CSZM5633_Child family and community family centered early care and education

Social Policy Issues

Head Start’s purpose has always been to involve low-income families in the
solutions to their own problems by empowering them politically and economically,
instead of just offering them services. From the beginning, Head Start was not just
a preschool, but a comprehensive program, though every time its funding comes
up for renewal, there’s a call to cut it back to a narrow preschool focus. It is impera-
tive that Head Start retain its family focus because the strength of families directly
relates to children’s futures. To make a difference, a program like Head Start can’t
just deal with children; it has to include the whole family.

Head Start is a national effort, aimed to be locally responsive and locally con-
trolled. If the federal government doesn’t provide full Head Start services to each
community, the model could be adopted by communities who want to start their
own Head Start programs.

Child Care

With the focus now on preschool for all, as mentioned in Chapter 12, child care
gets less attention; resources that could be going to child care programs are now
being eyed for preschool programs. A longtime child care director in California,
Missy Danneberg, has strong feelings about this situation:

For as long as I can remember (41 years) there has been confusion about differences
or similarities between child care and preschool. Sometimes this confusion seems
to only be semantic and other times philosophical. Is child care really different from
preschool? The term ‘child care’ is used for programs providing care for young chil-
dren usually for the full day while parents work. There may be children who attend all
day and other children who attend part of the day depending on the parent’s needs.
The term ‘preschool’ is used for programs providing a part-day program for young
children, but a lot of these programs also offer a full-day program to meet the needs
of working parents. Are you confused yet? If you walk into a ‘child care’ program, it
can look very similar to a ‘preschool’ program. So why are we wanting to make this
distinction or who is making this distinction? In recent years there has been a lot
of advocacy effort put into promoting the educational value of preschool. This has
had some very beneficial effects on the funding given to early care and education
programs. Also to some it seemed to imply child care was less educational than
preschool. Research has shown young children learn through all of their everyday
activities including play so how can child care not be promoting education for young
children? (personal communication, June 29, 2011)

As a society we ought to be looking at the needs of all children, whether their
parents work or not, instead of focusing on just one segment of the under-5 popula-
tion—the nation’s 4-year-olds. In fact, if we, as a nation, were looking to put money
for young children where it would do the most good, infants would be the place to
start. There’s plenty of research that shows that what happens in the very first year
or two of life sets the stage for the rest of the lifetime. That’s when the brain has the
most potential for development and also the greatest vulnerability. But, of course, we
don’t want to start schools for babies. We want to put together a variety of top quality

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programs for babies whose families work and for babies whose families don’t work. Of
course, those programs should be family centered, whether the parents are in the labor
force or not. Furthermore, all families should have access to all the outside services
they need, including health and nutrition services, mental health and social services,
special education experts, and respite care for families who need it after hours. Use
your imagination—pretend that every family has full support of all the resources in
the community. Imagine what that would look like. Imagine how those children would
arrive in kindergarten. If we had such a thing, no child truly would be left behind.
Canada had that vision, and he did something about it! What about the rest of us?

It is time for this society to consider young children as a national priority. We
had a peace movement, a civil rights movement, a women’s movement, and an
ecology movement. We need a children’s movement. The Federal Child Care bill,
which was passed at the beginning of the 1990s, is a step in the right direction. A
demonstration at the nation’s capital on June 1, 1996, was another step. The “I Stand
for Children” demonstration drew people from across the country to stand in the
Capital Mall and show by their presence their concern for the nation’s children. The
theme has been taken up by local communities since then, and each June 1 differ-
ent events signal the Stand for Children theme around the country. President Bill
Clinton’s White House Conference on Children in the mid-1990s was the first of its
kind and helped bring further attention to the nation’s responsibility to its children.
George W. Bush, along with his wife, Laura, held a somewhat similar White House
Conference when he first took office, gathering early childhood leaders from around
the country to listen to his ideas about the field.

David Kirp, a professor at the University of California in Berkeley, proposes a
new movement and lays out the reasons plus some steps to take. In his book Kids
First (2011), he writes about five big ideas that this movement would encompass.
Two of them are strong support for new parents and high-quality early childhood
education. He also proposes something that has come up regularly in this book:
“community connectedness.” He sees linking schools and communities as a way to
improve what both offer children.

Culturally Responsive Care

Changing demographics present a challenge to child care programs as diversity
increases in some communities. Those who work with children and their families may
have difficulties working from a culturally informed perspective because they have to
first challenge their own values and beliefs (Mann, 2010). Educators must now more
than ever before discover how to deliver culturally responsive care. They also have
to learn more about children’s racial identities (Brunson Day, 2010). A report from
California Tomorrow (Chang, Muckelroy, & Pulido-Tobiassen, 1996) proposes five core
principles for education and care in a diverse society:

1. Principle 1 involves adults’ understanding how racism impacts the development of
children’s self-identity and their attitudes toward others.

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2. Principle 2 advocates building on the culture of families and promoting
cross-cultural understanding among children in child care.

3. Principle 3 relates to preserving children’s home language and encouraging all
children in child care to learn a second language.

4. Principle 4 has to do with child care staff working with families to nurture the well-
being of children.

5. Principle 5 involves child care staff engaging in ongoing dialogue with families as
well as self-reflection about diversity.
In addition to the five principles, professional development, recruitment and

retention of a diverse workforce, ongoing research, and dissemination of research
results to parents are all essential to the kind of care that promotes children’s healthy
development in a diverse society.

This report relates directly to the National Association for the Education of Young
Children’s (NAEYC) 1996 position statement “Responding to Linguistic and Cultural
Diversity: Recommendations for Effective Early Childhood Education.” Both California
Tomorrow and NAEYC have as a goal to build support for equal access to high-quality
educational programs that recognize and promote all aspects of children’s develop-
ment and learning, enabling all children to become competent, successful, and socially
responsible adults.

Diversity is growing in the United States. According to Brunson Day (2010) in the
book Children of 2020, in the United States just under 41 percent of children are of
Latino, Asian, Native American, and African American/African descent. “By 2020, that
figure is projected to grow to 47%” (p. 67). If current trends continue, at some point in
the 21st century, no single racial or ethnic group will constitute a majority of the U.S.
population. That phenomenon already occurred in California in 2003.

In the future, we, as a society, must offer enough choices so that parents can
find schools, early care and education, and other community services in tune with
what they want and need for their children. Stopping funding cuts and expanding
services by providing more programs aren’t the only answers. The choices for child
care must include programs that allow parents to be with their own children, as
well as a wide variety of systems that provide for education and care by others.
Creative alternatives in the workplace that allow working parents a greater role
in caring for their own children include flextime, which allows parents to stagger
work schedules; part-time work; job sharing; parent subsidies, which allow parents
to be at home more with their children; flexible benefits plans; and flexible leave
policies.

We need more high-quality schools and early care and education programs of
all types; we haven’t come close to meeting the need. Children from low-income
families frequently lack the opportunity to enroll in early care and education pro-
grams. We need more child care, but we can’t just have more—we need to have better
child care. Cuts to quality initiatives reflect how states are scaling back efforts to

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improve quality in early care and education programs, including some cuts that
involve basic health and safety. We have to upgrade the training, status, and salaries
of child care teachers, who are grossly underpaid, putting them in the ranks of the
poor. Children suffer from burned-out teachers and high turnover rates. Quality child
care makes a difference. We can’t promote economic independence for families with-
out also promoting good child care. Child care is a means to family preservation and
a key component in school readiness. Indeed, child care is often seen as the answer
to problems of the economy, a means of addressing the miseries of poverty, and a
strong tool for eradicating bias in the next generation, besides providing general
early education for young children.

The problem is that poorly funded child care doesn’t live up to all the dreams we
have for it. Quality is a major issue. Without quality, child care doesn’t do its job. It
is hard to have quality when no one wants to pay the cost. Certainly most families
can’t pay what child care truly costs, if early care and education professionals were
paid at the rate of other professionals.

Early childhood programs, such as Head Start, and quality child care can help
break the cycle of poverty and disadvantage by helping the parents and by prepar-
ing the next generation to take full advantage of educational and training oppor-
tunities. Kirp (2011) sees education as the path out of poverty. Seventy percent
of financially secure post-secondary students graduated from college, compared
with 47 percent of low-income students. Students from low-income families drop
out of school six times more often than those from wealthy families. Good and
widely available early care and education programs can make a difference in these
statistics.

The most effective programs do far more than merely deliver early childhood
education and care for children. To meet children’s needs, they provide comprehen-
sive services to the whole family. They connect the family to the greater community.
An example of such a program is the Parent Services Project (PSP) started by Ethel
Seiderman (Lee & Seiderman, 1998; Links, Beggs, & Seiderman, 1997). This project
serves as a model of how child care can go far beyond just providing care for children
by also supporting families.

MOVING TOWARD FULLINCLUSION PROGRAMS

The U.S. Congress has been passing legislation since 1975 designed to move chil-
dren with special needs out of isolation and into programs that serve their typi-
cally developing peers. The Individuals with Disabilities Education Act (IDEA) of
1990 has supported what’s called “inclusion”—that is, integrating children with
special needs into early care and education programs of all sorts, including center-
based care, family child care, and infant-toddler programs. Inclusion programs
encourage children with disabilities to reach higher levels of achievement and
develop a broader range of social skills. The programs expose children earlier to
the larger world that they will live in as adults. All children benefit when children
with special needs are integrated into classrooms with their typically developing

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peers. They can’t just be thrown together, however. Care must be taken to be sure
everyone’s needs are met and the children with special needs are helped to feel
that they belong. That takes training of teachers, caregivers, and family child care
providers.

For example, children with disabilities may need support when it comes to mak-
ing use of a rich environment. Materials should be selected to fit all children’s capa-
bilities, including those with special needs. Accessibility is important, too. It doesn’t
do any good to put children in a rich environment if they can’t get to what they’re
interested in.

Some children need to be taught how to use an environment set up for learning
through play. It helps if a teacher is nearby observing and commenting, modeling,
and even making suggestions. Judging how a play environment is working depends
on observing how children are using it. All children should be using the toys, mate-
rials, and activities creatively and to the best of their abilities. They should be able
to make choices and use the materials as independently as they can. The degree of
engagement can vary widely but should be an indication of how the environment is
working.

ECONOMIC DEVELOPMENT

You can’t just take the child out of the family and provide education and child care
without looking at the factors that influence what the child goes home to. Poverty is
a big influence on family life and therefore on children’s early development, which
affects their ability to learn when they reach kindergarten age.

Money can’t buy happiness, so it isn’t just poverty that causes problems. But
there is a correlation between poverty and stress on families and children. The lack
of services and treatment for parents’ mental health and substance abuse problems
can create family crisis. It is estimated that 9 percent of the children in the United
States live with at least one parent who abuses alcohol or drugs. The nation’s
homeless population increased by approximately 20,000 people from 2008 to 2009
(3 percent increase). There were also an increased number of people experiencing
homelessness in each of the subpopulations examined in this report, which in-
cluded families (National Alliance to End Homelessness, 2011). Imagine the stress
on families to be living on the street!

A key to alleviating poverty is jobs—jobs with benefits that pay enough to live
on. Increased employment can be enhanced by community involvement in identify-
ing available jobs, improving access by reducing discrimination and other barriers,
improving training, and developing job search and interview skills in underemployed
people.

Who is going to do all that? We all must. No single approach will eliminate
poverty in America. It will take a massive effort on the part of government at all
levels, educational institutions, corporations, foundations, communities, and
individuals.

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ADEQUATE HEALTH SERVICES
AND NUTRITION FOR ALL

Let’s go back to our discussion of the three
pregnant women at the beginning of the
chapter. The point of those vignettes is that
good health and nutrition are vitally linked
to later achievement. To enter kindergarten
equally prepared, every child must have a
healthy birth, adequate pre- and postnatal
care and nutrition, and medical protection
and care in the early years.

Adequate nutrition starting before birth
is a must for healthy development. WIC Good health and nutrition are vitally linked to readiness
(Women, Infants, and Children), a federal to learn. To enter kindergarten ready to learn, every child
nutrition program already in place, can must have a healthy birth, adequate nutrition, and
accomplish this goal. Unfortunately, WIC medical protection and care starting in the early years.
doesn’t reach everyone who is eligible for its Valua Vitaly/Shutterstock
services.

Health-care delivery has been a patchwork system involving federal, state,
and private sectors. Unfortunately, this system hasn’t met the need in the past.
But just providing services is not enough. Families must take responsibility to
seek out and use the services that are available. Some may need to be educated
about how to use medical care services. That’s where the early care and education
program comes in. Much can be done to help parents seek out what is available
to them.

TAKING A PREVENTIVE APPROACH

With all of the examples given in this chapter of effective programs and services for
families, it sounds as if a lot is being done at this point. However, what is being done
is a drop in the bucket compared with the need. Unfortunately, a good many of the
services mentioned respond to emergency situations rather than preventing them in
the first place. Here’s a little parable to illustrate the point:

Once there was a kindly man walking by a river. He looked out into the strong current and
saw a young child struggling in the swirling waters. He threw off his shoes and plunged into the
swiftly moving water. It took all the strength he had, but he finally managed to pull the child
from the grip of the river, drag him up on the bank, and give him CPR. The child was saved!
But lo and behold, the man looked up from the child he had just rescued and saw another
child in the water. Again he raced into the river, fought hard, and managed to save this child,
too. But the same thing happened. He looked up in time to see yet another child struggling in
the swift current. Dead tired, he dragged himself once more to the river and plunged in. He

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continued in this manner until he collapsed from exhaustion and was no longer able to save
any more children. That was the end of his rescue mission. Sadly enough, he had been so busy
saving children that he was never able to leave long enough to walk upstream to stop whoever
was throwing the children into the river in the first place!

This parable shows how our society operates in regard to children at this point.
Instead of taking adequate prevention measures, we allow children to flounder in
dangerous waters, and then we try to rescue them. It would be much more economi-
cal and energy effective to walk upstream and stop them from being thrown in! It’s
cheaper and better to prevent damage than to repair it.

A common problem of the rescue approach is that children too often must be
rescued from their own parents because they don’t get adequate care. That kind of
rescuing can be disastrous. Children placed in foster care must deal with the emo-
tional effects of separation and are often left with lifelong scars. Many children could
remain at home if there were more programs that focused on strengthening families
rather than on removing children. The Doris Duke Foundation is an example of a pro-
gram that has taken just such an approach.

The costs of taking children from their families are enormous. Besides the
emotional costs, there are financial burdens that taxpayers must shoulder. It costs
much more to provide foster care than it would to give families what they need to
keep their children home. Happily, there has been a recent trend for keeping fami-
lies together. This trend is reflected in the proposals of the Children’s Defense Fund
group, which is continually making recommendations for systemic reforms aimed at
keeping families intact.

