Teaching Young Children: Contexts for Learning
McCracken, Janet Brown
TEACHING YOUNG CHILDREN: Contexts for Learning. K. L. Slentz & S. L. Krogh. Mahwah, NJ: Erlbaum, 2001. 214 pp. Slentz and Krogh have written an insightful text that offers the reader a blend of theory, research, and practical applications. This book, written for undergraduate and graduate students of early childhood education, is one of a fourpart module that could be used in varying combinations.
This particular volume explores play, instruction, discipline, environments, and family involvement. The first chapter offers a foundation with a detailed description of the play of children, infancy through primary ages. The second chapter is a thoughtful discussion of cooperative learning and project investigation, with corresponding assessment strategies. The chapter on the guidance of young children is appealingly organized around questions concerning discipline, with such prompts as “What should I do if . . . .”
All of the chapters provide the reader with a multitude of significant references, examples, and resources. Extended learning suggestions support the objectives for the chapters and offer truly enriched opportunities. In the guidance chapter, the reader is asked to interview a special education teacher and a preschool or primary teacher, seek a description of children’s behavior and subsequent implemented guidance strategies, and then compare and contrast the teachers’ responses.
Teacher educators will find this book appropriate for preservice and inservice teachers in an array of higher education situations and specialties, including early intervention, certified teaching, and program administration. Both authors are teacher educators from Western Washington University; their areas of expertise and interest obviously enhance their writing. Krogh has an expertise in Montessori, with research interests in moral development and curriculum integration.
Slentz has a specialty in special education, with interests in assessment, early development, and inclusion. Reviewed by Deborah A. Moberly, Assistant Professor, Department of Instruction, Curriculum Leadership University of Memphis, TN
Copyright Association for Childhood Education International Winter 2002/2003
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