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vi A Letter to Readers
to work as an early childhood consultant and trainer. Eva
and Sherry, with a little help from Stephanie, wrote Mean-
ingful Curriculum for Young Children, now in its second edi-
tion; it can be used as a companion book to this text. Their
in-depth reading, research, and writing on curriculum
informs this edition of Who Am I in the Lives of Children?
About the Book: A Child-Centered
Approach
We began writing Who Am I in the Lives of Children? because
we wanted an introductory text consistent with our belief that
the personal and professional development of early childhood
teachers are inextricably linked. We wanted students to
take time to reflect on values and educational choices-an
approach that was not common at the time. In this edition, as
in all of the previous ones, we emphasize the development of
personal awareness and the ongoing process of reflection on
values and choices. Then and now, we want to speak to our
readers in as clear a way as possible; therefore, we write in
an informal, direct, and personal voice. Like the previous ten
editions, this one evolved as we thought about new information
we gleaned from our reading and our experiences.
Since the first edition in 1979 and through ten subse-
quent revisions, Who Am I in the Lives of Children? has been
used in a variety of teacher preparation programs across
the United States and in countries as diverse as Canada,
Australia, Japan, Singapore, and China. Each edition has
reflected developments in our field; feedback from stu-
dents, colleagues, and reviewers; and our own growth as
educators and child and family advocates.
The cornerstone of this book and our work with children
is what we refer to as a whole child or child-centered approach
to early childhood education. This approach has its roots in
a long tradition of humanistic and progressive education
and in the unique history and philosophy of early childhood
education. Our ideas have been profoundly shaped by edu-
cators, psychologists, and philosophers who have advocated
child-centered educational practice, including (in chrono-
logical order) Friedrich Froebel, John Dewey, Maria Montes-
sori, Lucy Sprague Mitchell, A. S. Neill, Lev Vygotsky, Jean
Piaget, Erik Erikson, Abraham Maslow, Barbara Biber, Sylvia
Ashton-Warner, James L. Hymes, Loris Malaguzzi, Howard
Gardner, and Uri Bronfenbrenner. We continue to be inspired
by the insight, respectful attitude toward children, and the
eloquent words of the late Fred (Mister) Rogers.
Programs that evolve from the child-centered tradition
are dedicated to the development of the whole child-
physical, social, emotional, and intellectual. Such programs
are characterized by a deep respect for the individual and
the recognition that individual differences need to be hon-
ored in educational settings. They reflect the understanding
that children learn best from direct experience and spon-
taneous play. Educators in child-centered programs focus
on getting to know each individual's strengths, interests,
challenges, and circumstances. They support each child in
growing and learning in ways that are in harmony with
who each child is rather than according to a predetermined
plan. These educators see each child as a member of a
family, a community, and a society, and their choices reflect
these understandings.
We subscribe to a constructivist approach to providing
learning experiences for young children and to the impor-
tance of intentional teaching. We continue in this edition to
affirm our values and commitment to a respectful, culturally
sensitive, child-centered, and family-friendly approach to
working with young children. We strive to make the values
and guiding principles of early education visible and affirm
our commitment to them. Over the years, it has become clear
to us that this approach is broader than just a way of view-
ing early childhood education it is an approach to working
with people of all ages, to learning at all stages, and to life.
What's New in This Edition
In the Pearson REVEL digital version of the book, you will find
the following:
• Video Examples: Videos with questions to encourage
critical viewing of video clips related to the chapter con-
tent.
• Application Exercises: Watch and Write About: Video
exercises accompanied by short answer questions with
feedback. These are assignable and can be used to deepen
understanding of chapter content and to show concepts
in action.
• A Quick Check: Quizzes that appear at the end of
every major chapter section. Students taking these mul-
tiple-choice question format quizzes with feedback can
quickly assess their understanding of the key concepts
they just read about.
• Shared Writing: A whole-class collaborative writing
exercise at the end of each chapter that invites you to
share your ideas about what you are learning and re-
flecting upon with other students enrolled in the course
and your instructor.
• Final Reflection: Short answer questions at the end of
each chapter that will encourage you to synthesize your
understanding and reflect upon how you plan to apply
what you have learned.
• Flashcards: Digital flashcards at the end of each chapter
that can be used as a study aid.
• Glossary: Updated and contains key terms in bold type
linked to a digital glossary.
• Interactive Application Exercises: Some new interac-
tive elements appear throughout the chapters to help
you self-assess and apply your understanding using
these new digital tools.

