Handbook of psychology volume 7 educational psychology
Gender Issues in the Classroom
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- References 281
- PA R T F O U R CURRICULUM APPLICATIONS
- Art and Aesthetics in Early Childhood Education 287 Literacy in Early Childhood Education 290
- Giftedness and Early Childhood Education 299 Linguistic and Cultural Diversity in Early Childhood Education 302
- Compensatory Programs and Early Childhood Special Education 311 Child Care and Early Childhood Education 317
- AN OVERVIEW OF THE FIELD OF EARLY CHILDHOOD EDUCATION
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280 Gender Issues in the Classroom Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.
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Marshall, C. S., & Reinhartz, J. (1997). Gender issues in the class- room. Clearing House, 70(6), 333–337. Martin, M. V. (1996). Inside a gender-sensitive classroom: An all girls physics class. Clearinghouse number SE058317 (ERIC Document Reproduction Service No. ED398053). Paper pre- sented at the Annual Meeting of the National Association of Research in Science Teaching, St. Louis, MO. April, 1996. Matthews, C. E., Brinkley, W., Crisp, A., & Gregg, K. (1998). Challenging gender bias in fifth grade. Educational Leadership, 55(4), 54–57. McCracken, N. M., Evans, D. H., & Wilson, K. (1996). Resisting gender-binding in the middle school. Voices from the Middle,
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References 281 McIntosh, P., & Style, E. (1999). Social, emotional and political learning. In. J. Cohen (Ed.). Educations minds and hearts (pp. 137–157). New York: Teachers College Press. Meyer, K. (1998). Reflections on being female in school science: Toward a praxis of teaching science. Journal of Research in Science Teaching, 35(4), 463–471. Michigan Model. (2000). The Michigan Model for comprehensive school health education grade 8 module 2 lesson 8. Ann Arbor, MI: Center for Eating Disorders. Miller, J. B. (1986). Toward a new psychology of women. Boston: Beacon Press. Mitchell, D. (1996). Approaching race and gender issues in the context of the language arts classroom. English Journal, 85(8), 77–81. Mullen, J. K. (1994). Count me in: Gender equity in the primary classroom. Toronto, Ontario, Canada: Green Dragon Press. National Council of Teachers of English. (1995). Women in Litera- ture and Life Assembly (WILLA) of NCTE (Report No. 19727– 1450). Urbana, IL: Author. National Council of Teachers of Mathematics. (2000). Principles
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PA R T F O U R CURRICULUM APPLICATIONS CHAPTER 13 Early Childhood Education HILLEL GOELMAN, CATHERINE J. ANDERSEN, JIM ANDERSON, PETER GOUZOUASIS, MAUREEN KENDRICK, ANNA M. KINDLER, MARION PORATH, AND JINYOUNG KOH
AN OVERVIEW OF THE FIELD OF EARLY CHILDHOOD EDUCATION 285
LEARNING AND TEACHING IN EARLY CHILDHOOD EDUCATION: ART, LITERACY, MUSIC, AND PLAY 287
DIVERSITY IN EARLY CHILDHOOD EDUCATION: INDIVIDUAL EXCEPTIONALITY AND CULTURAL PLURALISM 299
PROGRAMS AND QUALITY IN EARLY CHILDHOOD EDUCATION 311
Compensatory Programs and Early Childhood Special Education 311 Child Care and Early Childhood Education 317 CLOSING THOUGHTS ON EARLY CHILDHOOD EDUCATION AT THE BEGINNING OF THE TWENTY-FIRST CENTURY 322 REFERENCES 322 AN OVERVIEW OF THE FIELD OF EARLY CHILDHOOD EDUCATION As perhaps one of the first discussions of early childhood ed- ucation (ECE) to appear in a comprehensive handbook of psychology in the twenty-first century, this chapter begins with a glance in the rearview mirror to consider what parallel chapters had to say in the first half of the twentieth century. In 1929 the National Society for the Study of Education (NSSE) published its annual yearbook on the topic of preschool and parental education, in which editors referred to a new and different conception of the educational significance of the first half-dozen years of life. This new conception of the sig- nificance of the preschool period has led to the development of several new educational activities, more especially to the devel- opment of nursery schools and of new organizations and meth- ods for the better training of parents. (NSSE, 1929, p. iv) From the 1920s to the 1950s preschool or nursery school education were considered by most educators, researchers, and parents to be the only legitimate manifestation of what was referred to as early childhood education. The 1929 year- book refers to full-day child care programs as “day nurs- eries,” which were part of the parallel and very different world of child welfare, clearly distinct in purpose, orienta- tion, and content from the early childhood education pro- grams of nursery schools. When the 1939–1940 yearbook titled Intelligence: Its Nature and Nurture was published (NSSE, 1939), the primary focus was, again, on one kind of setting (half-day nursery school programs) and on one spe- cific outcome (IQ scores). Titles of chapters in the 1939–1940 yearbook included the following: • “A Longitudinal Study of the Effects of Nursery-School Training on Successive Intelligence-Test Ratings,” • “The Effect of Nursery-School Attendance Upon Mental Growth of Children,” • “Influence of the Nursery School on Mental Growth,” • “The Mental Development of Nursery School Children Compared With That of Non-Nursery-School Children,” • “Mental Growth as Related to Nursery School Attendance,” • “A Follow-Up Study of a Group of Nursery School Chil- dren,” and • “Subsequent Growth of Children With and Without Nurs- ery School Experience.” Early childhood education—as a discipline, a discourse of inquiry, and a body of educational practices and