Here are three recommendations that would prevent society from having to rescue
floundering children:

1. Create in every community a network of comprehensive services to strengthen
families and give them the tools they need to support and nurture their
children.

2. Make family preservation services and other specialized community-based treat-
ment available to all families in crisis.

3. Improve the quality of out-of-home placements so that special needs are met and
children are returned to families or adopted as appropriate.

ADVOCACY

Anyone who cares about America’s future must become an advocate for making
the world a better place for children and families. Here are some general ways to
do that.

1. Get involved! Start by informing yourself about the status of children and
families in your neighborhood, community, state, and nation. Use your own eyes.
Visit local programs that serve low-income children and see the effects of poverty.
Read.

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2. Do something this week to help children. If
you’re not already involved, volunteer at a
Head Start program, a child care program,
or a school or another organization in your
community. If you are already busy during
the day or don’t want to work directly with
children, offer your services as a fund-raiser.
Every program needs more money than
it has, and most are involved in varying
degrees of fund-raising efforts. If you want
to feel good, take a look at a director’s face
when you arrive in his or her office and offer
to help with fund-raising.

3. Speak out for children! Inform others
through speaking to religious groups, at can-
didate forums, and to community groups.
Write a letter to the editor of your local
newspaper.

4. Be a role model for your community. Don’t Speak out for children. They can’t speak out for themselves.
wait around for someone else to take the
reins. If you show you care, others are likely Frank Gonzalez-Mena
to follow your example.

5. Register and vote. Elect candidates who keep children and families a priority.

6. Understand how public policies make a difference. Public policies, though they may be
conceived of on a national, state, or more local level, influence our lives and those of
our children. Policies are decisions about goals and objectives, which become plans
of action, translating eventually into programs.

The part of the advocate in helping create policy involves the following steps
(adapted from Goffin & Lombardi, 1989):

1. Identify a problem that requires action.
2. Convince someone to accept responsibility for helping to solve the problem.

This someone may be the government.
3. Develop and propose acceptable solutions to the problem.
4. Monitor the implementation of the solution.
5. Evaluate the program.

It’s important to hold your leaders accountable. One way to do this is to keep
track of how lawmakers vote on issues of importance to children and their families.
Goffin and Washington (2007) give a lot more information about how to be an advo-
cate for children and families.

Strategy Box 15.1 gives strategies for getting together with families in advocating
for all children.

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Social Policy Issues

Strategy Box 15.1

Strategies for Involving Yourself and the Families in Advocacy Efforts

◆ Learn about the families in your community. If you aren’t in touch with low-income
families, visit a program that serves them. Get a broader view by reading whatever
you can find. The State of America’s Children, published by the Children’s Defense
Fund, is a good place to start. Share what you learn with families you work with
and find out what they already know.

◆ Understand how public policies affect children and families. Educate yourself
about the pros and cons of pending legislation. Educate the families in your
program and learn from them as well.

◆ Help create legislation when a need arises. Join a group that knows how to do this, or
find out how to do it and create the group yourself.

◆ Stand up for children—together with their families. Make your positions known.
Contact your legislators. Create letter-writing and e-mail campaigns and
petitions. Visit your local lawmaker’s office. Go to your state capitol. Go to
Washington, DC, if necessary. Make yourselves known. Make yourselves visible
and heard.

◆ Join groups that advocate for children. Many voices are louder than just a few.
◆ Educate yourself about the candidates who make families and children a priority and

then cast your vote. Let them and others know why you are voting for them.

VIOLENCE AND ITS EFFECT ON CHILDREN AND FAMILIES

One issue that hasn’t been covered yet in this book is the effect of violent conflict
in the community on children and families. Some families have come to the United
States fleeing from violence in their own countries—from war, blood feuds, oppres-
sive dictators, ethnic cleansing—horror stories none of us like to think about. These
refugee families may settle in relatively safe and secure communities but still feel
the effects of their previous experiences. And not all families in the United States
live in safe communities. Those who are living in communities where rival gangs
fight for territory, or where crime and drugs run rampant, also have to deal with vio-
lence. Then there is violence in the home that has nothing to do with the neighbor-
hood where the home is situated. Domestic disputes that turn violent can happen
anywhere. The aftereffects of violence continue to disrupt the lives of children and
their families.

What are some of the specific effects of violence on young children? Some chil-
dren are direct casualties of violence, but all children suffer physically and emotion-
ally if they are exposed to violence, even by witnessing it. One effect is fear, which is
intensified when children hear about violence and see reports in the media. Children

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need help with their feelings. If they aren’t able to explore and express their feelings,
those feelings stay hidden inside and eat away at them. The adults in their lives who
have also experienced the same violence may be so tender themselves that they
may have a hard time allowing children to work through their feelings. With no adult
help or support, children can’t begin to understand or make any sense out of what is
going on. One way they try to work through their fears is through play, but how many
early educators allow children to re-enact violent scenes? Most are uncomfortable
with even pretend violence, though children are drawn to that kind of play—even
those who haven’t experienced violence first-hand.

Children who have been exposed to violence can experience post-traumatic
stress syndrome, which often goes unrecognized. Without help, or at least guid-
ance and support, children’s world views become distorted, setting them up for
continuing the conflict and violence in the next generation (Connolly, Hayden, &
Levin, 2007).

Families also feel the effects of violent conflict. Some have to deal with the ter-
rible stress that comes when a family member is killed or injured. Many military
families are dealing with these issues at present. Children are caught in the stress and
feelings of the adults. Because male members of families are most likely to be directly
involved in the violence, some families end up without any adult males, which makes
it harder for the family to survive and leads to a lack of role models for male children.
Families are sometimes displaced as a result of violent conflict, and that puts ad-
ditional stress as they end up economically deprived and with physical and mental
health issues. Children’s lives are disrupted by such moves as they face separation
issues as well as a challenge to their sense of cultural identity and feeling of belong-
ing (Connolly et al., 2007).

Communities are also disrupted by violence, especially if there are oppos-
ing violent factions in the
community whose fights can
destroy any sense of togeth-
erness and feelings of trust
and safety. Deep divisions
can result, and communities
can literally disintegrate from
within.

So the question is: What
can early educators do to
support families and children
in such situations? One an-
swer is to provide the very
best early education pro-
grams that we can. We have
to provide ongoing support
to families and get them to-
gether so they can support Teach children to be peacemakers. Myrleen Ferguson Cate/PhotoEdit

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each other. The environments we create must be places where children can safely
explore physically and also explore their feelings with trained adults there to help
when needed. The relationships we create with children must be the kinds that fa-
cilitate their social and emotional competence. Where possible, getting children in
touch with nature can be a great source of healing. Obviously, early educators need
skills to do all this—skills that go way beyond their training in getting children ready
for academics by promoting early literacy and numeracy. Further, early educators
need skills that help them work with adults as well as children. It’s a big order, but
it’s worth it!

The final question is: What can early education do to make local communities
and the world a more peaceful place?

There are many ways to work for a more peaceful world. Strategy Box 15.2 has
some specific close-up and personal strategies early educators can use in their work
with children and families.

This whole book has been about peacemaking—about coming together—
families and professionals. This book has been about healing the split so the fab-
ric is whole—not a fractured fabric with teachers and children in one section and
families in another. We must integrate the families into the whole program—not just
create a separate part called parent involvement. And when the parts are integrated,
there will still be disagreements, conflicts, and issues, but peacemaking includes
knowing how to resolve those by using problem-solving methods to figure out what
to do when there is disagreement.

Peace isn’t won; it is made. Peace never comes once and for all. You have to con-
tinually work at it. Whenever there are two people or two groups who interact, there

Strategy Box 15.2

Strategies for Working with Families and Their Children Around
Peacemaking

◆ Continually explore the idea of moving from a dominator model to an equity one.
Another way of putting this idea is always looking for a win-win solution to prob-
lems and teaching others to do the same. Peace isn’t won; it’s made.

◆ Create effective partnerships with families in which power and decision making
are shared.

◆ Become a model for others by solving problems and working through conflicts
without using one-upmanship and power plays.

◆ Teach children to resolve conflicts and deal with issues without using aggression.

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Social Policy Issues

is the potential for conflict. It isn’t about just “making nice” but about understanding
how to see beyond one’s own perspective, how to honor and respect differences, how
to find common ground and come to agreements. This is not easy. It takes time and
energy. But we have to stop using a dominator model where one person or group
uses what’s called one-upmanship to gain control over the other. We need to firmly
implant an equity model in our minds and hearts and always work toward peaceful
settlements of any problems. We teach children to do that. We can do that ourselves
as well.

SUMMARY

The chapter started by asking the question, who is responsible for America’s chil-
dren? It went on to explain what “ready to learn” means and some of the issues
related to that goal. It continues with a discussion of why public policy should focus
on moving toward full-inclusion programs so children with special needs aren’t set
apart from other children. Economic development, adequate health services and ap-
propriate nutrition are vital factors for children to grow and develop in healthy ways.
Unfortunately too often funds are only for remediation rather than prevention (which
would take fewer funds). The subject of how to be an advocate for children, empha-
sized throughout the book, comes into focus once again in this chapter. The book
ends with an emphasis on peacemaking as an answer to the violence many children
experience in their lives and in the media.

FOR DISCUSSION

1. What are your ideas, feelings, and experiences related to equal opportunity for
children? Does Head Start contribute to equality of opportunity? If yes, how?
What are your ideas about getting the nation’s children “ready to learn”? What
are your ideas about “leaving no child behind”?

2. What are your experiences with the health care system, and how do you think it
affects young children?

3. If you were to make recommendations to create or improve on our national
child care system, what would those recommendations be? What could child
care programs do to support parents that they aren’t doing now? What would
parents need in order to be able to do what you suggest?

4. Have you ever been involved in advocating for children? If yes, what are your
experiences? If no, how might you become involved?

5. What are your ideas about and experiences with peacemaking?

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WEB SITES National Association of Child Care Resource and
Referral Agencies (NACCRRA)
Center for Law and Social Policy www.naccrra.net
www.clasp.org This organization works toward increasing the qual-
Part of CLASP’s work focuses on early care and ity and availability of child care through advocacy
education and promotes policies that support child work.
development and the needs of low-income working
parents on expanding availability of resources for National Association for the Education of Young
child care and early education initiatives. Children (NAEYC)
www.naeyc.org
Children’s Defense Fund (CDF) The National Association for the Education of
www.childrensdefense.org Young Children sets standards and policy for the
The Children’s Defense Fund educates the nation profession of early childhood care and education.
about the needs of children and encourages preven-
tive investment before they get sick or into trouble, National Head Start Association (NHSA)
drop out of school, or suffer family breakdown. Its www.nhsa.org
site contains resources and information about the The National Head Start Association provides ser-
organization’s goals and programs. vices for impoverished children 0–5 years of age
and their families. Its site contains research and
Connect for Kids resource information, including the history and
www.connectforkids.org goals of the organization.
Run by the Benton Foundation, this organization
promotes advocacy related to various issues con- Stand for Children
cerning children. www.stand.org
The Stand for Children organization is committed
Future of Children to building a voice strong enough to give all chil-
www.futureofchildren.org dren an opportunity to grow up healthy, educated,
The Future of Children seeks to promote effective and safe.
policies and programs for children by providing
policy makers, service providers, and the media Zero to Three
with timely, objective information based on the www.zerotothree.org
best available research. This nonprofit organization aims to promote the
healthy development of infants and toddlers.
Harlem Children’s Zone Its site delivers information on current research
www.hcz.org pertaining to infants and toddlers.
Using the motto “whatever it takes,” Harlem
Children’s Zone’s goal is to involve hundreds of
people to change generational poverty by address-
ing the needs of the whole community.

FURTHER READING Noddings, N. (2002). Starting at home: Care and social
policy. Berkeley, CA: University of California Press.
California Department of Education. (2009). Inclusion
works! Creating child care programs that promote Raver, C. C., & Zigler, E. F. (2004, January). Public
belonging for children with special needs. Sacramento, policy viewpoint: Another step back? Assessing
CA: Author. readiness in Head Start. Young Children, 59(1),
58–62.
Compton-Lilly, C. (2004). Confronting racism, poverty,
and power: Classroom strategies to change the world. Siegel, D. J. (2011). Mindsight: The new science of personal
Portsmouth, NH: Heinemann. transformation. New York, NY: Bantam.

Gopnik, A. (2009). The philosophical baby. New York,
NY: Farrar, Straus and Giroux.

358

Social Policy Issues

Tough, P. (2009). Whatever it takes: Geoffrey Canada’s Washington, DC: Council for Professional
quest to change Harlem and America. Boston, Recognition and the National Association for
MA: Mariner Books. the Education of Young Children.
Zigler, E. F., Finn-Stevenson, M., & Hall, N. W. (2003).
Thaxton, S. M. (2003). Grandparents as The first three years and beyond: Brain development
parents—Understanding the issues. In and social policy. New Haven, CT: Yale University
B. & R. Neugebauer (Eds.), The art of leadership Press.
(pp. 323–325). Redmond, WA: Child Care Zigler, E., & Styfco, S. J. (2010). The hidden history of
Information Exchange. Head Start. New York, NY: Oxford University
Press.
Washington, V., & Andrews, J. D. (Eds.). (2010).
Children of 2020: Creating a better tomorrow.

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360

Appendix

NAEYC: Where We Stand on Responding to
Linguistic and Cultural Diversity

Young children and their families reflect a great and rapidly increasing diversity of
language and culture. The National Association for the Education of Young Chil-
dren’s (NAEYC) recommendations emphasize that early childhood programs are
responsible for creating a welcoming environment that respects diversity, supports
children’s ties to their families and community, and promotes both second language
acquisition and preservation of children’s home languages and cultural identities.
Linguistic and cultural diversity is an asset, not a deficit, for young children.

RECOMMENDATIONS FOR WORKING WITH FAMILIES

◆ Actively involve families in the early learning program. Latino American children
Links between school, home, and community are important for make up the majority of
all young children, but forging them can be challenging when first graders in the United
families and program staff differ in culture and language. Ties States’ largest cities.
to the community, respectful relationships with families, and
encouragement of active, culturally meaningful family involve-
ment are essential.

◆ Help all families realize the cognitive advantages of a child knowing more
than one language, and provide them with strategies to support, maintain,
and preserve home language learning.
Families may think that speaking to their children only in English will help them
learn the language faster. But home language preservation benefits children’s
cognitive development, and families with limited English proficiency provide
stronger language models when they emphasize their home language.

◆ Convince families that their home’s cultural values and norms are honored.
Continuity between home and the early childhood setting supports children’s
social, emotional, cognitive, and language development. Though not always
identical, practices at home and in school should be complementary.