In this eleventh edition you will also find:
• Updated content and references throughout
• New video segments
• Updated statistical information about children and fam-
ilies in Chapter 2
• Discussion of Gardner's most recent intelligences,
Chapter 4
• Expanded discussions of dual language learners, tech-
nology in the classroom, and a new section on Universal
Design for Learning in Chapter 12
• Discussion of strategies for working with immigrant
families and their children in Chapters 7 and 13
• Updated section on family engagement in Chapter 13
Our Vision for You
Many approaches can be taken in teaching others to work
with young children. It is not our intention for everyone to come
to the same conclusions or to work with children in the same way.
In this book, we want to help you discover who you are as an
educator and what you value for children instead of focusing
exclusively on content and skills. Like creating a clay figure in
which each part is drawn out of a central core, we strive to help
your work be an integral part of who you are. Without this
foundation, it is difficult to know how to respond to a group
of real children. A figurine constructed by sticking head, arms,
and legs onto a ball of clay often falls apart when exposed
to the heat of the fire. Similarly, a teacher whose education
consists of bits and pieces may fall apart when faced with the
reality of the classroom.
You will play an important part in the lives of the
children and families with whom you will work. We hope
this eleventh edition of Who Am I in the Lives of Children?
will help you become a competent, nurturing, and reflec-
tive early childhood educator and an active and committed
advocate for young children.
Acknowledgments
We have been writing and revising Who Am I in the Lives of
Children? since 1977, and during that period of time we have
been influenced and supported by many colleagues, friends,
and students. Our list of individuals to acknowledge continues
to grow, as does our gratitude.
We are very grateful to early intervention specialist
Aoife Rose Magee for helping us to review research and
revise Chapter 12, Including All Children. Special thanks to
Maud Naroll for her assistance in updating the statistical
information in Chapters 2 and 12.
We continue to acknowledge Doris Christensen's con-
tributions to the conceptualization of this book and to her
writing in its first seven editions. We offer thanks to the
many educators who have contributed to our thinking
and practice since we began writing this book: Barbara
••
A Letter to Readers VII
Bowman, Sue Bredekamp, Harriet Cuffaro, Elizabeth Jones,
Lilian Katz, Gwen Morgan, and Karen VanderVen. We
remember with fondness Docia Zavitkovsky, Jim Green-
man, Elizabeth Gilkeson, and Elizabeth Brady, and we
honor the memory of Jean Fargo for helping us to realize
that values must lie at the heart of the work of the early
childhood educator.
We wish to thank the following colleagues for their
assistance with this and previous editions: Georgia Acev-
edo, Steve Bobilin, Linda Buck, Svatava Cigankova, Robyn
Chun, Jane Dickson-Iijima, Christyn Dundorf, Richard
Feldman, Marjorie Fields, Ginger Fink, Nancy Freeman,
Jonathan Gillentine, Mary Goya, Kenneth Kipnis, Leslie
J. Munson, Miles Nakanishi, Robert Peters, Julie Powers,
Larry Prochner, Jackie Rabang, Alan Reese, Beth Rous, Kate
Tarrant, and Lisa Yogi.
Our students in the early childhood/ elementary edu-
cation program at the University of Hawai'i at Manoa and
the early childhood program at Honolulu Community Col-
lege have asked thought-provoking questions and given us
insight into the viewpoints of the future educator.
Like you, we learn by doing. Our attitudes, values,
knowledge, and skills have developed as we have worked
with the children, families, and staff at programs in
Hawai'i: the Leeward Community College Children's Cen-
ter, University of Hawai'i at Manoa Children's Center, and
the Early School.
We would also like to thank the reviewers of this edi-
tion for their insights and comments: Susan P. Maude, Iowa
State University (retired); Amy Smith, Johnston Commu-
nity College; Robert J. Walker, Southwest Tennessee Com-
munity College; and Charlene McCaghren Woodham,
Ed.S., Athens Technical College.
This book is brought to life through the photographs,
children's art, and videos that illustrate each chapter. The
images of young children are the work of Jeffrey Reese,
a talented photographer who took photographs for this
and the previous seven editions. The pictures were taken
in Hawai'i at the Leeward Community College Chil-
dren's Center, the Keiki Hauoli Children's Center at
Honolulu Community College, and at Keiki Steps on the
Wai'anae Coast of O'ahu; in Oregon at South Coast Head
Start in Coos Bay and at Helen Gordon Child Development
Center in Portland; and in Olympia, Washington, with the
family of Kona and Ed Matautia. Much of the video was
taken by Steve Bobilin, education specialist at Honolulu
Community College. The artwork that adds such vibrancy
to this edition is the work of the children of Leeward Com-
munity College Children's Center; it would not exist were
it not for their talented teachers, Jackie Rabang and Steve
Bobilin. We appreciate the cooperation of the children, staff,
and families of these schools.
We are grateful to the New Lanark Trust in South
Lanarkshire, Scotland, and the Kunsthistorisches Museum,
viii A Letter to Readers

