Education

This new text is an exploration of classroom practices that demonstrates how a teacher captures the moral and academic aspirations of young children.

While there are texts on moral education and on how to engage children in meaningful learning (e.g., the thematic or project approach), this text is unique because it blends the two in a readable and engaging fashion.

The pedagogy assumes that young children naturally want to improve and have the capacity to improve—both academically and morally—but that these desires and capacities emerge only when the teacher selects unusually grand goals and themes that tap and hold the imagination and desires of children.

This text takes readers into the classroom where they will see firsthand how the teacher is both directive—asking leading questions, offering suggestions and alternatives, and creating dissonance—and is non-directive—inviting children to pose their own questions and answers and to try out their own solutions.

This classroom narrative focuses on the experience of one teacher over several years. The theory and pedagogy are woven into the description of the children's daily lives at school. The text supplements a traditional research-based text by translating theory into action. The reader, apprentice or veteran, becomes familiar with, and is inspired by, an account of deep dialogue and meaningful learning over three separate school years.

• A single theme dominates the year: skill learning is not isolated but accomplished through thematically related work.

• Three years of actual classroom practice are reviewed with numerous examples and actual dialogue of children with the teacher and with each other.

• Each chapter is accompanied by a wealth of illustrations of children's work and classroom activities.

• By using two voices—the teacher (Balamore) who concretely describes daily classroom activities, and the observer (Goodman) who adds analysis—the authors simultaneously portray what actually transpires in the classroom.

• Considerable attention is given to utilizing family and community resources (multicultural) as well as resources from the larger school community.

Every chapter concludes with “Commentary.”

Introduction.

Moral Development (Early Childhood Education)
Introduction to Early Childhood Education [SUPPLEMENTS] (Early Childhood Education)

View a Sample Chapter PDF:

• Responding to Hate at School: A Guide for Teachers, Counselors, and Administrators
  Southern Poverty Law Center
  © 2001 | Prentice Hall | Paper | Instock
  ISBN-10: 0130284580 | ISBN-13: 9780130284587
  
  
  

Pearson Higher Education offers special pricing when you choose to package your text with other student resources. If you're interested in creating a cost-saving package for your students, contact your Pearson Higher Education representative for pricing and ordering information.

Pearson Higher Education offers special pricing when you choose to package your text with other student resources. If you're interested in creating a cost-saving package for your students, browse our available packages below, or contact your Pearson Higher Education representative to create your own package.

• Package ISBN-10: 0205508022 | ISBN-13: 9780205508020
  ©2007 | Instock | Suggested retail price: $67.15 | Buy from myPearsonStore
  This package contains:
• Teaching Goodness: Engaging the Moral and Academic Promise of Young Children, 1/E
  Goodman & Balamore | ©2003 | Allyn & Bacon | Paper; 232 pages
  
• Challenging Behavior in Young Children: Understanding, Preventing, and Responding Effectively, 2/E
  Kaiser & Rasminsky | ©2007 | Merrill | Paper; 320 pages