Copyright © 2009 by the National Association for the Education of Young Children. All rights reserved.

From Child, Family, and Community: Family-Centered Early Care and Education, Sixth Edition.
Janet Gonzalez-Mena. Copyright © 2013 by Pearson Education, Inc. All rights reserved.

361

Appendix

RECOMMENDATIONS FOR WORKING WITH YOUNG
CHILDREN

Today, 44 percent of all ◆ Ensure that children remain cognitively, linguistically, and
children are members of emotionally connected to their home language and culture.
“minority groups.” By Children’s positive development requires maintaining close ties to
2050, the proportion will their family and community. If home language and culture are sup-
be 62 percent. ported, children, families, and communities stay securely connected.

Screening and Assessment of ◆ Encourage home language and literacy
Young English Language Learners development, knowing that this contributes
to children’s ability to acquire English lan-

As a supplement to its position state- guage proficiency.
ment on curriculum, assessment, and Research confirms that bilingualism is an
program evaluation, and in response to asset and an educational achievement. When
needs in the field, NAEYC has developed children become proficient and literate in
recommendations on the screening and their home language, they transfer those skills
assessment of young English language to a second language.

learners. To download English or Spanish ◆ Help develop essential concepts in the chil-
versions, visit www.naeyc.org/ dren’s first language and within cultural
positionstatements/cape. contexts that they understand.

Although some children can seem superficially

Almost three out of ten fluent in their second language, most children
Head Start children come find it easier to learn new, complex concepts in a familiar language and
from families who speak cultural framework. Once established, these concepts readily transfer
a primary language other into a second language and contribute to later academic mastery.

than English. ◆ Support and preserve home language usage.

Whether or not staff are proficient in a child’s home language,

NAEYC’s Engaging Diverse programs should make every effort to use chil-
Families Project dren’s home languages and create classroom
environments that reflect children’s languages

Despite the demonstrated value of and cultures. Within that context, teachers can
family partnerships, many early child- model appropriate use of English and provide
hood programs struggle to engage many opportunities for children to learn and
families, especially those who are cultur- practice a new language.

ally and linguistically diverse. NAEYC’s ◆ Develop and provide alternative, creative
Engaging Diverse Families project (EDF) strategies to promote all children’s partici-
aims to help by sharing information pation and learning.
about successful engagement strategies Creativity and collaboration are needed to
developed by exemplary, real-life early ensure that all children, whatever their cur-
childhood programs. To learn more, visit rent language proficiency or culture, have the
www.naeyc.org/ecp/trainings/edf. opportunity to participate fully in the pro-

gram’s learning opportunities. Collaborative

362

Appendix

work groups, including teachers and families, can For More on Diversity
develop flexible approaches that are developmen-
tally, culturally, and linguistically appropriate. The Early Childhood Research
Institute on Culturally and Lin-
◆ Provide children with many ways of show- guistically Appropriate Services
ing what they know and can do. identifies, evaluates, and promotes
Children have already learned a great deal effective and appropriate early inter-
before they enter an early childhood pro- vention practices and preschool prac-
gram, even if this learning has been in a tices that are sensitive and respectful
different language and culture. Effective to children and families from cultur-
curriculum and assessment systems do not ally and linguistically diverse back-
underestimate children’s abilities. Instead, grounds. http://clas.uiuc.edu/
they create multiple, often nonverbal ways
for children to demonstrate interests, The National Association for Bilin-
knowledge, and skills. gual Education is devoted to
representing bilingual learners and
RECOMMENDATIONS FOR bilingual education professionals.
PREPARATION OF EARLY www.nabe.org
CHILDHOOD PROFESSIONALS
The National Association for Multi-
◆ Provide professional preparation and cultural Education fosters respect
development in the areas of culture, lan- for and appreciation of cultural diver-
guage, and diversity. sity, promotes the development of
By examining their own cultural background, culturally responsible and responsive
educators come to see how young children’s curricula, and facilitates the acqui-
culture and language influence responses, sition of the attitudes, skills, and
interactions, and approaches to learning. knowledge to function in various cul-
Competence is further enhanced by profes- tures. www.nameorg.org
sional development in language acquisition,
working with diverse families, cross-cultural The National Task Force on Early
communication, and other critical content. Childhood for Hispanics endeavors
to enhance educational achievement
◆ Recruit and support educators who are and opportunities for children of His-
trained in languages other than English. panic descent and to influence educa-
Individuals with multilingual and multicul- tion policy decisions that most affect
tural backgrounds can be advocates and cru- this population. www.ecehispanic.org
cial support for diverse young children and
families. We must recruit more bilingual edu- The National Black Child Development
cators, give them appropriate professional Institute aims to improve and advance
responsibilities, and link them in collabora- the quality of life for Black children and
tive relationships with others in the field. their families through advocacy and
education. www.nbcdi.org

The complete position statement is available
at www.naeyc.org/positionstatements/linguistic

363

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Index

Page references followed by "f" indicate illustrated 298, 301-302, 304-306, 310, 331 family, 55, 57, 120-121, 297, 362
figures or photographs; followed by "t" indicates a Advertising, 47-49, 55, 241 group, 297
table. advice, 159, 166, 173, 180-181, 191, 198, 204, 226 health, 55, 120-121, 297
Advisory committee, 324 instrument, 297
A Advocacy, 48, 51-52, 54-55, 100-101, 120, 155-156, objective, 55
observation, 121
Abandonment, 188 180-181, 221, 239, 245, 300-301, 312, 323, of young children, 120-121, 297
Abilities, 39, 99, 105, 181, 210, 215, 219, 223-224, 332-333, 335, 363 problem, 55
effective, 51, 55, 120, 155, 363 school readiness, 57
249, 363 public policy, 55, 120, 312, 335 service, 55
Ableism, 216, 222 Affect, 30-31, 37, 53-55, 161, 169, 222, 251, 298, 363 special education, 120
Affection, 111, 308 ASSET, 104, 306, 323, 361-362
cultural, 222 Affirmations, 93, 108-111, 115, 119, 227, 229, 251-252 Assets, 36
Abt Associates, 314 African American families, 158 Assignments, 101, 250
Abuse, 50, 53, 55, 113, 120, 156, 161, 163-164, 172, African Americans, 35 Assistance, 324-325, 330-332
Age, 33, 37, 41, 43, 45-47, 50, 53, 57, 91, 93-123, Assistive technology, 313
174-175, 239, 312, 320, 325, 329-333, 158, 188, 211, 214, 217-218, 221, 231, 249, Association, 49, 56, 106, 120-123, 174-176, 204-205,
335-336 251, 287-288, 291, 295-296, 313-314, 335
child, 53, 55, 113, 120, 156, 161, 163-164, 172, mental, 33, 37, 97-98, 112, 188 230-232, 245, 256-257, 287, 297, 312-313,
motivation and, 57, 122 323, 335-337, 361, 363
174-175, 239, 312, 320, 325, 329-333, Age of Reason, 288 Association for Supervision and Curriculum
335-336 Agency, 306, 325, 332-335 Development, 121, 123, 175-176
domestic violence, 239, 333 Agents, 29-30, 37-39, 54 assumptions, 31-32, 34, 99
drug, 53, 329 Aggression, 50-51, 56, 161, 165 atmosphere, 40, 172, 200, 310, 315
emotional, 50, 329 forms of, 50 Attachment, 46, 57, 114, 309, 322, 336
Internet, 53, 55, 120, 174, 312, 332, 335 aggressive behavior, 56, 325 Attending, 200
of children, 50, 53, 55, 156 Agreement, 32, 104, 113, 191, 203, 309 Attention, 31, 39, 41-42, 50-51, 93, 106-109, 111,
substance, 332-333 Aid to Families with Dependent Children (AFDC), 331 113-116, 119, 157, 159-160, 170-171, 186,
Abuse and neglect, 113, 335-336 Aides, 249 188, 198, 209, 212, 217-218, 220, 244, 248,
Academic achievement, 40 AIDS, 47 254, 289, 291, 298, 300-302, 304, 325
Academic skills, 38, 101 airplanes, 218 and learning, 298
Academics, 31, 38, 40, 99, 288, 298 Algebra, 101 negative, 50-51, 111, 113, 171, 212, 218
skills, 38, 99 Alternatives, 118, 199, 292-293 positive, 51, 107, 109, 111, 113-115, 157, 170-171,
acceptance, 37, 43, 45, 166, 172, 212 Ambiguity, 162, 198
ACCESS, 53, 174, 181, 256, 291, 300, 319, 323, 331, American Academy of Pediatrics, 49, 54, 99, 121 188, 209, 212, 218, 220, 298
333 American Academy of Pediatrics (AAP), 54 power of adult, 93, 107, 119
Accommodations, 101 American Association of University Women (AAUW), Attitudes, 32, 36-37, 42, 51, 53, 119, 216, 224, 251,
accommodations, 101 256
Accountability, 39-40, 55, 57, 99 American Psychological Association, 49, 204, 245, 255, 363
Accreditation, 297-298, 313 257 behaviors and, 251
Achieve, 198 American Psychological Association (APA), 204 racist, 36-37
Achievement, 31, 39-40, 202, 209, 247, 362-363 Americans with Disabilities Act, 300 teacher, 32, 36-37, 42, 51, 119
academic, 40, 362 Americans with Disabilities Act (ADA), 300 Audience, 32, 56
influences on, 31, 39-40 Anger, 50, 107, 113, 161, 163, 166, 179, 181-184, 188, AUTHOR, 43, 221, 226, 231, 313, 315, 319, 323,
tests, 40 192, 197-198, 204, 304, 307-308, 326, 328
Achievement tests, 40 management, 204 335-336
standardized, 40 anger management, 204 Authority, 159, 166, 172, 201-203, 205, 305
Acquisition, 205, 361, 363 animals, 245
language, 205, 361, 363 Antibias curriculum, 43, 54, 220 competent, 305
ACT, 29-30, 49, 53, 56, 113, 119, 166, 179, 181, 183, Anti-Bias Curriculum, 43, 56, 121, 232 legal, 172
189-190, 203, 212, 215-216, 222-223, Antibias curriculum task force, 220 Autism, 101
228-229, 238, 244, 246-247, 300 anxiety, 188, 301 Autonomy, 56, 95, 97, 161, 214, 225, 298, 336
Acting as if, 194 Application, 225 Availability, 54, 287, 294, 310, 333
actions, 32, 43, 45, 97-98, 106, 114, 118, 165, Applications, 323 Average, 46, 49, 52, 98, 108, 160, 240, 250, 294
167-169, 190-191, 228, 245, 252 Appraisal, 210 Avoiding, 160, 182-183, 198, 218, 242, 254, 303
Active learning, 52 Appreciation, 109, 307, 321, 363 Awareness, 29, 37, 48, 116, 182, 220, 253-254, 313
Active play, 48 Approaches, 38, 93, 98, 100, 102, 106, 110, 112, 118, self, 182, 220
Activities, 30-33, 37, 45, 165, 196, 204, 218, 241-242, 155-156, 167, 169, 171-173, 200, 203-204,
253-255, 293, 295, 309-310, 330 242, 304, 363 B
developmental, 295 Appropriateness, 245
learning, 45 Area, 33, 37, 52, 102, 104, 190, 194, 212, 241-242, Back, 30, 34-35, 38, 41, 96, 99-104, 106, 113-114,
linguistic, 204 297 116, 118, 160-161, 163-164, 166, 168, 171,
Actualization, 155 Arenas, 222, 238 192, 196-198, 201, 211, 220, 227, 229-230,
Adaptation, 335 Arizona, 55-56 240, 242, 246-247, 249, 251, 253, 288-289,
Adaptive behaviors, 113 teachers, 56 292, 296-297, 299, 305, 310, 321, 324-326,
Addiction, 48, 53 Arizona State University, 55-56 329-330, 337
Addition, 30, 33, 40-41, 51, 166, 194, 196, 288, 294, Arrival and departure, 114
305 Art, 43, 111, 184, 254, 313-314 Background, 33, 37, 42, 110, 114, 157, 160, 311, 363
Adjustment, 255 music, 184 Backsliding, 241
Administration, 297 Articles, 55, 57, 106, 120, 174, 204, 230, 312, 335 Balance, 118, 162, 304
Administrators, 39, 194 Artifacts, 43 Baltimore, 121-122, 176, 231-232, 257, 313-314,
educational, 39 Assertiveness, 246
school, 39 Assessment, 55, 57, 120-121, 297, 362-363 335-336
adolescence, 104, 215 alternative, 121, 362 BASIC, 95, 97, 122, 156-157, 160, 166, 176, 185, 202,
Adulthood, 180, 215 behavioral, 57
late, 180 community, 55, 297, 362 206, 214, 224, 232, 242
Adults, 29, 40-41, 45-48, 50-53, 104, 107, 110-111, early childhood, 57, 120-121, 362-363 Behavior, 41-42, 45-46, 50-56, 107-116, 119, 122,
113-116, 118-119, 155, 158, 160-161, 163, early learning, 121
166, 168-170, 179-182, 185-198, 201, 155-168, 170-176, 180, 191, 198-200, 206,
203-204, 210, 216-217, 219-224, 227, 209, 215, 217-218, 222, 224, 226-227,
229-230, 237, 239, 242, 246, 248-249, 251, 245-246, 248, 250-251, 254, 257, 288, 295,
299, 303, 325, 329, 336
adaptive, 113
aggressive, 41-42, 50-51, 56, 165, 248, 325
challenging, 56, 112, 174-176, 180, 206, 217
communication and, 160
dangerous, 50, 165, 173