Vienna, for graciously allowing us to use images from their encouraged us and supported our efforts with patience
collections in Chapter 3. and good humor. This book, and our lives, would be
Special thanks to our editor, Julie Peters, for all of her much poorer without the participation, love and support
guidance and patience during this revision as we learned to of our families.
adapt to a new digital platform. We'd also like to acknowl-
edge Jason Hammond and Krista McMurray for all of their Stephanie Feeney
help in preparing this edition.
Eva Moravcik
No book is written without affecting the lives of
Sherry Nolte
the families of the authors. We especially want to thank
Don Mickey, Jeffrey Reese, and Miles Nolte, who have Portland, Oregon, and Honolulu, Hawai'i
 •
IS
New Contextualized Video Links
Classroom videos and videos of teachers help you to under-
stand w hat it is like to teach young children and make practical
connections between what you are reading and what teaching
is really like. Try answering the question(s) that accompany
these videos to deepen your understanding.
New Comprehension Checks and Application Opportunities
A Quick Check
Click on A Quick Check to check your understanding of the
major chapter section you've just read.
: Respond to a question about chapter content w ith a short
t Application Exercise 3.2 Final Reflection
Learning Outcomes
We had a purpose and specific learning outcomes in mind as
we w rote each chapter of this book. Review this list to make
sure that you are able to demonstrate the knowledge and skills
that the items cover. Each outcome aligns with a major section
of the chapter, and serves as a useful review of chapter content.
Video Example 9.1: Solitary Play
Watch the video to see an infant engaged in solitary play. What do you think was engaging to the baby about this
play? What skills and concepts might he be developing?
A Quick Check 9.1
Gauge your understanding of the concepts in this section.
Final Reflection
answer at the end of the chapter. This involves reflection and
application.
Chapter Learning Outcomes:
1.1 Explain the context in which early childhood education occurs and
the most important tasks that characterize the work of the early
childhood educator.
1.2 Discuss the importance of teachers' personal attributes, both tl1ose
that are inborn and those that are learned from culttrre, family, and
community.
1.3 Demonstrate understanding of what it means to be a professional
with emphasis on the role of morality and etlucs.
1.4 Describe educational pathways that are appropriate to a variety of
career goals and ide11tify some that you think might be appropriate
for you.
•
IX
x Features of this Book

Reflection Box Notes

There are two types of reflection notes in the chapters of this book. These box notes pose questions for you to think, w rite, and
talk about.

''Reflect On ... '' Notes

Reflect On
These questions are intended to help you engage w ith what
Your Interest in Child Development
you are learning. Thinking and reflecting is a cornerstone of How did your interest in young children begin? What d id you first notice about them? What
interested you then? What intrigues you now about young children?
the learning process. Discussing and w riting about these topics
is a good w ay to focus your learning and clarify your thinking.