286 Early Childhood Education approaches—has changed dramatically since those early chapters written by the leading scholars of the day. The current chapter does not attempt to be either “definitive” or “compre- hensive,” but it does attempt to provide an accurate reflection of the diversity of philosophies, theories, and practices into which the field of early childhood education has matured. We no longer identify one specific program as “typical” or model, and the once-firm line between “child welfare” and “educa- tional” programs has all but disappeared. In this chapter we consider the wide range of settings in which young children participate from birth to approximately age 8 years. The chap- ter is designed to provide an understanding of both the breadth and depth of early childhood education and, in so doing, to give the reader the opportunity to become acquainted with what we consider to be some of the major themes in this field. It is our intention that the reader will gain this level of un- derstanding and will be able to use the chapter to identify fur- ther sources of information and knowledge based on what we present here. This chapter on early childhood education draws on Bronfenbrenner’s ecological model of child development in order to share our understandings of the most recent develop- ments in early childhood education and research at the differ- ent nested systemic levels of analysis (Bronfenbrenner, 1979; Bronfenbrenner & Morris, 1998). At the center of these nested concentric levels is the microsystem, which is seen as the immediate and naturalistic ecological niche within which the child develops. Examples of microsystems are home environments, child care settings, and classrooms. The mesosystem is the network of relationships among the vari- ous microsystem environments. For example, the degree of continuity or conflict between the home environments and school environments is a mesosystem dynamic. Embedding both of these inner systems is what Bronfenbrenner refers to as the exosystem, which includes broader societal influences that impact on the meso- and microsystems. Exosystem fac- tors include legislation and social policy, labor force partici- pation rates, neighborhood characteristics, teacher training programs, and the like. The overarching macrosystem refers to the societal and cultural values, beliefs, and attitudes that shape and influence the creation of policies and programs that ultimately impact on the lives of young children and their families. In the first section, titled “Learning and Teaching in Early Childhood Education: Art, Literacy, Music, and Play,” we focus on child growth and activity as it is observed within the early childhood microsystem environments in which young children play, learn, and develop. In this section we explore what is known about the abilities and interests that young children bring to early childhood settings, and how the early childhood environment can challenge, engage, and interact with their abilities and interests. Within and across the areas of art, play, literacy, and music this section explores the dy- namic tension between more endogenous and maturational views of early education and development at one end of the continuum and an approach that advocates for more direct in- struction at the other. The second section, “Diversity in Early Childhood Education: Individual Exceptionality and Cultural Plural- ism,” considers the importance and impact of diversity in early childhood education. Although much of the work in early childhood education in the early twentieth century represented an attempt to define a set of universal norms, our understanding today is that early childhood education includes a very wide continuum of children with diverse abilities and disabilities who come from an ever increasing range of cultural and linguistic backgrounds. Rather than attempting to reduce the field to a few narrow common de- nominators, we wish to reflect the diversity that enlivens this field and challenges practitioners, researchers, and pol- icy analysts. In this section we maintain our focus on the microsystems of early childhood education but broaden our perspective to include the mesosystem relationships among the various microsystems, and we begin to explore the exo- system levels of the social, legal, and regulatory contexts of early childhood education. In the third section, “Programs and Quality in Early Childhood Education,” we attempt to integrate theory, re- search, and practice in early childhood education as we con- sider the impact of ECE programs on the children and families who participate in them. Specifically, we examine two of the most dominant forms of ECE programming: compensatory education programs for at-risk children and nonparental child care programs. The issue of quality relates directly to the notion of an ecology of early childhood care, education, and development. Within this complex ecology there are dynamic interactions between the endogenous, bi- ological factors of individual children and the environmen- tal influences of classrooms, curricula, and the social, economic, and demographic realities that frame the develop- ment and education of young children. This framework, in turn, is informed by societal values and beliefs that con- tribute to the very definition of “quality” in ECE programs. In this third section we present a model of program quality that draws on empirical data from the different systemic lev- els of early childhood education and child care programs, across the curricular areas discussed in the first section of this chapter and in recognition of the individual differ- ences and cultural diversity that are presented in the second section.
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