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Part I: INTRODUCTION Chapter 1: History of Early Childhood Education in Multicultural Perspective Blyth F. Hinitz, College of New Jersey Chapter 2: The Program for Infant/Toddler Care J. Ronald Lally and Peter L. Mangione, WestEd, San Francisco, California Chapter 3 The Head Start Program Douglas R. Powell, Purdue University Chapter 4 Home Visiting Programs Barbara Hanna Wasik, Adrienne Villagomez, Sheena Berry, and Priya Mulholkar, University of North Carolina at Chapel Hill Part II: CORE THEMES Chapter 5 Including Everyone: A Model Preschool Program for Children with and Without Disabilities David Smukler, State University of New York at Cortland Ellen Barnes, Jowonio School, Syracuse, New York Chapter 6 More Than the Sum of Its Parts: Creating Multicultural and Linguistically Responsive Early Childhood Classrooms Aisha Ray and Luisiana Melendez. Erikson Institute Chapter 7 Early Prevention Initiatives Karen L. Bierman, Celene Domitrovich, and Harriet Darling, The Pennsylvania State University Chapter 8 Assessment for Learning in the Early Childhood Classroom, Jie-Qi Chen and Gillian McNamee, Erikson Institute Part III: SPECIFIC APPROACHES-UNITED STATES Chapter 9 Creative Curriculum Diane T. Dodge, Cate Heroman, and Kai-lee Berke, Teaching Strategies, Inc. Chapter 10 The High/Scope Model of Early Childhood Education Lawrence J. Schweinhart and David P. Weikart (deceased) High/Scope Educational Research Foundation, Ypsilanti, Michigan Chapter 11 Tools of the Mind: The Vygotskian Approach to Early Childhood Education Elena Bodrova, Mid-Continent Research for Education and Learning Deborah J. Leong, Metro State College Chapter 12 The Developmental-Interaction Approach at Bank Street College of Education Harriet K. Cuffaro and Nancy Nager, Bank Street College of Education Chapter 13 The Project Approach: An Overview Lilian G. Katz, University of Illinois, Urbana-Champaign Sylvia C. Chard, University of Alberta, Canada Part IV: SPECIFIC APPROACHES-EUROPE Chapter 14 The Piramide Method Jef J. van Kuyk, CITO Corporation, Arnhem, The Netherlands Chapter 15 Reggio Emilia in the 21st Century: Enduring Commitments Amid New Challenges Rebecca S. New, University of North Carolina, Chapel Hill Rebecca Kantor, University of Colorado-Denver Chapter 16 Montessori Education Today Martha Torrence, Cambridge Montessori School John Chattin-McNichols, Seattle University Chapter 17 The Waldorf Approach to Early Childhood Education Christy L. Williams, Fairbrook First Steps Christian Preschool James E. Johnson, The Pennsylvania State University
Jaipaul L. Roopnarine, co-editor on this edition, is Jack Reilly Professor of Child and Family Studies and Director of the Jack Reilly Institute for Early Childhood and Provider Education at Syracuse University. He was trained as a child development specialist and has conducted research on families and children in several countries around the world. A Fulbright Scholar to the University of West Indies in Trinidad and Tobago, an Indo-US Submission Scholar at the University of Delhi, he is the author or co-author of several books, chapters, and journal articles on parent-child relationships and early childhood education across cultures. James E. Johnson, co-editor on this edition, is Professor-in-Charge of Early Childhood Education at The Pennsylvania State University-University Park. Trained as a Life-Span Development Psychologist, as a postdoctoral fellow with Irving Sigel at Educational Testing Service in Princeton he worked on developing Sigel's Educating the Young Thinker model of Early Childhood Education curriculum and teaching. He is author or co-author of several books and many chapters and articles on the role of play in early development and education. A former Fulbright senior research scholar, and past-president of The Association for the Study of Play, he currently serves as a series editor for Play & Culture Studies and is co-editor in chief of a forthcoming two-volume Handbook of The Study of Play.