Product Description
This is a core text for Introduction/Foundations in Early Childhood Education courses or Issues/Models of Early Childhood Education courses. This text differs from other models or approaches texts in its vivid descriptions of programs and settings and practical instructional applications. Foundational chapters on Early Childhood Education history, learning theories, and NAEYC’s Developmentally Appropriate Practice and Code of Ethics give students an introduction to… More >>
#1 by School Girl on January 18, 2010 - 11:54 pm
The item was shipped in a timely fashion and was in excellent condition AND the price was right!!
Rating: 5 / 5
#2 by Jeanne H. Hutchins on January 19, 2010 - 2:18 am
I needed this book for a class, and the school’s bookstore’s supply ran out. A friend suggested Amazon and not only was the book cheaper, but it was brand new, and arrived earlier than promised. I am very satisfied with the service, price savings and the actual textbook is well written. Thank you.
Rating: 5 / 5
#3 by Reginald Williams on January 19, 2010 - 4:19 am
I think that Follari wrote this book with a particular course aim in mind, one focused ONLY on theory. It only covers historical figures, theory, curriculum basics, and some issues of early childhood education. It doesn’t go into any dynamics of the classroom by comparing infants/toddlers to primary school children and kindergarteners. If this is all that you need, then you have it here. I, however, think more is needed to make the book worth the price.
It’s divided into three parts: foundations, models, and a “practical” section (which she calls Beginning the Journey). Part 1 focuses on the basics (obviously) while Part Two outlines the curriculum models that early childhood professionals must know about today. Part 3 is one chapter, an amalgamation of all of the previous eleven chapters into some sensible professional framework. It makes for a very dense, kind of abstract manual on the whole.
Out of all of the three sections, Part 1 works the best namely because of how it briefly, informatively, but clearly outlines the historical figures and movements of early childhood education in Chapter Two. This segues perfectly into constructivism within Chapter Three because it prevents the student from being overwhelmed with a large slab of theory at one time. Presenting, for example, Vygotsky’s theories in a historical context followed by presenting his theory from a pedagogical context allows a young teacher-in-training to absorb the nuances of his ideas for long-term keeping rather than short-term test cramming.
Part Two works decently, but I think that Follari tries too hard (but valiantly) to condense the theories down while simultaneously keeping as many details as possible. Consequently, all of the details of, for example, High Scope are there, but little explanation is given to secure a firm understanding of it. These chapters go by a bit too fast for a novice. It’s okay for a veteran teacher, but a new one needs a little more slowness and gradual detail…more hand-holding.
Part Three is only eight pages. It could have been integrated into Chapter One possibly.
On the whole, we get exactly what the title tells us: theory. I find it somewhat refreshing to read it without context, but, again, an undergraduate may need more practical meat to chew on. I think this book would make a good supplementary text rather that the anchoring textbook of an undergraduate introductory early childhood class. I would instead check out books by George S. Morrison, Feeney/Moracik, Jo Ann Brewer, and Robert Berk.
Valiant Effort, though:)
Rating: 3 / 5