365

desired, 167, 170 California, 176, 220, 223, 231, 302, 313-315, 323, 335 312, 323, 335, 361-363
disruptive, 248 California Department of Education, 176, 223, 231, resilience in, 120-121, 123
environment and, 288 rights of, 155-156, 301
modification, 115 302, 313-314, 335 Children with disabilities, 121-122, 181, 223, 300, 313
routines and, 288 Canada, 50, 56, 173 Children with special needs, 231, 287, 289, 300-302,
self-esteem and, 222, 227 Capacity, 176
simple, 156, 160, 209, 226 Career, 221, 252, 293-294 311, 313-314, 325, 332, 335
social, 41-42, 46, 50, 52-56, 111, 122, 156, families of, 301
education, 221, 293-294 Choice, 36, 41, 45, 99, 104, 160, 168, 187, 212, 228,
158-159, 164, 168, 175-176, 180, 218, Caregiver, 114, 160, 170, 196, 297, 307
248, 254, 295, 325, 329, 336 Caregivers, 107, 157, 161, 304, 314 244, 254
target, 54 Citizenship, 224
triggers, 161 infants, 107, 314 Clarity, 183, 199
violent, 50, 52 Caregiving, 176, 295, 314 Classroom, 40-43, 45, 52, 94-95, 101-102, 107, 110,
Behavior contagion, 45
Behavior modification, 115 responsive, 295 114, 116-118, 121-122, 180, 192, 194, 197,
Behavior problems, 55 Caring, 105-107, 111, 121-122, 155, 163, 165, 176, 222, 231-232, 244-245, 288, 362
Behaviors, 34, 38, 41, 53, 99, 108, 111, 113, 116-118, arrangements, 94
120, 157, 162, 166-167, 171-172, 174, 176, 196, 212, 232, 244, 254, 288, 290, 292, 302, conference, 52
180, 191, 199, 201, 220, 224, 251, 254, 321 314 Classroom behavior, 41-42
bad, 34, 113, 157, 167, 199, 201 Caring for Infants and Toddlers, 176, 314 Classroom management, 122
coping, 176 Caring relationships, 105-107, 163 Classrooms, 33, 43-44, 120-121, 123, 181, 256, 289,
desirable, 157 Carlebach, Diane, 107 335
intelligent, 224 Carnegie Foundation, 56 special, 120, 181, 289, 335
nonverbal, 116 Carnegie Foundation for the Advancement of CLEAR, 29, 31, 34, 38, 40, 48, 101, 110, 112, 117-118,
SHARE, 111, 117-118 Teaching, 56 155, 157, 162, 171-172, 181, 190-191, 198,
surface, 162 Carolina Abecedarian Project, 294 220, 224, 240, 244, 252, 328-329, 334
Beliefs, 104, 172, 204, 209, 214-215, 230, 243, 253 Cartoons, 49, 256-257 Clients, 308, 332-333
control, 172, 243 Case study, 309 Clinton, Bill, 296
self-efficacy, 215 Cause and effect, 190 Clothing, 37
Believing game, 173 Ceiling, 38, 238 Clues, 186-187
Belonging, 211, 231, 300, 302, 313, 335 Ceilings, 38 Clusters, 306
Benefits, 40, 52, 169, 184, 194, 287, 293, 295, 310, Cell phones, 53 Coaches, 217
314, 325, 328, 333, 361 Censorship, 212 Codependency, 332
flexible benefits plans, 293 Center for the Child Care Workforce, 311 Coercion, 107
Benton Foundation, 54 Centers, 298-299, 306, 313, 315 Cognition, 29
Best practices, 181 art, 313 Cognitive approach, 43
Bias, 29-30, 32-33, 37, 43, 51, 54, 56, 120-121, 220, Challenge to care, 106, 121-122, 290, 313-314 Cognitive development, 40, 46, 98, 204, 211, 295, 361
222-224, 230, 232, 256-257 Challenging behavior, 56, 112, 174-176, 180, 206 age and, 46
experience, 33, 37, 43, 54, 224, 230 Challenging behaviors, 176 Cognitive restructuring, 204
racial, 33, 37, 51 Change, 30, 34, 41-43, 51, 94-95, 157, 162, 166, 171, Collaboration, 212, 229-230, 362
recognizing, 121, 223, 232 193, 198, 212, 214, 221-223, 227, 230, 242, with families, 212, 229-230
system, 232 251, 254, 289-290, 303, 326, 329, 331 Colleges, 305
test, 220 acceptance of, 43, 166 color, 33, 36-37, 43, 49, 115, 215, 221, 223-224, 238,
Big ideas, 120-121, 312, 314, 336 attitude, 41-43, 162, 221, 254, 303 305
Bilingual, 326, 363 enforced, 41 Colorado, 313
Bilingual education, 363 essential, 303 Com, 103, 120, 174, 186, 204, 230-231, 249, 256,
Bilingualism, 362 in schools, 290 297, 299, 311, 314, 335
Bills, 40 stages of, 95, 214 Comforting, 245
Birthday, 45, 96 Changes, 34, 40, 42, 193, 209, 214, 221, 231, 233, Commercialism, 49
Biting, 197 238, 240, 245, 295, 301, 304, 323, 326, Commitment, 106, 181
Black history month, 42 330-331 Communication, 40, 45, 100-102, 110, 160, 162, 181,
Blame, 36, 167, 304 economic, 34, 42, 323 184, 194, 202, 221, 299, 301, 303-304, 308,
Blaming, 35 Channels, 47-48 334, 363
Blindness, 222 Chaos, 193, 197 academic skills, 101
Blocks, 217, 237, 241-242, 248 Character, 106, 121-122, 176, 232, 314 behavior and, 299, 303
Bodrova, E., 55-56 Character education, 106, 121-122, 176, 232, 314 boards, 102
Body image, 257 Characters, 45, 256 good, 40, 100, 102, 110, 162, 181, 184, 194, 299,
Body language, 110, 114, 186 Checklist, 256
Body type, 33, 37 Chen, 204, 206 301, 304, 308
Bonding, 211 Chicago, 175-176, 206, 257, 313, 315 impairments, 301
Books:, 257 Child abuse, 55, 120, 161, 163, 172, 175, 312, 320, parents, 40, 45, 100-102, 110, 160, 162, 181, 184,
emotional development, 122, 176, 206, 232 325, 329-331, 335-336
multicultural, 43, 120 current, 120 202, 301, 304, 308
picture, 46, 122, 257, 290 Child abuse and neglect, 335-336 social networks and, 334
recorded, 52 Child care, 32, 35, 37-38, 44, 54-55, 57, 93-95, 97, 99, styles, 202
talking, 42, 52, 246, 322 102, 108-110, 117, 119-120, 122, 161, 174, verbal and nonverbal, 184
Boundaries, 33, 53, 211, 319, 322 181, 186, 200, 204, 231-232, 241, 246-248, Communication skills, 194
Boys, 34-35, 38, 49-50, 52, 106, 175, 222, 237-238, 253, 287-315, 320-321, 323-327, 331-333, Communications, 50, 121
240-242, 244-252, 254-257, 325, 329 335-336 Community, 27, 29-31, 38, 44, 50, 55, 91, 102-103,
Brain, 40, 55, 57, 180, 240, 315, 336-337 attachment and, 57, 336
research, 40, 55, 57, 180, 315, 336 Child development, 54-55, 57, 98, 121-122, 156, 153, 158-159, 172, 175-176, 177, 199, 207,
Brain development, 55, 57, 180, 315, 337 174-175, 205, 257, 313-314, 336-337, 363 212, 232, 235, 285, 287-315, 317, 319-337,
Brain research, 40, 57, 180, 336 curriculum, 54, 57, 121, 175, 336, 363 361-362
Brainstorming, 112 knowledge of, 98 agencies, 30, 303, 311-312, 328, 330, 333-334
Breakfast, 40, 162 Child needs, 159, 166, 174-175, 180, 201, 205, 217, groups, 31, 38, 44, 50, 159, 172, 288-290,
Breast milk, 104 303
Bridging, 122, 232 Childhood development, 57, 173, 175, 314, 336 297-299, 322, 330, 332-333, 362
Brilliant, 252 Children, 27, 29-57, 91, 93-123, 155-172, 174-176, resources of, 322
Brochures, 332 179-182, 184-206, 209, 211-212, 214-217, schools and, 55, 285, 287-315, 319
Bruises, 222 219-225, 227-233, 237-257, 287-315, Community resources, 285, 287-315, 317, 319-337
Brunner/Mazel, 205 319-320, 322-326, 329-333, 335-337, availability of, 333
Buildings, 288 361-363 child care, 287-315, 320-321, 323-327, 331-333,
Bulletin boards, 102, 222 art of, 313-314
Bullies, 116, 121-122, 218 bilingual, 326, 363 335-336
Bullying, 53, 116, 121-122, 218 calming techniques, 192 institutions, 319-320, 322, 328-332
Bureau of Labor Statistics, 293, 315 compassionate, 204-205 Planned Parenthood, 334
constructivist approach, 99, 122 support, 288, 293-294, 297, 302, 307, 314,
C focus on, 38, 57, 108, 110, 113, 160, 163, 166, 195,
319-334, 336
CAGE, 215 199, 225, 227, 257, 289, 297, 307 Community services, 291, 300, 331
homeless, 47, 324-325 Comparison, 241, 257
low-income, 32, 57, 289-291, 294, 296, 306, Comparisons, 50, 118, 213
Compassion, 107, 204-205
323-326 Competence, 118, 122, 176, 205, 211-215, 232, 246,
NAEYC, 52, 106, 120, 174-175, 230, 256, 297-298,
305, 314, 363
clinical, 122
maintaining, 122, 214

366

strategic, 122 Critical synthesis, 55, 57 Developmentally appropriate activities, 309
Competencies, 215 Criticism, 167 Devices, 53, 171, 220, 323
Competency, 46 Diagnosis, 112
Competition, 118, 308, 333 meeting, 167 Dialogue, 119, 162
Competitiveness, 42 Critiquing, 256-257 Differences, 31-32, 35, 39, 43-44, 93, 98, 110, 119,
Complaints, 32 Crowds, 93
Compliance, 175-176, 298 Cues, 186 155, 157-158, 166, 170, 172, 175, 184,
Components, 335 Cultural, 35, 42-43, 110, 121-123, 155-156, 158, 166, 189-190, 199, 204, 209, 220-224, 229-230,
Composition, 44, 324, 328 237, 243, 246, 249-250, 253-255, 301-304,
Computer technology, 322 170, 172, 176, 185-187, 189, 198-201, 333-334
Computers, 29, 53, 322 203-206, 209, 211, 221-222, 224, 227, socioeconomic, 35
Concept, 111, 122, 172, 202-203, 210, 224, 226-228, 231-233, 246, 255-256, 302, 304-305, 311, Differential socialization, 237, 246, 250, 255
314, 330, 333, 335, 361-363 Differentiation, 237, 242-243, 253
231-232, 255, 315 ableism, 222 Dignity, 43
Concepts, 101, 106, 157, 185, 203, 226, 242, 362 Cultural adaptation, 335 Dimensions, 209, 212, 214, 230
Cultural and linguistic diversity, 231 Directions, 123
guides, 203 Cultural competence, 305 Directives, 159
Conclusions, 104 Cultural conflict, 158 Directors, 311
Concrete examples, 163 Cultural differences, 35, 155, 158, 166, 170, 189, 224, Disabilities, 121-122, 180-181, 210, 216, 223,
Concrete operational stage, 97 246, 255, 302 300-301, 313, 333
Conferences, 101-102, 221, 256 gender issues, 246, 255 Disability, 112, 301-302
Cultural diversity, 361, 363 Discipline, 116, 155, 157-159, 161, 163-165, 167-168,
families, 101-102, 221, 256 Cultural influences, 122, 231-232 170, 172-176, 230
parent, 101-102, 256 Cultural issues, 200, 227 cooperative, 161
parent-teacher conferences, 102 Cultural scripts, 186-187, 203 Discipline problems, 167
Confidence, 209, 215, 218-219, 246 Cultural sensitivity, 158 Discovery learning, 99
Conflict, 50-51, 95, 117-119, 158, 161, 188, 197, 201, Cultural values, 361 discrimination, 32-33, 37, 216, 221, 240, 254
Culture, 36, 41-43, 49, 52, 57, 104, 117, 121-122, against individuals with disabilities, 216
299, 334 156-159, 166-167, 170, 176, 187-188, 190, Discussion, 48, 54-55, 104, 112-113, 115, 119, 157,
resolution, 117 199-200, 206, 209-213, 215, 222, 224, 226, 162, 167, 173-174, 199, 203, 230, 243, 253,
Conflict resolution, 117 231-232, 243, 246-247, 253, 255-257, 305, 255, 306, 311, 334
conflicts, 117-119, 155, 194, 201, 230 327, 335, 361-363 Discussions, 104, 113, 120, 159, 162, 172, 243, 253
Confrontation, 119, 163 Culture:, 176 dilemma, 159
Confusion, 48 and behavior, 122, 159 Disney, 241, 245
Connections, 95, 109, 121, 159, 168, 175, 180-181, and self-esteem, 122, 224, 232 Distracting, 160, 183
high, 42, 49, 209-210 Distraction, 182
205, 225, 231-232, 290, 330, 334, 336 influence of, 57, 206, 257 Distractions, 48
Connotations, 203 mainstream, 209 Distress, 308, 324
Consequence, 168-169, 173 meaning of, 213 distrust, 185
Consequences, 50, 120-121, 159-161, 163, 167-169, of power, 213, 243, 255 Diversity, 42-43, 55, 120, 122, 175, 221, 231-232, 292,
popular, 49, 57, 215, 231-232, 256-257 296, 304-305, 312, 335, 361, 363
175, 199, 305 Curriculum, 39, 43, 54, 56-57, 104, 120-121, 123, children with special needs, 231, 335
Consideration, 35, 98-99, 117, 157, 192, 202 172-173, 175-176, 206, 220, 232, 290, 297, web sites, 120, 335
Consistency, 112, 295, 305 301, 306, 336, 362-363 Division, 176, 311, 313
Constitution, 38 Curriculum:, 56, 121, 232 Domain, 102
Constructing knowledge, 99 antibias, 43, 54, 220 Domestic violence, 239, 333
Constructivism, 99, 120-121 brain research, 57, 336 Dominant culture, 42, 158
challenges to, 301 Dorris, Michael, 222
self-regulation, 121 explicit, 121, 123 Doubt, 97, 214
Constructivist approach, 99, 122 hidden, 56, 220 Drama, 194
Consumerism, 49 kinds of, 39, 43, 301 dramatic play, 194
Contact, 33, 53, 248, 304, 320 preschool, 123, 175-176, 290, 301, 306, 363 Dramatic play, 194, 196, 241-242
Content, 38, 45, 49, 53, 244, 257, 304, 363 social skills, 220 Dramatic play area, 194, 242
Curriculum development, 121, 123, 175-176 Drawing, 42
expectations, 38, 304 Custody, 309 Drug abuse, 329
knowledge, 53, 363 Cyberbullying, 53 Drugs, 31
Context, 29, 52, 102, 110, 122, 155, 179, 212, 227, Dynamics, 56
D
232, 362 E
Continuity, 287, 289, 304-305, 307, 311, 361 Data, 314
Continuity of care, 289 Day care, 288-289, 296, 299, 308, 314 Ear, 111
Control, 47, 49-50, 113-114, 158-159, 163, 166, Death, 123, 190, 194, 197, 199, 229, 233 Early care and education programs, 94-95, 100, 165,
DEC, 176, 311
168-170, 172, 175, 182-183, 188-191, deception, 212, 230 285, 287-315, 319
193-194, 201-202, 205, 211-213, 226, 243, Decision making, 47, 105-106, 299 Early childhood, 32, 37-38, 40, 57, 105, 108, 119-123,
250 Decision-making, 106, 119, 299
self-control, 159 Definition, 99, 184, 187, 210, 215, 296, 301, 337 156-160, 166-167, 172-176, 188, 190-194,
Control group, 250 196, 217, 221, 231-233, 239, 253, 256, 287,
Conversations, 40, 55, 57, 101-102, 200, 244 self-definition, 215 294, 301, 303-304, 311-315, 335-336,
beginning, 200 Definitions, 210 361-363
cooperation, 117-118, 194, 320 Demographics, 301 Early childhood education (ECE), 287
Coopersmith, Stanley, 212 Denial, 304 Early childhood professionals, 120, 303, 311, 314, 363
Coordination, 254 Department of Health and Human Services, 295, 315 Early childhood programs, 37, 119, 121-122, 160, 175,
Coping, 122, 176, 182, 193-197, 203, 232, 314, 328 Department of Labor, 293, 315 217, 231-232, 312-313, 361-362
behaviors, 176 Dependence, 225, 302 Early childhood special education, 176, 336
Coping skills, 182 Depression, 123, 233, 245 Early childhood teachers, 32, 122, 166, 232
Copyright, 27, 91, 153, 177, 207, 235, 285, 317, 361 Depth, 221 Early Head Start, 206, 295, 315
Co-regulation, 159-160 Derman-Sparks, Louise, 220-221 Early intervention, 176, 289, 294, 311, 333, 336, 363
Corporations, 38, 324 Description, 31, 209, 257 Early intervention programs, 289
Costs, 35, 44, 294-295 Design, 165, 249, 294 Early Intervention/Early Childhood Special Education,
Council for Exceptional Children, 120, 176 Development, 29, 33, 38-40, 46, 54-57, 93, 95, 97-98, 176
Council for Exceptional Children (CEC), 120 Earned Income Tax Credit, 333
Council for Professional Recognition, 335 102-106, 112, 117, 119-123, 156-158, 161, Earth, 117-118
Counseling, 112, 322, 325-326, 331, 334 173-176, 180-181, 184-185, 190, 193, Eating disorders, 256
family systems, 322 201-202, 204-206, 209, 211-212, 214-215, boys and, 256
short-term, 331 217, 219, 221, 231-233, 243, 245, 247, 249, Ecological model, 29, 155
Counselors, 332 251, 257, 288, 290, 293, 295, 297-299, 303, Ecology, 31, 56, 174-175, 205
crisis, 332 312-315, 322-323, 335-337, 361-363 Ecology of human development, 56, 174-175, 205
Courtesy, 165 screening, 362 Economic resources, 44
Cowee, Marion, 239 social and emotional, 122 Economy, 296
Creating, 29, 38, 95, 105-106, 119, 121, 156, 158, Developmental disabilities, 301 Ecstasy, 188
173, 190, 194, 211, 214, 217, 224, 228, 231, Developmental issues, 98 Education, 27, 30, 32-35, 37-38, 40, 42-47, 51, 54-57,
237, 249, 255, 290, 296, 300, 313, 315, Developmental perspective, 288 91, 94-95, 98, 100-102, 104, 106-107, 113,
335-336, 361 Developmental stages, 99, 162, 164
Creative activities, 32, 309-310
Creativity, 32, 362
Credit, 333
Crisis, 229, 294, 330-332
Crisis intervention, 331

