Table Of Content
Early Childhood Education
In an accessible and meaningful way, Early Childhood Education examines founda-
tional topics that encourage early childhood education students to think, reflect, and
develop opinions, theories, and philosophies about their field. This interactive book
invites the reader to develop a personal philosophy of early childhood education and an
identity as an early educator, in order to build a sufficient foundation for continual
growth as a teacher.
Divided into three sections that deal with the past, present, and future, Early Child-
hood Education asks the reader to think about important ideas underlying and encom-
passing today’s early childhood education. First providing historical and philosophical
perspectives of the field, authors Krogh and Slentz then look at careers in early educa-
tion and what it’s like to be a teacher or caregiver today, compare and contrast contem-
porary models of early childhood education, and examine cultural and individual
differences that confront and challenge teachers. Finally, the book looks to the future of
the field and discusses debates of current issues. This newly updated edition includes the
most contemporary issues in the field since the first edition and integrates further discus-
sion of diversity and children with special needs throughout the entire book.
Special Features:
(cid:1) End of chapter questions invite readers to develop an ongoing philosophy of teaching
and learning.
(cid:1) “Extending Your Learning” activities provide opportunities for further discussion
and debate.
(cid:1) Glossary and Internet Resources offer important tools for the early childhood educa-
tion student.
Suzanne L. Krogh is Professor of Elementary and Early Childhood Education at Western
Washington University.
Kristine L. Slentz is Professor of Special Education at Western Washington University.
Early Childhood Education
Yesterday, Today, and Tomorrow
Second Edition
SUZANNE L. KROGH
AND
KRISTINE L. SLENTZ
First edition published 2001
by Lawrence Erlbaum Associates, Inc.
This edition fi rst published 2011
by Routledge
270 Madison Avenue, New York, NY 10016
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
This edition published in the Taylor & Francis e-Library, 2010.
To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2001 Lawrence Erlbaum Associates, Inc.
© 2011 Taylor & Francis
The right of Suzanne L. Krogh and Kristine L. Slentz to be identifi ed as authors of this work has been
asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act
1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by
any electronic, mechanical, or other means, now known or hereafter invented, including photocopy-
ing and recording, or in any information storage or retrieval system, without permission in writing
from the publishers.
Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are
used only for identifi cation and explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Krogh, Suzanne.
Early childhood education : yesterday, today, and tomorrow / Suzanne L. Krogh and Kristine L. Slentz.
—2nd ed.
p. cm.
1. Early childhood education—Curricula—United States. 2. Curriculum planning—United States.
I. Slentz, Kristine. II. Title.
LB1139.4.K736 2011
372.210973—dc22 2010029513
ISBN 0-203-84201-4 Master e-book ISBN
ISBN1 3: 978–0–415–87826–5 (hbk)
ISBN13: 978–0–415–87825–8 (pbk)
ISBN13: 978–0–203–84201–0 (ebk)
Contents
List of figures vii
List of tables viii
List of case studies ix
Notes on contributors x
Foreword xiii
Acknowledgements xvi
Introduction: cross-curricular teaching in the primary school:
planning and facilitating imaginative lessons 1
TREVOR KERRY
How to use this book 4
TREVOR KERRY
PART 1
Some theoretical issues 5
1 Introducing cross-curricular teaching: why an integrated curriculum? 7
TREVOR KERRY
2 How children learn: improving cognition through cross-curricular
teaching 21
TREVOR KERRY
PART 2
Across the age-range 37
3 Cross-curricular teaching to support child-initiated learning in
EYFS and Key Stage 1 39
ELIZABETH WOOD
4 The cross-curricular approach in Key Stage 1 52
JANE JOHNSTON
vi Contents
5 The cross-curricular approach in Key Stage 2 65
CHRISTINE FARMERY
PART 3
Supporting all learners 77
6 Whole school approaches to engage learners: natural inclusion 79
ALEX BEDFORD and KAREN PARSONS
7 Managing the contribution of support staff to cross-curricular learning 95
PAT FOULKES and JILL WALLIS
8 Monitoring the work and progress of the most able within an
integrated curriculum 106
CAROLLE KERRY, JOHN RICHARDSON, and SUE LAMBERT
PART 4
Issues,skills,and approaches 123
9 Curriculum planning and preparation for cross-curricular teaching 125
JUDITH LAURIE
10 Assessing cross-curricular learning 142
KATHLEEN TAYLOR
11 Using a range of media in cross-curricular teaching 157
TREVOR KERRY
12 Planning effective team teaching for cross-curricular learning 173
PETER HARROD and TREVOR KERRY
Postscript 185
TREVOR KERRY
Index 189
Figures
4.1 The flag of Brazil 60
5.1 Planning cycle for the cross-curricular approach 67
6.1 Culture-people-processes 85
6.2 The 7S Model 87
Tables
1.1 The levels of higher-order cognitive demand in classroom tasks, by subject,
in Teacher Education Project research 15
1.2 Comparison of Plowden’s indicators of failing lessons with teachers’ views
of National Curriculum 17
1.3 The Ten Plagues of Egypt 19
2.1 Categories of thinking adapted from Bloom (1956) 22
2.2 Examples of higher-order questions using the system adapted from
Bloom (1956) 22
2.3 Cross-curricular lesson series on the Second World War 31
5.1 Curriculum Balance Matrix 69
5.2 Teaching and learning principles into practice 74
6.1 An analysis of some components for ensuring readiness for inclusion 89
9.1 Medium-term planning for a Year 3/4 class 134
10.1 Assessment criteria for the presentation 154
12.1 Principles and assumptions of a team teaching approach 176
12.2 Possible disadvantages of team teaching 177
Case studies
3.1 Integrated pedagogical approaches – learning outdoors 45
3.2 Learning in progress 49
4.1 Mr Bembleman’s Bakery 55
4.2 A class discussion 58
4.3 Creativity 61
4.4 Increasing vocabulary 62
6.1 Making the transition to inclusiveness at Abbots Green 83
6.2 Some elements in cross-curricular, inclusive learning 91
7.1 A history theme 96
7.2 Inclusion 97
7.3 Multiculturalism 98
7.4 Bilingual Teaching Assistants 98
7.5 Using TA skills effectively 100
7.6 Maximising learning experiences 102
7.7 Capturing TA expertise 102
7.8 Personalised learning and assessment 102
7.9 Use of space and detailed assessment 103
8.1 A themed approach: art and RE 113
8.2 Jonathan’s understanding of creation 114
8.3 The pupil voice in cross-curricular working 118
9.1 Flexible planning 130
10.1 Assessment in integrated contexts 150
11.1 Pattern 157
11.2 The evacuation project 160
11.3 Themed week on money 170
12.1 Team teaching 180