''Ethical Reflection'' Notes

Early childhood educators often encounter ethical issues in
Reflect On their work. An overview of professional ethics and discussion
Your Ethical Responsibilities and Confidentiality of ethical dilemmas that teachers of young children might
A mother of a child in your c lass asks you to share how a relative's child (also in your c lass) is doing in school. She shares experience can be found in Chapter 1, ''The Teacher." These
that she is concerned about t his c hild's development. You've been worried about the child, too. Using the "Guidelines
for Ethical Reflection" box in Chapter 1, reflect on your ethical responsibilities in this situation and think about an ethical notes describe ethical dilemmas and ask you to think about the
response that you might make.
conflicting responsibilities in each situation and to reflect on
what the '' good early childhood educator'' might do to resolve
it using guidance from the NAEYC Code of Ethical Conduct.

The NAEYC Professional Preparation Standards

Related NAEYC Professional Preparation Standards
The NAEYC Professional Preparation Standard that applies to this c hapter:

We show w hich professional standards apply to the chapter in Standard 6: Becoming a Professional (NA EYC, 2009).
Key element:
this brief section.
6a: Identifying and involving o neself with t he early c hildhood field

Golden Rules
for lnterviewing a Child for Assessment
1. Don't interrupt a child who is actively involved with friends or play activities; instead, invite t he \ Golden Rules
child to join you during an interlude after play.
2. Choose a quiet corner for the interview where you can sit at t he child 's level. ''Golden Rules'' boxes contain important principles and
3. Plan a few questions in advance and relate them to your objectives for children-remember, you want to know
what children understand and c an do, not whether they liked an activity or the way you teach. practices for teaching, summarized and presented in a clear
4. Use open-ended questions that have many possible answers to avoid the c hild feeling there is a "right" answer.
Start with phrases like "Tell me about ... " and "What do you think ... ?" and useful format.
5. Use language t hat is easy for the child to understand.
6. If t he c hild doesn't answer a question, try rephrasing the question and asking it again.
7. Use the child's answers and interests to guide t he interview.
8. Record c hildren's behavior as well as their words.

Connecting with Families Connecting with Families

Another feature is guidelines or strategies contained in boxes On Assessment
Families have an important role in assessment. They are not merely "the audience" to whom you
that w e call ''Connecting with Families." These give you present a portfolio. They have valuable contributions to make. Invite families to participate in tangible
ways. Have incoming families tell the child's story, describe what the c hild was like last year, and share who the child is
practical ideas for ways to include families in your program. in the family today. You might want to design a questionnaire for incoming families to complete to include in a portfolio.

• Document Your Skill & Knowledge

About the Learning Environment in Your Starting Your Professional Portfolio
Professional Portfolio
Include some or all of the follow ing:
Today, professionals in many fields create portfolios in which
• An evaluation of an existing early childhood environmen t using the Learning Envi-
they document for employers and themselves their qualifica-
ronment Checklist in Appendix B. Include a short written analysis of the strengths tions, skills, experiences, and unique qualities. Portfolios are
of the environm ent as well as l1ow you m ight change or modify it to better support
''living documents'' that will change as you grow, learn, and
children's development.
• A photograph of a classroom , playscape, or learning center you have created with have new experiences.
a brief description of why you designed it in this way.
 •
Features of this Book XI

End-of-Chapter Features
• Final Reflection: This is an interactive w riting opportunity
in the Pearson eText that permits you to demonstrate reflec-
tion and write about topics when prompted in this pop-up
exercise w ith suggested feedback.
• Demonstrate Your Understanding: This section suggests
activities and projects to help you learn more about the
chapter's content- all organized by learning outcomes. In
addition, the Final Check h yperlink is a pop-up multiple-
choice quiz (in the Pearson eText) w ith feedback, designed
to help you check your own learning.
• Document Your Knowledge and Competence: This section
suggests items that you might wish to put in your professional
portfolio. Today, professionals in many fields create portfo-
lios in which they document for employers and themselves
their qualifications, skills, experiences,, and unique qualities.
Portfolios are ''living documents'' that w ill change as you
grow, learn, and have new experiences. Guidelines for start-
ing a portfolio can be found in Chapter 1.
• To Learn More: This section lists books and websites that
might be of interest if you w ant to follow up on w hat you
have learned.
• Shared Writing: At the end of each chapter is a shared w rit-
ing exercise intended to give you an opportunity to share
your thoughts on some aspect of the chapter w ith your
classmates and instructor.
At the back of the book you w ill find a Bibliography, which
lists the books and articles that we consulted as we wrote each
chapter. We hope you w ill have the opportunity to read some
of these references as you develop into a committed early
childhood educator.