367

119-122, 153, 156, 158-159, 164-165, Ethnicity, 43, 215, 305 177, 207, 235, 285, 299, 307, 317, 361
173-176, 177, 180-181, 191-192, 200, 205, European Americans, 35, 42, 188, 202 to kindergarten, 95
207, 220-221, 223, 226, 230-233, 235, 238, Evaluation, 176, 304, 362 Fantasy play, 206
253, 256-257, 285, 287-315, 317, 319, Evaluations, 31 Fast-food restaurants, 49
322-323, 325, 331, 333, 335-337, 361, 363 Even Start, 237 Fathers, 247, 257
at home, 30, 34, 40, 42, 113, 119, 181, 292, 296, Events, 40, 212-213, 230 fear, 93, 167, 191, 195-196, 239, 302, 304, 329
Evidence, 39, 53, 55, 57, 251, 256 Feedback, 115, 167, 171, 216-217, 220, 254, 319
303-304, 309, 314, 361 Exceptional, 120, 176, 301 general, 216
civic, 335 ExchangeEveryDay, 311 seeking, 115
compensatory, 289 Exercise, 99, 117-118, 166, 184, 229, 321 Feeding, 108, 185
constructivist approach to, 122 Exosystem, 29, 155 feelings, 34, 36-37, 42-43, 46, 48, 54, 95, 105, 112,
for teachers, 95, 106, 120, 180-181, 232, 298, Expectations, 31, 34, 38, 41-42, 100, 109, 162, 164,
116-119, 159-160, 162-164, 166-167, 172,
312-313 190, 209, 214-215, 227, 230, 240, 292, 304 177, 179-206, 210, 214-215, 218, 225, 227,
funding for, 325, 333 classroom behavior, 41-42 230, 251, 253-254, 304-305, 309, 311,
perspectives on, 56, 100, 122, 173-175, 200, 205, Experience, 33, 36-37, 39, 43, 54, 57, 95-96, 98, 325-326, 328-329
control of, 159, 190
232, 335 100-101, 107, 111, 117-118, 159, 164, 167, cultural scripts, 186-187, 203
prevention and, 333 172, 181, 183-186, 188-190, 193, 195-198, of loss, 197
right to, 156, 301 200, 202-203, 213, 215, 217, 221, 224, 226, reflecting, 36-37
supports, 301, 303, 312, 323, 361 230, 242, 295, 303, 306, 309, 320, 327, 331 reflection of, 36
Education policy, 55-56, 363 experiences, 30-31, 35, 38-39, 54, 99-100, 106, 114, Females, 228, 245-246, 249-250
Education programs, 94-95, 100, 159, 165, 285, 119, 180, 183-184, 196, 213, 215, 218-220, Femininity, 240
224, 242-243, 289, 292, 309, 327 Feminists, 240, 245
287-315, 319, 331 in school, 38, 54, 119 Fever, 308
requirements, 294, 331 Expert, 57, 108, 111, 172, 180, 204, 302, 324 Field trips, 34, 103
Education Week, 120 Experts, 157, 194 Fighting, 108, 167, 222
Educators, 32, 39-40, 48, 51-52, 99, 107, 157, Explanation, 32, 203 financial aid, 324
Extended families, 253 Finger painting, 310
159-160, 167, 172, 179, 193, 196-197, 201, Extended family, 30, 159, 309, 322, 327 fire, 322, 331
221, 253, 288-291, 294-295, 298, 302, 307, External locus of control, 158 First grade, 30, 103, 288, 291
319-320, 333, 335, 337, 363 Eye contact, 248 Flextime, 292
Educators for Social Responsibility, 52 eyes, 35, 49, 113, 159, 187, 215, 309 flight, 109
Effectiveness, 167, 176, 213, 310 Floods, 163
Effort, 42, 109, 116-117, 227, 238, 320, 326, 362 F Flow, 193, 200
Ego, 107 FOCUS, 31, 38, 41, 43, 57, 95, 108-110, 113, 116,
Eighth grade, 101 FACES, 42, 186, 295, 308, 315 119, 159-160, 163, 166, 183, 195, 199,
Electronic media, 57 Facets, 202 214-215, 218, 224-225, 227, 257, 289, 297,
Elementary school, 33, 40, 45, 98-99, 108, 249, 288 Facilities, 330 299-300, 304, 307
Elkind, David, 45 Factors, 33-34, 37, 39, 43, 120, 123, 190, 242, 249, Food, 35-36, 40, 49, 160, 166, 182, 185-186, 229,
E-mail, 96, 101-103, 311 241, 319, 324-325, 330, 333
Emotion, 182, 184, 187, 191, 195, 307 294, 301, 310, 333 Forgetting, 218
Emotional development, 38, 122, 176, 180-181, Facts, 47, 56, 313, 336 Forms, 50, 95, 111, 241, 299, 322, 324
184-185, 193, 205-206, 232, 295 Failure, 113, 220, 304 Formula, 104
Emotional expression, 32, 188 Fairy tales, 228, 256-257 Forum, 256
Emotional intelligence, 204-205 Falls, 186, 227, 320 Forward, 52, 94, 98, 103, 112, 116, 219, 240, 297
regulation, 205 Families, 27, 29-57, 91, 93-123, 153, 155-176, 177, Frank Porter Graham Child Development Center, 313
Emotions, 106, 155, 179, 182-183, 188, 193, 205, 210, Free play, 289
230, 242, 303 179-206, 207, 209-233, 235, 237-257, Freedom, 164-165, 190, 206, 254, 308
anger, 179, 182-183, 188 287-297, 299-301, 303-304, 311-315, Frequency, 298
denying, 182 319-325, 327, 329-337, 361-363 Friendships, 196
empathy, 107, 254 and cultural diversity, 361 From Neurons to Neighborhoods: The Science of
Employers, 294, 296, 324 children with disabilities, 121-122, 181, 223, 300, Early Childhood Development, 57, 314, 336
Employment, 315 Fruits, 296
Empowerment, 33, 43, 244 313 Frustration, 184
Encouragement, 32, 116, 122, 181, 194, 202, 216-217, culturally diverse, 204, 206 Full-day care, 288, 308
219, 232, 320, 361 educational programs for, 120, 158 Fun, 323
Energy, 33, 35, 106, 165, 179, 183-184, 190, 193, foster, 111, 230, 329 Functioning, 158, 320
197-198, 218, 223, 226, 293, 303-304, 306, gay and lesbian, 251, 253 Functions, 45, 103, 288, 322
325 images of, 123, 194, 233, 245 Funding, 39, 44, 181, 296, 323, 325, 331, 333
matter and, 303 information for, 55 competition for, 333
Energy level, 193, 303 involving, 31, 112, 204, 220, 330, 336 Head Start, 331
Engagement, 362 needs, 31, 43, 46, 48-50, 52, 54, 98, 100-101, 106, special needs, 325
English, 30, 101, 226, 231, 233, 243-244, 246-247, Funding issues, 181
289, 326-327, 361-363 109, 111-112, 114, 116, 118, 155-157, Funds of knowledge, 37, 56
Middle, 30, 289 159-160, 162-167, 171-172, 174-176, Furniture, 305
Old, 246, 326-327 180, 183, 185, 190, 193, 197, 201-202,
Standard, 101 205, 210, 212, 215, 217, 219, 229, 231, G
English language, 101, 362 244-245, 252, 287-289, 291, 293-294,
English Language Learners, 362 296, 299-301, 303-304, 311, 313-314, Games, 29, 45-46, 49, 118, 295
Enthusiasm, 226 319, 322, 325, 330, 332-333, 335, 362 noncompetitive, 118
Environment, 31, 42, 97-99, 113, 157, 160, 163-165, single-parent, 253, 291
173, 193, 196, 216-217, 224, 241-243, 253, step, 46, 51, 94-95, 100, 112, 116, 162, 167, 172, Gender, 33, 37, 43, 45, 51, 55, 57, 212, 215, 222-224,
288, 290, 292-293, 295, 297, 299-302, 307, 196, 216, 250, 303, 329 235, 237-257
314, 361 Families with young children, 200, 205
arranging, 243 Family, 27, 29-34, 36-38, 41, 46, 51, 54-57, 91, 93-96, stereotypes, 37, 51, 222, 224, 251, 253, 257
home, 42, 113, 164-165, 193, 216, 242-243, 253, 98, 100, 102-104, 108-110, 112-113, Gender bias, 256
119-121, 153, 156, 159, 161-162, 169, 172, Gender identity, 246
288, 290, 292-293, 299, 314, 361 175-176, 177, 179-182, 186, 200, 206, 207, Gender issues, 235, 237-257
outdoor, 99 210-213, 224-225, 227-229, 232, 235, 241,
Equality, 223, 238, 241, 251 251-253, 257, 285, 288-291, 296-297, equality, 238, 241, 251
of education, 223, 238 299-300, 302-310, 312, 315, 317, 319-322, equity, 237-238, 240, 243-244, 251-253, 255-256
Equating, 292 324-332, 334-336, 361-362 Gender roles, 224, 237-238, 240-241, 243-246,
Equipment, 34, 44, 248 PET, 176
Equity, 38, 43, 221-223, 237-238, 240, 243-244, Family characteristics, 315 250-251, 254-255
Family child care, 94, 108-110, 161, 186, 288-289, toys and, 241
251-253, 255-256, 291 291, 299, 306, 308-310, 312, 320 Gender stereotypes, 51, 257
gender equity, 237, 240, 244, 252-253, 255-256 homes, 288-289, 299, 306, 310, 312 General education, 181
Equity issues, 243, 251, 253 Family counseling, 325 Generative curriculum, 173
Erikson, E., 122, 174-175, 205, 232, 313 Family involvement, 120, 361 Genes, 36
Erikson, Erik, 298 Family members, 31, 95, 98, 112, 181, 299-300, 303, Geometry, 101
Error, 210 320 Gerber, Magda, 107, 160, 174, 176, 186, 302
Ethic of care, 107, 163 Family resources, 56 Girls, 33, 49-50, 94, 106, 196-197, 237-238, 240-242,
Ethic of caring, 106-107 Family structure, 37
Ethnic, 30, 33, 37, 43 Family support, 175-176, 336 244-252, 254-257
Ethnic group, 30 Family-centered, 27, 91, 93-95, 98, 100, 103, 153, personality, 254

