Over the years researchers have found the necessity to develop theories of behavior that are specific to family settings. These theories have been developed by people with a variety of areas of emphasis, from family therapists to gerontologists to child development specialists. In this chapter we will briefly discuss six such theories: Bioecological Model, Family Systems, Functionalism, Conflict Theory, Symbolic Interactionism, and Psychological Perspectives.

Welcome to Child Growth and Development. This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social relationships change throughout childhood and adolescence.

Children, Families, Schools, and Communities is an introductory text in the field of Child and Family Studies. It provides a lens for understanding the evolving definition of “family”. It promotes strategies for culturally sustaining and deeply collaborative relationships. Children, Families, Schools, and Communities is an adapted OER text from Rebecca Laff’s and Wendy Ruiz’s "Child, Family, and Community".

This book is about co-creating multimodal texts with young children up to 8 years of age. The authors of each chapter reflect upon their journey in being an active adult collaborator with a child to create a digital text. Each chapter highlights the authors’ planning, decision-making and literacy teaching strategies they employed to help the child they worked with achieve their creative, meaning-making goals. You’ll also find insights from the authors about what worked well in this activity, what should be avoided and how to make the experience successful and enjoyable.

Short Description:
This openly licensed text, created with students, approaches the current status of contemporary families in the U.S. from an equity lens. It asks and answers the questions “What do families need?” and “How do society and institutions support or get in the way of families getting what they need?" Original content is licensed under CC BY, except as otherwise noted. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html

Long Description:
This openly licensed text approaches contemporary families from an equity lens. It was created by a Human Development and Family Services (HDFS) faculty member and 13 students from a variety of majors at Linn-Benton Community College (LBCC), using an open pedagogy approach. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at LBCC: “What do families need?” and “ How do society and institutions support or get in the way of families getting what they need?” This book includes remixed content. Please note that some sections may have more restrictive licenses, and some all rights reserved content is included under fair use. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html

Word Count: 97187

ISBN: 978-1-63635-078-3

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

As authors, we chose the subject for this book because of what early childhood teacher candidates told us about their confusion between the theory they were taught in college methods classes, and, the teaching practices they often experienced during the Practicum field placement. We became interested in this subject because the teacher candidates were questioning, as good teacher candidates do, a troubling disconnect between early childhood theory and associated practice in classrooms. We were motivated to write this book because we wanted to share our model of professional development, designed to support both pre-service teacher candidates and, in-service educators together, during the Practicum field placement. Our lead author secured a grant to investigate these concerns and to implement a new professional development model designed to overcome them. The substance of this book reminds all of us, that in early childhood education, educators’ change through professional development, for improved practice that benefits children’s learning, is a constant.

The ELC professional development model was designed to improve the quality of teacher candidates’ Practicum field placements and align teaching in field placements with Learning Standards used in the teacher education program.

Teams of four educators from varied settings worked in a Practicum placement setting for one semester to improve their teaching and align it with Learning Standards. An action research approach improved teaching challenges teams faced. Research articles were read to improve teams’ teaching challenges by implementing one agreed strategy. Teams video-recorded, assessed, and reflected on the impact of the strategy on their teaching, on teacher candidates’ learning and on children’s learning.

This text compiles six case studies from this model to illustrate how teaching challenges were improved. Appropriate for practiced educators as well as educators in training, this text provides a real world look into applying Learning Standards in early childhood classrooms.

Engaging and Empowering Emergent Readers and Writers, Birth - Age 5

Word Count: 76984

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Open Textbook created by Brenda Alward through an Innovation Grant at Macomb Community College in Warren, Michigan.

This book is a compilation of created and remixed resources for use in various courses supporting the care and development of infants and toddlers. This textbook is intended to be pulled apart, remixed, reshared, and redistributed in the form that best meets your individual needs. For this reason, this resource has unique characteristics not typical of other textbooks.
• Each chapter or section is stand-alone. No chapter references another or makes statements such as “as you previously read.” This intentional design choice allows you to remix every section without concern about referencing a section you did not copy over.
• The chapters were created around topics we felt should be stand-alone and therefore had different length requirements. For this reason, you will notice a chapter might be 20 pages or 2.
• Chapters contain multiple sections to remix easily and create new and unique chapters for your individual needs.
• You might find repeat information within sections. Since each section is intended as a stand-alone section, information might be repeated within sections to give context to the subject matter. The beauty of OER is you have permission to delete and add as needed.
• We’ve made every effort to keep the original source with the content, as you remix be aware of the license types on each resource.
To best use a small window of time to complete this resource, we decided to forgo many of the extra “bells and whistles” one might find in traditional textbooks, including call-out boxes with additional resources, robust vignettes, and reflection questions. While we feel this resource contains much of the content needed for multiple infant and toddler courses, we eagerly await each improvement upon this resource the infant and toddler educator community bring forth.

