Beginnings & Beyond

In a clear and easy-to-understand style, BEGINNINGS AND BEYOND: FOUNDATIONS IN EARLY CHILDHOOD EDUCATION, 10th Edition lays out basic questions any student of early childhood education -- including you -- would want answered. It also presents key concepts, the latest research, and practical examples so that questions are thoroughly answered. Coverage of the current Developmentally Appropriate Practices (DAP) is woven throughout the text, as is material on diversity and development, which enables you to understand that issues of age, gender, race/ethnicity, ability, and family are part of every aspect of teaching and learning. Every chapter has a feature focused on how brain-based research is connected to development, and another that highlights intentional teaching. Through its tone, visuals, and pedagogy, the book is accessible to and respectful of readers with a range of abilities and learning styles.

Ann Miles Gordon has been in the early childhood field for over 60 years -- as a teacher of young children, parents and college students. She has taught in lab schools, church-related centers, and private and public preschool and kindergarten programs. While at Stanford University, she taught at the Bing Nursery School where she was a head teacher and lecturer in the psychology department. Gordon spent a decade as an adjunct faculty member in four colleges, teaching the full gamut of early childhood courses. For 14 years, she served as executive director of the National Association of Episcopal Schools, where more than 1,100 early childhood programs were part of her network. She is now semi-retired and lives in the San Francisco area. Gordon earned a Bachelor of Arts in child development from the University of Washington and a Master of Arts in early childhood education from Stanford University. Kathryn Williams Browne teaches in the California Community College system, leads both the College EDU/CD department and Early Childhood Mentor program, and serves as commissioner of the State Commission for Teacher Credentialing, all of which offer the richness of diverse faculty and students coupled with the challenges of access and privilege that parallel those in the early education field itself. She has been teaching children, families, teachers and students for more than 45 years. First a teacher of young children -- in nursery school, parent cooperatives, full-day child care, prekindergarten, bilingual preschool, kindergarten and first grade -- Browne moved to Stanford University's lab school, where she served as head teacher and psychology lecturer. For her co-author role, she also brings perspective as a parent, while her consultant and school board experience offer insights on public policy and reform.

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