368

Glass ceiling, 238 I J
Goals, 30, 32, 49, 103, 110, 161, 221, 225, 256, 301,
Id, 291, 314 Japan, 166, 315
334 IDEAL, 193, 202, 209, 304 Job sharing, 293
lesson, 161 Ideas, 32, 51, 54, 99, 104, 106, 117, 120-121, 156, Johns Hopkins University, 176, 257
Golden Rule, 105 Joint, 56
Government, 30, 38-39, 53, 238, 289-291, 294, 296, 159, 165, 172, 176, 180-181, 191, 194, 200, Journals, 120, 174, 230, 256, 312
210, 212, 217, 221-222, 252, 255-256, 300, Judging, 172, 210, 255, 328
315, 324-326 302-303, 312, 314, 320-321, 333-334, 336 Judgment, 116, 217, 224
Grades, 101, 119, 122-123, 233, 288, 307 from research, 120 judgments, 106, 116, 157, 172, 185, 217, 220, 225,
Grains, 43 identity, 33, 53, 95, 122, 156, 215, 221, 231-232, 246,
Grants, 201 249, 251, 305, 329 303
Grass, 93, 255 Identity development, 122, 231-232 avoiding, 303
Grief, 196 ignorance, 223 Justice, 38, 106
Illness, 301, 308
pain of, 196 Imagery, 196 K
Grooming, 37, 53 Imagination, 34, 57, 194
Group membership, 30 Imaginative play, 194 Kids Count Data Book, 314
Group size, 41, 297-299, 310 I-messages, 167 Kim, 321
Groups, 31-33, 35, 38-39, 44, 50, 94-95, 100, 116-117, Importance, 43, 54, 95, 106, 121-122, 160, 167, 180, Kindergarten, 30, 39-41, 54, 93-97, 100, 111, 114-116,
188-189, 211, 213-214, 225, 233, 237, 243,
156, 159, 170, 172, 200, 221, 230, 244-245, 251, 300, 314, 319, 334 119, 121-122, 242, 287-288, 290-291, 294,
253, 288-290, 297-299, 322, 330, 332-333, Incentives, 170 306-307, 314
362-363 Inclusion, 223-224, 231, 302, 313, 335 achievement tests, 40
Growth, 49-51, 103, 157, 205, 209, 227, 293, 314 Income, 31-32, 37-38, 54, 57, 289-291, 293-296, 306, Kindergartens, 93
Guidance, 118, 153, 155-176, 202, 204, 216, 239, 298, 323-326, 333 Knowledge, 34, 37, 39, 51, 53, 56, 98-99, 172-173,
322 Individual differences, 98 180, 194-195, 200, 222, 242, 302, 322-323,
respect, 166, 172, 176, 202 Individualism, 32, 225 327, 332, 363
Guidelines, 48, 155, 162, 173, 237, 253, 255, 298 Individualized Education Program, 301 feelings and, 180, 194-195, 200
Guides, 201, 203 Individualized education program (IEP), 301 of child development, 98
style, 201, 203 Individuals with Disabilities Education Act (IDEA), 300 Kohlberg, Lawrence, 105
Guilt, 97, 107, 183, 214, 304 amendments, 300 Kohn, Alfie, 170, 174
Indoctrination, 292 Kontos, Susan, 298
H Industry, 97, 119, 214
Inequity, 43, 255 L
Hale, Janice, 158 Infant care, 185, 289, 291, 331
Handling, 159, 179-180, 199 Infants, 40, 46, 48, 57, 104, 107, 175-176, 185, 192, Labels, 33, 115, 118, 166, 185, 230, 303
Happiness, 34, 188-190, 210 210, 230, 289, 295-296, 298, 305, 312-315, situation, 115, 185
Harvard Family Research Project, 120 323-324
Harvard University, 56-57, 122-123, 174-175, 205, crying, 192 Lamaze, 321
emotional development of, 176 Language, 29-30, 39, 47, 101, 110, 114, 121, 175,
232-233, 336 environment, 295, 314
Head Start, 34, 40, 206, 231, 233, 289, 295, 311, 315, Program for Infant/Toddler Care, 312 186, 205-206, 223, 226, 230-232, 243-244,
Infants and toddlers, 175-176, 295, 298, 312-315 246-247, 255, 289, 295, 298, 303, 305, 311,
326, 331-332, 362 Infants and young children, 230, 323 326-327, 333, 361-363
Head Start program, 231, 233 Inferiority, 97, 107, 214 acquisition, 205, 361, 363
Health, 40, 54-55, 112, 120-121, 156, 176, 188-189, Influence, 29-30, 37, 40, 44-46, 50-53, 55-57, 156, and cognition, 29
167, 186-187, 206, 212-213, 224, 227-228, body, 110, 114, 186
206, 245, 295, 297, 301, 312, 315, 325, 327, 243, 248-249, 251, 255, 257, 287, 297, 308, clear, 29, 101, 110, 244
331-333, 335, 337 310, 336, 363 culture shock and, 327
of family, 156 Information, 47, 49, 53-55, 57, 97-98, 100-101, 103, difference, 39, 226, 303, 305, 326
Health care, 327 106, 172, 174, 181, 184-185, 200, 203-204, empowering, 121, 232
health education, 331 214, 230-231, 239, 243, 301, 303-306, informative, 244
Health insurance, 333 311-314, 320-322, 332, 335-336, 362 playing with, 29
Health issues, 112 policies, 54-55 written, 101
Health needs, 301 Information age, 335 Language acquisition, 361, 363
Health problems, 245 Initiative, 42, 95-97, 119, 161, 214, 298 Language and culture, 121, 231-232, 305, 361-363
Healthy families, 319-321 Inner controls, 158-159 and assessment, 362-363
Healthy Young Children, 313 Innovation, 55-56, 312, 314 Language development, 29, 39, 295, 298, 361
Hearing screening, 326 Inspiration, 120-121 use, 39, 298
heart, 37, 176, 188, 229, 252 Institutionalized racism, 37-38 Language learning, 361
Height, 98 Instruction, 301 Language models, 361
Helping, 40, 49, 114-115, 161-162, 180, 191, 196-197, individualized, 301 Languages, 101, 244, 361-363
199, 212-213, 217, 243, 256-257, 293, 298, Insurance, 333 Law, 29, 54, 105, 123, 233
305, 325, 329, 333 Integration, 43, 122, 176, 232, 314 Leaders, 238
Helplessness, 123, 215, 233 Intellectual development, 106, 299 Leadership, 55-56, 120, 297, 314
learned, 215 Intellectual skills, 97 and management, 297
Hierarchy, 31, 46, 106, 155, 185, 196 intelligence, 122, 204-205 Leads, 107, 167, 245
High/Scope, 314 emotional intelligence, 204-205 Learners, 39, 256, 362-363
Hindi, 301 Interaction, 41, 46, 166, 176, 224 Learning, 28-29, 45-46, 52, 56-57, 93, 97-100, 102,
Hispanic children, 121-122 Interactions, 46-49, 53, 116, 190, 287, 295, 298, 302, 112, 115, 120-121, 155, 159-161, 170, 173,
Hispanics, 363 307, 314, 363 175-176, 179-180, 182-183, 185, 191, 194,
History, 36-38, 42-43, 46, 56, 101, 113, 159, 203, 205, Interactive video, 29 205-206, 209, 219-221, 224, 231-233, 237,
231, 237, 307, 329 Internet, 49, 53, 55, 120, 174, 311-312, 332, 335 249, 287, 290, 292, 297-299, 301, 304,
Home, 29-30, 34, 36, 40-42, 51, 93-96, 101-103, issues of, 53 312-314, 319, 323, 327, 335-336, 361-363
108-109, 111-113, 115, 119, 122, 161, interpersonal skills, 41 Learning:, 175
164-165, 181-182, 193, 195, 214-216, 223, Interpreters, 101 and problem solving, 179-180, 182-183, 185, 191,
229, 232, 239-240, 242-243, 248, 253, Intervention, 50, 157, 176, 180, 248, 289, 294, 311,
287-293, 296, 299, 303-306, 308-309, 311, 313-314, 331, 333-334, 336, 363 194, 205-206
314, 326-328, 330, 361-362 Intervention programs, 289 connected, 97, 362
Home Education, 30 Interventions, 121-122 discovery, 99
Home language, 101, 305, 361-362 Intimacy, 181 discovery learning, 99
Homework, 98 Introduction, 57, 232, 298, 312-314, 336 distance, 45
Honesty, 106, 117, 166, 300-301 Intuitive, 206 from mistakes, 220
Hope, 103, 107, 169, 192, 221, 223, 325 Invitations, 95 in small groups, 299
Hopi, 188, 337 Issues, 29-32, 34, 38-39, 47, 53-54, 93, 95, 98, 102, mastery, 97, 194, 362
hormones, 249 112-113, 120, 153, 155-176, 181, 191, 200, readiness, 56-57, 99
Horse, 308 220, 227, 229, 235, 237-257, 287, 295, 311, to learn, 52, 56, 159, 179-180, 182-183, 191, 220,
Human development, 56, 120, 122, 174-175, 190, 329, 333, 335-336
201, 204-206, 233, 257 Items, 48, 117, 209, 241 327, 362
perspectives, 56, 122, 174-175, 204-205 Learning disabilities, 301
understanding of, 205 Learning environment, 299
Human services, 295, 315 Learning experiences, 100, 220
Humiliation, 158 Learning opportunities, 362
Hypotheses, 99 Learning outcomes, 29, 93, 155, 179, 209, 237, 287,

319

369

Learning styles, 176 Mind in the Making, 159, 174-175, 205 Newspapers, 36, 46
Leaving Home, 94 Minnesota, 32 No Child Left Behind, 40, 98
Legislation, 99 Minority groups, 362 No Child Left Behind (NCLB), 40, 98
Leisure, 31, 156 Mirroring, 197 Noise, 48, 185
Lenses, 203 Misbehavior, 158, 162, 170-171, 176 Norm, 109, 158
Lessons, 30, 46, 51, 104, 122, 176, 181, 191, 206, Misconceptions, 48, 211, 237 Norms, 45-46, 172, 361
Mission statement, 301 North Carolina, 294, 313
216, 314 Mistrust, 97, 214 Notes, 107, 112
Letters, 196 Mobility, 322 Numbers, 238, 256, 311, 323-324
Mode, 182, 192, 327 Nurse, 47, 240, 327
to parents, 196 Modeling, 117, 160, 163, 165, 171, 180, 182, 195-196, Nutrition, 324
Level, 31-32, 34-35, 37-39, 42, 49, 54, 98, 100-101, Nutritional needs, 49
224, 237, 244-246, 255
105, 111, 179, 193-194, 238, 248, 295, 303 live, 237 O
Liability, 306 Models, 118, 161, 182-183, 204, 241, 255, 305, 312,
Libraries, 322-323, 331 Obesity, 55
Library, 322-323, 330-332 320, 335, 361 Object, 195
life skills, 205 Modification, 115 Objective, 55, 303
Lifestyles, 241, 257 Mold, 31, 34 Objectives, 231, 301
Limitations, 42, 255 Moll, Luis, 56
Limited English proficiency, 361 Momentum, 193, 290 measurable, 301
Limits, 117, 159-160, 165, 201-202, 224, 293, 320 Money, 31, 33-36, 40, 237, 250, 257, 291, 293-294, Observation, 108, 121, 171, 303, 312-314
Lines, 219, 229 Observations, 112, 302-304
Listening, 40, 52, 102, 108, 163, 184, 230, 244 309, 324 occupations, 30, 42, 47, 253
Monitoring, 53, 157-158, 296 Office of Special Education Programs, 313
conversations and, 40 Moral development, 105-106, 119, 122, 290 Opinions, 104, 111, 120, 241
Listening and responding, 40 Mothers in the workforce, 291 Oppression, 36, 159, 240, 247, 255
Literacy, 49, 238, 245, 257, 295, 362 Motivation, 57, 118, 122, 167, 176, 198, 206, 210 Org, 39, 54-57, 120-122, 156, 174-175, 204, 230-231,
Literacy skills, 295
Literature, 257 extrinsic, 210 256-257, 291, 297, 311-313, 335, 362-363
Living wage, 32 intrinsic, 210 Organization, 49, 54-55, 98, 105, 156, 231, 256, 296,
Locus of control, 158 intrinsic and extrinsic, 210
Logical consequences, 168, 175 Movement, 48, 99, 118, 160, 184, 237-238, 290, 325 332, 335
Long-term memory, 99 Movies, 46, 49, 215, 253 Organizations, 30, 52, 55, 290, 296, 298, 333
Loss, 109, 161, 190, 197, 329 Multicultural education, 56, 120, 363 Orientation, 33, 37, 43, 56, 93-95, 159, 169, 251, 257,
curricula, 363
feelings of, 197 muscles, 193 336
Love, 53, 106-107, 156, 164, 167, 175-176, 185, Music, 30-31, 184, 225, 310, 330 Orphanage, 122
Music, movement, and dance, 184 Outcomes, 29, 93, 107, 118, 155, 179, 209, 237, 287,
189-190, 201-203, 215, 256, 293, 307, 310, Mutual respect, 202
314, 323 Myths, 238, 256-257 295, 298, 313, 319
Low-income families, 32, 57, 290, 294, 323 Outlines, 231
N Overeaters Anonymous, 332
M Overstimulation, 165
NACCRRA, 312
machines, 252 name calling, 216 P
Macrosystem, 29-30, 155 National Academy of Early Childhood Programs, 313
Magazines, 36, 46 National Association for Bilingual Education, 363 Pacific Oaks College, 220
Magnitude, 233 National Association for Family Child Care, 312 Painting, 115-117, 211, 309-310
maintenance, 314, 331 National Association for Family Child Care (NAFCC), Paley, Vivian, 194, 241
Management, 122, 204, 297 Parent participation, 295
Marketing, 241, 245 312 Parent Services Project, 120, 175-176, 312, 314, 336
National Association for the Education of Young Parental authority, 205
plan, 241 Parental Involvement, 292
marriage, 305, 329 Children, 56, 106, 120-122, 174-176, Parenting styles, 179, 200, 202-204, 212
Maslow, Abraham, 167 230-232, 256-257, 287, 297, 312-313, 323,
Mass media, 46, 49, 56 335-336, 361 permissive, 202-203
Mastery, 97, 194, 246, 362 National Association for the Education of Young Parents, 30-34, 37, 40-41, 44-52, 54-55, 57, 93-95,
Materials, 44-45, 107, 174, 194 Children (NAEYC), 106, 120, 174, 230, 256,
matter, 36-37, 48, 53, 104, 116, 156, 164, 168, 176, 312, 323, 335 98, 100-102, 104, 107-110, 112-113, 117,
Developmentally Appropriate Practice, 312 120-122, 157-168, 170, 172-174, 180-186,
187, 193, 212-213, 222, 225, 230, 242, 251, National Association of Child Care Resource and 188-190, 192, 196, 198, 200-203, 206, 216,
292, 300, 303, 305, 307, 309, 326 Referral Agencies, 312 222, 224-227, 229-230, 237-238, 240-241,
energy and, 193 National Association of Child Care Resource and 243, 245-248, 251, 253, 256, 288-296, 298,
Mean, 39, 98, 108-111, 158, 162, 166, 180, 188, 190, Referral Agencies (NACCRRA), 312 301-302, 304, 307-309, 311-312, 314, 321,
216, 218, 221-222, 226, 228, 230, 240, National Center for Children in Poverty, 55 324, 327-330, 332-333, 336
246-247, 287, 293, 323 National Center for Children in Poverty (NCCP), 55 as teachers, 291, 295
Meaning, 37, 116, 192, 213, 222-223, 237 National Day Care Study, 296, 299, 314 collaboration with, 229
of words, 116 National Research Council, 57, 336 involvement, 52, 117, 120, 289, 292
Meanings, 172, 312-313 National Research Council and Institute of Medicine, of children with disabilities, 181
Measurement, 55, 57 57, 336 Parent-teacher conferences, 102
Measures, 48, 163 Nationality, 156 Parking lot, 293, 305
Media, 29-30, 46, 49-52, 54-57, 100, 103, 212, 215, Native Americans, 222 Participants, 156, 212
223-224, 231-232, 245, 253, 255-257, 336 Natural consequences, 167-168 Participation, 122, 232, 295, 362
advertising, 49, 55 Natural environment, 300 Partnerships, 37, 119, 232, 257, 287, 297, 307, 311,
examination of, 255 Natural environments, 121-122 335-336, 362
magazines, 46 Nature, 31, 55-56, 117-118, 122, 156-157, 176, 201, Path, 93, 107, 157-158, 161, 226
radio, 46, 49 205-206, 211, 232-233 Patience, 191
Media literacy, 49, 245 needs, 31, 43, 46, 48-50, 52, 54, 98, 100-101, 106, Patterns, 29, 54, 111, 113, 183, 205, 209, 243-244,
Media violence, 49, 56, 336 109, 111-112, 114, 116, 118, 155-157, 249, 303, 334
Medications, 327 159-160, 162-167, 171-172, 174-176, 180, number, 244
Meetings, 32, 48, 95, 101-103, 113, 200, 300 183, 185, 190, 193, 197, 201-202, 205, 210, Paying attention, 109, 111, 171, 248
class, 32, 101, 103 212, 215, 217, 219, 229, 231, 244-245, 252, peer relationships, 46, 56, 336
Memories, 119 287-289, 291, 293-294, 296, 299-304, 311, People with disabilities, 210, 223
Memorization, 38, 99 313-314, 319, 322, 325, 330, 332-333, 335, Perception, 113, 182, 210-211, 228
Memory, 40, 99, 163, 239 362 of anger, 182
Mental health, 112, 176, 188-189, 206, 245, 331-333 and desires, 201 Perceptions, 31, 97, 112, 157, 172, 187, 212, 215, 243
Mental health professionals, 176 Negotiations, 199, 201 Performance, 32, 54, 217, 227, 301, 315
Mesosystem, 29, 155 Net, 312 Period, 35, 52, 95, 108, 115, 183, 229, 241, 288, 290,
Messages, 33, 51-52, 109, 114, 116-117, 167, 186, Networking, 335 308, 324-325, 329
211-212, 215-216, 219, 223, 227-229, 241, Networks, 29-30, 221, 319-320, 322, 324, 327, 334 Persistence, 332
244-245, 252-253 Neurons, 57, 314, 336 Persona, 231-232
Metaphors, 156 New Mexico, 337 Personal characteristics, 224
Mexico, 337 New York, 31, 52, 55-57, 121-122, 174-176, 204-206, Personal relationships, 57, 206, 289, 336
Michigan, 55 231-233, 256-257, 312-314, 335-337 Personality, 56-57, 113, 122, 167, 176, 205-206, 228,
Microsystem, 29-30, 155 News, 49, 120, 180, 215, 304, 312 232, 254
Middle class, 34 Personality development, 56, 205
Milk, 104, 108, 168, 302