This textbook includes chapters 1-6 from “Understanding the Whole Child: Prenatal Development Through Adolescence“, then chapters 1-4 from “Observation and Assessment“, and chapters 1-2, 7, 9, and 11 from “The Role of Equity and Diversity in Early Childhood Education“. “Understanding the Whole Child: Prenatal Development Through Adolescence” by Jennifer Paris, Antoinette Ricardo, and Dawn Rymond, College of the Canyons is licensed under CC BY 4.0 / A derivative from the original work. This adapted edition is produced by Northeast Wisconsin Technical College. This adaptation has not significantly altered or updated the 2019 text other than removing chapters which will not be used in this class and formatting for accessibility. This work is made available under the terms of a Creative Commons Attribution license.

This book includes the Learning Outcome: explain and recognize stages and milestones in physical, social, emotional, sensory, linguistic, and cognitive development for infants from birth to 15 months old. The objective meets the NAEYC Standard 1a [Knowing and understanding young children’s characteristics and needs, from birth through age 8] for educator preparation and the MA Core Competency 1.A.1 and 1.G.15 at the initial level. You will experience how an infant develops at an individual rate and has a personal approach to learning.

This book provides free educational resources to be used in the area of career exploration within the field of child development and early childhood care and education. Resources and information relates to Child Development /Early Childhood Education and Education majors at California Community Colleges.

This textbook provides free educational resources to be used in the area of career exploration within the field of child development and early childhood care and education.

Resources and information relates to Child Development /Early Childhood Education and Education students at California Community Colleges.

The book supports a speaking-intensive course that introduces you to key concepts in the study of childhood from multidisciplinary perspectives. Your reading and listening will allow you to examine the historical and socio-cultural constructions of “the child” and childhood, exploring topics such as child development, cultural notions of adolescence, children as social agents, children’s rights, and challenges facing children in both local and global contexts.

Welcome to learning about how to effectively plan curriculum for young children. This textbook will address:

Developing curriculum through the planning cycle
Theories that inform what we know about how children learn and the best ways for teachers to support learning
The three components of developmentally appropriate practice
Importance and value of play and intentional teaching
Different models of curriculum
Process of lesson planning (documenting planned experiences for children)
Physical, temporal, and social environments that set the stage for children’s learning
Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature.
Planning for preschool-aged children in specific domains including
Physical development
Language and literacy
Math
Science
Creative (the visual and performing arts)
Diversity (social science and history)
Health and safety
How curriculum planning for infants and toddlers is different from planning for older children
Supporting school-aged children’s learning and development in out-of-school time through curriculum planning
Making children’s learning visible through documentation and assessment

Theories, teaching strategies, and instructional materials pertinent to teaching reading and writing in grades PK-3, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas while addressing diversity and inclusion.

Table of Contents
Acknowledgments
About the Book
Introduction
Chapter 1. What is Literacy? Multiple Perspectives on Literacy
Chapter 2. Foundations of Early Literacy
Chapter 3. Phonological Awareness
Chapter 4. Phonics: Breaking the Code to Words
Chapter 5. Supporting Literacy Learning in the Early Childhood Classroom
Chapter 6. Vocabulary
Chapter 7. Fluency and Comprehension
Chapter 8. Writing
Chapter 9. Literacy Instruction for Diverse Learners
Chapter 10. Reading and Writing Across Content Areas – Disciplinary Literacy
Review Statement
About the Authors

If you are reading this, you’re likely interested in learning more about becoming an early childhood professional. Perhaps you’re just curious and want to know a little bit more about young children. Maybe you want to make up your mind after finding out a little bit more about what is involved. In either case, your interest and curiosity are two key characteristics that will make this a positive growth experience for you.