 477–478
• ACCESS (Associate Degree Early Childhood Teacher Educators), 2:706
• Accessibility, 1:19–21
• ACCH (Association for the Care of Children’s Health), 2:594–595
• Accommodation (Piaget), 1:280–281, 2:709, 3:1012
• Accommodations and adaptations, 1:21–24
  • ADA and, 1:53–58
  • augmentive and alternative communication, 1:302
  • bias and, 1:147
  • defined, 1:21–22
  • family engagement, 2:589
  • legal basis for, 1:22–23
  • physical disabilities, 3:995–996
  • types of, 1:23–24
  • See also Assistive technology in early intervention; Universal design for learning
• Accommodations for assessment, 1:25–26
• Accountability in early care and education, 1:27–32, 29–30t
  • accountability assessment, 1:89
  • defined, 1:27
  • documentation and, 3:1321
  • effectiveness studies and, 2:837
  • emergent curriculum and, 2:524
  • funding and, 1:27–28, 31–32, 2:473, 837
  • importance of, 1:27
  • preservice teacher preparation, 3:1073
  • QRIS and, 3:1127
  • teacher preparation and, 3:989
  • teacher-directed learning, 3:1336
• Accreditation, 1:33–37
  • American Association of Colleges for Teacher Education, 3:1328
  • Center for Applied Research and, 1:182, 183
  • center-based care, 1:185, 186
  • clinical experiences and, 1:268, 3:1310
  • cultural competence and, 1:363
  • military child development centers, 2:858, 859
  • NAEYC, 1:33, 34, 2:663, 907–908, 910, 3:1309
  • personnel preparation and, 3:990–991
  • preschool, 3:1066
  • preservice teacher preparation and, 2:463
  • quality and, 1:203, 2:464, 3:1124
  • See also National Council for the Accreditation of Teacher Education (NCATE)
• Accreditation support pr...