370

Personality traits, 254 219 Referral, 306, 311-312, 326, 332
Personnel, 101 Problem-solving skills, 99, 179, 204 Reflecting, 36-37, 175, 232
Perspective taking, 180 Procedures, 302, 313 Reflective thinking, 174-175
Pets, 251 Product, 52, 157 Reframing, 172
Philadelphia, 56, 314 Products, 49, 53 Register, 166
Phillips, D., 57, 314-315, 336 Professional development, 363 Regulations, 50, 297-299
Philosophy, 98, 119, 289 Professional organizations, 298 Rehabilitation, 329
Phobias, 204 Professionalism, 312 Reinforcement, 115, 248
Physical environment, 297 Professionals, 54, 112, 117, 120, 173-174, 176,
Physical therapist, 305, 309 differential, 248
Piaget, Jean, 105 179-180, 198, 230, 256, 294, 303, 307, Rejection, 45
Picture, 30-31, 46, 98, 115-117, 122, 157, 180, 209, 311-312, 314, 320, 332, 363 RELATE, 29, 47, 54, 111, 159, 179, 185, 187, 199,
Program evaluation, 362
211, 215, 228, 252, 257, 290-291, 296, 300, Programming, 48, 181 203, 211, 215, 230, 252, 287, 297, 305, 309
303, 307 Programs, 30, 37-39, 47, 49, 55, 94-95, 98-100, 102, Relatedness, 110
Picture books, 257 107, 119-122, 158-160, 165, 175, 180-181, Relationship, 53, 95, 98, 106-107, 121, 163, 181, 183,
Pictures, 42-43, 210, 224, 253, 288 200, 206, 217, 221, 223, 231-232, 242, 245,
Pikler, Emmi, 107 253, 285, 287-315, 319, 323, 325, 330-333, 219, 225, 227, 230-231, 233, 309, 313,
Pikler Institute, 107 335, 361-362 321-322, 328
Pixels, 44 community and, 175, 319 Relationships, 45-46, 51, 56-57, 105-107, 118, 121,
Placement, 101 remedial, 290 161, 163, 167, 181, 200, 205-206, 224, 227,
Planned meetings, 102 Prohibition, 199 229, 231, 255, 289, 294, 297-298, 301,
Planning, 100, 312, 315, 334 Project, 34, 41, 57, 111, 120, 123, 175-176, 194, 218, 335-336, 361, 363
Play, 29, 32, 36, 41, 44-45, 48-49, 52, 56-57, 93, 233, 241, 294, 312, 314-315, 330, 336-337, healthy, 51, 57, 121, 167, 205
96-99, 105, 117-118, 121-122, 156, 158, 362 relaxation, 196
165, 168, 170, 173, 185, 191, 193-194, Project Approach, 312, 314 Relaxation techniques, 196
196-199, 206, 215, 219, 232, 237, 241-243, Projects, 117, 219, 254, 257, 309, 314 Religion, 310, 329
247-248, 252, 255, 257, 289, 299, 301, Property, 38, 238 Religious activities, 31
308-310, 312-314 Props, 194 Remembering, 323
active play, 48 Prosocial behavior, 107, 171 Reports, 31, 241
blocks, 237, 241-242, 248 Prosocial behaviors, 108, 113, 117-118, 120, 174 Representations, 205
pretend, 45, 173, 191, 193-194, 196 Protecting, 50, 220, 239 Research, 29, 31, 33-34, 38, 40, 44, 48-49, 55-57, 99,
Play area, 194, 242 Protective factors, 120, 123 106, 120-121, 123, 159, 174-175, 180, 200,
Play dough, 198, 309 Psychiatrists, 204 202-205, 215, 231-232, 241, 249-250, 253,
Plays, 31, 34, 38, 171, 251, 255, 330 Psychology, 56-57, 120-122, 175-176, 204-206, 232, 256, 294, 298, 304, 311-315, 335-336,
Pockets, 323 257, 335-336 362-363
Point of view, 98, 106, 244, 296 social psychology, 175 market, 314
Pointing, 49, 224, 245, 303 Psychosocial, 95, 97-98, 155, 214 neurological, 180
Policies, 54-55, 120, 122, 232, 293, 334 Psychosocial development, 97-98 Research design, 294
Policy, 51, 54-57, 120, 194, 289, 296, 311-315, 335, Psychosocial stages, 97, 214 Resilience, 120-121, 123, 335, 337
337, 363 Psychotherapy, 180 Resiliency, 120
government, 289, 296, 315 Puberty, 250 Resistance, 161
Pooling, 303, 327 Public policy, 55, 120, 312, 314, 335 Resolution, 117, 202
Population, 42, 288-289, 315, 322, 333-334, 363 Publications, 55, 120, 174, 312, 335 Resources, 37, 43-44, 49, 54-56, 107, 120, 174,
Positive behavior, 107, 109, 113, 175 Publishing, 174-175, 335 180-181, 204, 230, 256, 285, 287-315, 317,
Positive change, 221 Punishment, 105-106, 118, 155, 158, 161, 168-170, 319-337
positive relationships, 298 173, 175-176 Respect, 43, 100, 104, 107, 110, 117, 119, 166, 172,
Pot, 247 176, 192, 199, 201-202, 224, 253, 302, 307,
Potential, 33, 51, 53, 110, 113, 115, 156, 251, 333 Q 309, 333-334, 363
Poverty, 31-32, 34-35, 40, 55, 123, 221, 233, 295-296, Responding, 40, 42, 56, 155, 162, 167, 173-174, 176,
314, 323-324, 335-336 Qualifications, 297 192, 203-204, 206, 228, 314, 361
power, 56, 93, 95, 107-109, 116-119, 123, 170, Quality, 53, 121-122, 166, 175, 181, 287, 290, Response, 42, 101, 106, 108, 111, 113-115, 118, 165,
181-182, 186-187, 191-192, 194, 198, 201, 167, 181, 186-187, 190, 193, 220, 229, 245,
205, 211-214, 223-224, 227, 229, 243, 245, 293-300, 310-313, 323, 330-331, 363 257, 322, 324, 336, 362
255-256, 302-303, 307-308, 312, 314 Quantity, 52 Responses, 111, 114, 167, 196, 363
to influence, 186, 212, 224 Questions, 31-32, 34, 103-106, 118, 181, 202, 215, Responsive caregiving, 295
Power struggles, 118, 205 Restraining, 329
Practice, 46, 51-52, 98, 101, 104, 118, 120-121, 171, 220-221, 304 Restructuring, 204
175-176, 181-182, 188, 193-194, 217, 219, encouraging, 118 Rewards, 45, 116, 157, 170-171, 175-176, 210, 217,
222, 229, 231-232, 298, 312-313, 315, 322, poor, 32, 118 293
335-336, 362 scaffolding, 220 Rhythm, 193
acts, 182, 219 what if, 215 Risk factors, 294, 301
Practicum, 108 Risk taking, 195, 219
Praise, 32, 115-116, 119, 122, 170, 176, 216-217, 228, R risks, 110
231-232 Risky Business, 229
Predicting, 194 Race, 31, 33, 35-39, 43, 55, 57, 156, 305 Role-playing, 204
Pregnancy, 249, 325, 334 Racism, 35-38, 159, 216, 222 Roles, 45, 47, 120, 224, 237-238, 240-241, 243-246,
prejudice, 216, 221 249-251, 254-255, 257
Prekindergarten, 288 institutionalized, 37-38 Roots, 30, 111, 176, 204-205, 329
Preschool, 32-34, 36, 38, 40, 45, 52, 93, 97-100, 105, Radio, 46, 49, 254 Routines, 288, 295, 313-314
119, 123, 159, 166, 175-176, 185, 187, 199, Range, 36, 182, 200, 202, 210, 221, 240, 245, 252, Rules, 41-42, 45, 106, 165, 201, 295, 298
204, 214, 222, 233, 239, 241-242, 244, Rush, 45
248-249, 253-254, 287-291, 300-301, 306, 303, 332, 334
313-315, 326, 363 Rates, 294, 325 S
Preschool children, 185 ratios, 298, 304, 310
Preschool programs, 291 Reaching, 49 Safety, 53-56, 120, 155, 165, 198, 312, 335
Preschoolers, 57, 194 Readiness, 38-39, 41, 55-57, 99, 288, 337 Safety issues, 53-54
Presence, 36, 166, 187 Reading, 55, 103, 108, 120, 166, 168, 174, 190, Salaries, 294-295
Pretend play, 193-194, 196 Samples, 156
prevention, 113-114, 163, 174, 331, 333 204-205, 231, 256, 295, 312, 314, 335 SAT, 52, 306
Prevention programs, 331 acceptable, 190 Satisfaction, 116
Pride, 107, 110, 211 difficulties, 168 Savior, 308
Primary language, 362 partner, 120 Scaffolding, 175, 217, 219-220
Print, 174, 193, 308 summer, 205 Scale, 214
Printing, 315 Reasonableness, 191 Scales, 206, 214
Privacy, 53, 112 Reasoning, 97, 105, 117, 162, 175-176 Schedules, 292
Problem behavior, 257 Reasoning skills, 97 Scheduling, 101, 200
Problem solving, 167, 177, 179-206, 231-232, 299 recapitulation, 194 School, 29-36, 38-45, 54-55, 57, 91, 93-123, 158, 179,
RERUN process, 204 Receiving, 252, 325
Problem-solving, 99, 117, 176, 179, 197-199, 201-204, Recess, 41, 98-100, 114-115, 118, 121-122 201-202, 214-215, 219, 227, 232, 239, 249,
Recognition, 215, 218, 321, 335 257, 287-291, 293, 301, 304, 306-307, 310,
Recommendations, 361-363 312-313, 320-321, 324-326, 330, 333,
Recording, 52, 303 335-337, 361
Redirection, 163, 184 School activities, 30
Reds, 310
Reference, 116

371

School district, 33, 304, 330 Social competence, 176 Switch, 247, 295
School districts, 289 Social issues, 34 Symbols, 97
School readiness, 38, 57, 337 Social learning, 56 Synthesis, 55, 57, 121, 313
School success, 39-40 Social needs, 46 System, 38, 44-45, 55, 101, 105, 113, 122, 158-159,
School-age children, 91, 93-123, 288 Social network, 319-320, 322
Schooling, 288 Social networks, 319-320, 322, 324, 327, 334 188, 200, 232, 289-290, 292, 296, 302, 307,
Schools:, 55-56 Social order, 106 319, 323, 329, 331-332, 334
Social psychology, 175 Systems, 37-38, 102, 179, 212, 227, 240, 320, 322,
in the United States, 49, 288-290, 295, 297, 311 Social referencing, 185-187, 203 328, 332, 334, 363
year-round, 291 Systems theory, 102, 179, 212
Science, 56-57, 123, 205-206, 240, 242, 249-250, overuse of, 187
Social responsibility, 52 T
314, 336 Social sciences, 57, 336
new, 56-57, 205-206, 240, 242, 249, 314, 336 Social services, 322, 330 Tables, 254
Sciences, 57, 176, 336 Social skills, 41, 46, 52, 218, 220, 295 Talking, 40, 42, 52, 164, 171, 173, 186, 194, 217,
Scope, 221, 314 Social worker, 32, 324-325, 329
Scores, 40, 99, 101, 250, 295 Social-emotional development, 38, 180, 295 243-244, 246-247, 303, 306, 322, 325-326
Screening, 326, 362 Socialization, 29-31, 35, 37-38, 44, 46-47, 52, 54, 100, Tasks, 38, 245, 296
Script, 187, 203, 228 Tate, Beverly, 107
Search, 113, 204, 309 102, 122, 179-180, 185, 187, 190, 205, 224, Tax base, 44
Section, 38, 102-103, 119-120, 198, 216, 230, 244, 232, 237, 241, 246, 248-251, 255, 257, 288 Taxes, 238
gender role, 237, 241, 250-251 Teachable moment, 161
250, 255, 307, 311-312, 332, 334 Solutions, 117, 197, 201-202, 219, 239, 292, 295 Teacher, 32, 35-37, 41-42, 51-52, 54, 93-95, 98-103,
Security, 155, 167, 201 Songs, 222, 323
Segregation, 243 Sound, 108, 112, 228, 244 107-108, 110-116, 119, 122, 159, 168, 176,
Self, 31-33, 39, 41, 104, 110, 117-119, 121-122, 155, Sounds, 38 181-183, 185-186, 192, 196, 199, 218-219,
Southern Poverty Law Center, 123, 233 221-222, 226, 232, 239, 242-243, 245-246,
159-160, 174-175, 179, 181-182, 184, 192, Space, 44, 172, 194, 249, 288, 299 248, 257, 289, 293, 295, 299, 302, 305, 310,
196, 201-202, 205-206, 207, 209-233, 243, Spanking, 191-192 314, 323, 328-329
245, 247, 256, 299, 302, 304-305, 319 Spatial relations, 242 Teacher education, 107, 232, 314
Self-concept, 122, 210, 224, 231-232 Speaking, 30, 197, 238, 244, 361 Teacher training, 226
Self-control, 159 Special education, 101, 113, 120, 176, 300-301, 311, Teachers, 32, 34, 36-43, 45-46, 50, 52, 54, 56, 94-95,
Self-efficacy, 215 313, 325, 333, 335-336 97-102, 104, 106-107, 113, 115-117,
self-esteem, 32, 118-119, 121-122, 207, 209-233, 256, Special education programs, 300, 313 120-123, 157-161, 166, 168, 170, 174-176,
305 Special education services, 333 179-181, 193, 198-200, 205-206, 218, 222,
encouragement and, 32 Special education teacher, 101 227, 232, 239, 242, 244-246, 248, 250, 287,
Self-fulfilling prophecy, 215, 230 Special needs, 100-101, 112, 176, 180, 205, 231, 287, 289, 291, 293-298, 302, 307, 309, 311-315,
Self-identity, 33, 215 289, 300-304, 311, 313-314, 325, 332, 335 320, 327, 332, 336, 362-363
Self-image, 210 Spina bifida, 330, 332 caring, 106-107, 121-122, 176, 232, 244, 302, 314
Self-regulation, 39, 121, 159-160, 174-175, 179, 206, Spoiling, 304 educators, 32, 39-40, 52, 99, 107, 157, 159-160,
231 Sports, 30-31, 167, 222
Self-system, 122, 232 Stability, 40, 313, 315 179, 193, 289, 291, 294-295, 298, 302,
self-worth, 210, 215, 219-220, 226, 247, 256 Staff, 94, 98, 100, 113, 117, 218, 248, 289-290, 293, 307, 320, 363
Sense of self, 210, 212, 215, 220, 226 297, 299-300, 302, 305-307, 310, 323, 327, experience of, 43
senses, 93, 97, 160 332-333, 361-362 general education, 181
Sensitivity, 117, 158, 165 turnover rate, 293, 306 head, 34, 40, 161, 206, 289, 295, 311, 315, 332,
Sensorimotor stage, 97 Staffing, 114, 181, 315 362
Sensory activities, 33 Stages, 93, 95, 97-99, 105-106, 119, 122, 162, 164, influence on, 46
Sensory experiences, 38 214 on play, 99
Sensory integration dysfunction, 122, 176, 232, 314 Standardized achievement tests, 40 Teaching, 36, 40, 51-52, 54-56, 93, 99, 102, 104,
Separation, 94-95, 196, 295, 313 Standardized assessment, 55, 57 106-107, 110, 117, 119-120, 123, 160-161,
Sequence, 198-199, 205 Standardized tests, 99 167, 171, 174-176, 180, 182, 185, 188,
Setting, 93-94, 99, 117-118, 161, 196, 243, 290, 296, Standards, 107, 202, 213, 297-298, 314 190-192, 197-198, 204-205, 221, 223,
303, 306, 309, 361 State and local, 333 232-233, 237, 244, 253, 255-256, 293, 297,
Sex, 46, 49, 237-238, 242, 245, 251, 255, 257 States, 34, 38, 43, 49, 104, 175, 185, 201, 203, 221, 304, 312, 314
gender roles and, 251 237-238, 242, 246, 288-290, 292, 295, 297, time spent, 99
Sex education, 46 311, 315, 361 Teaching strategies, 176, 312, 314
Sex role socialization, 257 Statistics, 54-55, 291, 293, 315 Teaching Tolerance, 55-56, 123, 233
Sexting, 53 Stereotypes, 36-37, 47, 51, 222, 224, 251, 253, 257 Teaming, 336
Sexual behavior, 51, 245 Stomach, 49, 163, 246 Teasing, 32, 249
Sexual identity, 249 Stop, 108, 116, 158-159, 164-166, 193, 223, 243, Techniques, 53, 107, 163-164, 180, 182, 192, 196,
Sexual orientation, 33, 37, 43, 251, 257 247-248, 294 199
Sexual relationships, 51 Stories, 33, 37, 94, 163, 171 Technology, 29-30, 46, 52-54, 116, 250, 255-256, 313,
Shame, 97, 214, 326 interest in, 171 322
Shapes, 157, 243 theme of, 37 assistive, 313
Sharing, 107, 117, 165, 226, 293, 303, 309, 313, 322, Strategic interventions, 121-122 computers, 29, 53, 322
362 Strategies, 36, 51, 104, 156, 174-176, 179, 190, 229, Television, 29, 36, 41, 45-57, 169, 241, 245, 336-337
Shock, 33, 56, 97, 304, 327 248, 300, 303, 312, 314, 336, 361-362 Television viewing, 47-48, 50-51, 53, 57, 337
Siblings, 299 intended, 190 Temperament, 212
Signals, 45, 49, 334 Stress, 98, 159, 204, 241, 247, 331 Temperaments, 212
Significance, 212-214 Strokes, 108, 110-111, 113, 115, 251-252, 320-321 Temporary Aid to Needy Families (TANF), 296
Significant others, 57, 206, 336 Structure, 37, 201, 217 Temporary Assistance to Needy Families (TANF), 325
Signs, 35, 201, 242, 323 Stubbornness, 168 Test, 40, 99, 101, 220, 250, 295
Simultaneous feelings, 194-195 Students, 32, 39-40, 108, 121, 123, 160, 209, Test scores, 40, 99, 101, 295
Singing, 323 226-227, 256-257, 301, 324 testing, 38, 40, 99, 101, 159
Single mothers, 253, 289 exceptional, 301 Tests, 40, 99
Size, 41, 118, 202, 218, 297-299, 310, 321 Studies, 29, 43, 50, 53, 55-56, 120, 171, 243, 251, Text, 230, 292
Skills, 29, 38-39, 41-42, 46, 52, 57, 93, 97-99, 294, 324 Thanksgiving, 122, 222, 232
101-102, 115, 118-119, 159, 174-175, 179, D, 55-56 The Ecology of Human Development, 56, 174-175,
181-182, 189-190, 192, 194, 197, 204-205, G, 55-56, 120 205
218, 220, 225, 240-242, 247, 249, 253-254, Style, 41, 201, 203-205, 222 The Parent, 32, 36-37, 103, 107, 119, 158, 161-162,
295, 300, 302-304, 329, 362-363 Substance abuse, 332-333 190-191, 225, 291, 309, 311-312, 314
prosocial, 93, 102, 115, 118-119, 174 treatment, 333 Theater, 257
self-help, 225, 302, 304 Suggestions, 103, 230 Theme, 37, 43, 164, 245, 292
speaking, 197 Supervision, 121-123, 175-176, 288 theories, 53, 98
Sleep, 40, 55 Support, 31, 51, 54, 56, 98, 102-103, 105-107, 112, Theory, 101-102, 106, 115, 155, 170, 175, 179, 189,
Slips, 228, 252 116, 164, 169, 175-176, 180-181, 207, 212
Small group, 115 209-233, 243, 252, 288, 293-294, 297, 302, Therapist, 160, 305, 309, 319, 325, 328
Small groups, 95, 117, 299 307, 314, 319-334, 336, 361-363 Therapy, 164, 194, 328
SMART, 176, 252 Supporting, 121-123, 174-175, 229, 231-232, 293, Think, 31, 33, 36, 38, 43, 49, 54, 94, 97-98, 106, 109,
smiles, 113, 186 314, 333 111, 116, 118, 120, 155-156, 158, 163, 169,
Snacks, 229 182-183, 185, 190, 197, 200, 203-204,
Social and emotional development, 122 209-210, 218-220, 223, 226-228, 230,
237-238, 246-247, 255, 294, 300, 306, 311,

372

321, 327, 361 Voice, 122, 182, 218, 238, 257
Thinking, 34, 37, 43, 98, 110, 115, 155, 159, 174-175, volunteering, 325
Volunteers, 111, 250, 289, 326, 332
189, 197, 211, 220-221, 226, 247, 252, Vygotsky, Lev, 217
308-309, 330
possibility, 221 W
Thomas, 167, 176
Thompson, 159, 176, 179, 205-206 Wages, 238, 293, 296, 311, 324
Threats, 298 Walls, 42, 54
Thrust, 216 wants, 37, 42, 95, 100, 102, 160, 165, 187, 197, 211,
Time, 30-32, 35, 37, 41-43, 46-50, 52-53, 93-95,
97-99, 101-104, 108, 111-113, 122, 160-162, 213-214, 218-219, 246, 251, 293, 302,
164-165, 167-170, 172, 175-176, 181, 308-309
189-190, 192-195, 198, 200, 214, 217, 219, Washington, 52, 56-57, 120-122, 174-176, 205,
223, 226-229, 237, 239-240, 242-244, 231-232, 256-257, 312-315, 335-336
247-248, 252, 254, 287-289, 291-294, 296, Watson, 306, 309
298-299, 302, 304-305, 307, 309-310, 314, We Care, 323
321-331 Wealth, 210
engaged, 194, 299 Web sites, 54, 120, 174, 204, 230, 256, 311, 335
to think, 43, 49, 111 wedges, 321
Title, 243, 290 Weight, 192
Tone, 108, 157, 186 Welcome letter, 103
Tools, 39, 55-56, 121, 181, 232, 329 Welfare, 30, 296, 309, 323, 331, 336
Topics, 55, 120, 311 Well-being, 189-190, 206
touch, 41, 101-102, 111, 171, 185-186, 189, 196, 223, WestEd, 314
228, 331 Whole, 30, 43, 45, 51, 55, 93-94, 98, 112, 162,
Touching, 247-248 172-173, 180, 182, 198, 219, 222, 224,
Toys, 45, 49, 52, 56, 160, 192, 240-241, 243, 252, 254 226-227, 244, 289-290, 315, 323
Training, 98, 110, 121, 167, 173, 176, 203, 205, 220, WIC, 324-325
226, 294, 296, 303, 312-313, 331-332 Windows, 329
books on, 167 Wisdom, 107
psychosocial, 98 Withdrawal, 48
script, 203 Women, 57, 106, 224, 237-241, 243-245, 247, 250,
Traits, 209-212, 254 253, 255-257, 291, 296, 321, 323-325,
Transfer, 46, 293, 362 329-330, 332, 334
Transformation, 205-206 Words, 36, 41, 97, 107-108, 110, 113-114, 116, 118,
Transitions, 34 156-157, 165-166, 189, 191-192, 197-199,
Translation, 226 212, 217, 220, 246, 250, 256-257, 294, 299
Travel, 309 manipulation of, 157
Treatment, 116, 156, 203, 216, 222, 247-249, 328, 333 Work, 29-33, 35, 38, 41-43, 47, 50-51, 54-57, 93,
Trend, 99, 323-324 96-97, 99-102, 104-109, 111-112, 114-118,
Truth, 41, 107, 223, 246, 251, 300-301 155, 158-161, 163, 166-171, 173, 180, 184,
Tuning, 193 188, 191, 193-194, 197, 203-204, 206, 211,
Turns, 39-40, 93, 186, 219, 247, 308 218-221, 226, 229, 238-242, 249, 252-253,
287-288, 291-296, 303, 305-306, 308, 319,
U 323-324, 327-330, 335-336, 363
Workforce, 291, 296, 311, 313, 315, 323
Understanding, 43, 56, 98, 100-102, 120, 162, 172, World Health Organization, 55
174, 176, 180, 191, 198, 205-206, 226, 308, World Health Organization (WHO), 55
334, 336 Writing, 221, 303

Unearned privilege, 223 Y
Unemployment rates, 294
Unions, 34 Yale University, 57, 315, 337
United Nations, 155-156 Yellows, 310
United Nations Convention on the Rights of the Child, Young children, 29-30, 38-40, 43-44, 46-48, 51-52, 54,

156 56, 99, 106-107, 110, 118, 120-123, 159,
United States, 34, 38, 43, 49, 104, 175, 201, 203, 221, 161-162, 165, 174-176, 186, 188, 191-195,
197-198, 200-201, 204-206, 230-233, 240,
237-238, 246, 288-290, 292, 295, 297, 311, 242, 248, 250-251, 253-257, 287, 297, 308,
361 312-315, 323, 335-336, 361-363
Universities, 122
University of Chicago Press, 175-176, 206, 257, 313, Z
315
University of Michigan, 55 Zeitlin, Stacey, 242
Upload, 57 Zero, 57, 115, 121, 123, 174, 176, 205-206, 231,
U.S. Department of Education, 313
U.S. Department of Health and Human Services, 295, 312-314, 336
315 Zero to Three, 57, 121, 123, 174, 176, 205-206, 231,

V 312-314, 336

Vacations, 288
Validity, 202
Values, 34, 102, 104, 117, 175, 185, 199, 210, 212,

214, 223, 227, 232, 292, 304, 315, 329, 334,
361
Latino, 175, 232, 361
Variables, 287, 296
Victim, 53, 116
Victimization, 120-121
Video, 29, 45-46, 49, 218, 250
Video games, 29, 45-46, 49
Videos, 29
Videotape, 196
Vietnamese, 188, 205
violence, 49-52, 55-56, 118, 161, 175, 191, 238-239,
333, 336
domestic, 239, 333
protecting children from, 50
Virtue, 210, 212-214
Vision, 250, 295, 326
Vocabulary, 57, 157, 244, 337

373