t Application Exercise 3.2

~

Final Reflection

•
To Learn More
Read
Absorbent Mind, M. Montessori (1967)
Experimenting iuith the World: John Dewei; and the Early Childhood Classroom, H. K.
Cuffaro (1995)
Giants in the Nursery: A Biographical History of Developm.entally Appropriate Practice, D.
Elkind (2015)
Hidden History of Early Childhood Education, B. Hinitz (2013)
Hundred Languages of Children, C. Edwards, L. Gandini, & G. Forman (1998)

Visit a Website
The following agencies and organizations have websites related to the history of early
childhood:
Froebe! Foundation USA
Rachel McMillan Nursery School
The Association for Experiential Education: Progressive Education in the United States
High/Scope Educational Research Foundation
Bank Street College of Education
Why Waldorf Works (website of the Association of Waldorf Schools of North America)
American Montessori Society
Association Montessori Internationale
North American Reggio Emilia Alliance

Document Your Skill & Knowledge About

the History of EGE in Your Professional
Portfolio
Include some or all of the following:

Explore an Educational Approach

• Read about one of the educational approaches discussed in th.is chapter (High/
Scope, DIA, Waldorf, Montessori, Reggio Emilia). Describe what you see as the
major features of the program. Analyze how what you read reflects the history of
early childhood education described in the chapter. Include your thoughts and
reactions to what you learned and the implications for you as an early childhood
educator.

Read and Review a Book

• Read a book about one of the historical figures or European educational approaches
discussed in this chapter. Write a review of the book that includes your thoughts
about what you learned, how it helped you understand themes in the history of
early childhood education, and implications for you as an early childhood educator.

Shared Writing 3.1 History of Early Childhood Education

This page intentionally left blank

The supplements package for the eleventh edition is re-
vised and upgraded. All online ancillaries are available for
download by adopting professors via pearsonhighered.
com in the Instructor's Resource Center. Contact your Pear-
son sales representative for additional information.
Instructor's Resource Manual: This manual contains
chapter overviews and activity ideas for both in and
out of class.
Online Test Bank: The Test Bank includes a variety of
test items, including multiple choice, and short essay,
and is available in Word.
•
IS
TestGen Computerized Test Bank: TestGen is a power-
ful assessment generation program available exclusively
from Pearson that helps instructors easily create quiz-
zes and exams. You install TestGen on your personal
computer (Windows or Macintosh) and create your own
exams for print or online use. The items are the same as
those in the Test Bank. The tests can be downloaded in
a variety of learning management system formats.
Online PowerPoint Slides: PowerPoint slides highlight
key concepts and strategies in each chapter and enhance
lectures and discussions.
• ••
XIII
This page intentionally left blank
1 The Teacher 1

2 The Field of Early Childhood Education 32

3 History of Early Childhood Education 59

4 Child Development 93

5 Observing and Assessing Young Children 136

6 Relationships and Guidance 172

7 Health, Safety, and Well-Being 215

8 The Learning Environment 250

9 Understanding and Supporting Play 292

10 The Curriculum 325

11 Curriculum Planning 368

12 Including All Children 412

13 Partnerships with Families 443

14 Becoming an Early Childhood Professional 476

xv
This page intentionally left blank
 RESEARCH ON HEAD START AND SIMILAR PROGRAMS
1 The Teacher 1 FOR LOW-INCOME CHILDREN 40
The Work of the Early Childhood Educator 2 Early Childhood Falllily Education 42
The Context 2 HOME VISITING PROGRAMS 43
FAMILY-CHILD INTERACTION PROGRAMS 43
Working with Children 5
PRACTICE BASED ON KNOWLEDGE OF CHILDREN 5 State-Funded Public Prekindergarten Programs 44
INTENTIONAL TEACHING 5 Programs for Children Birth to Age 5 with Disabilities 44
ADDRESSING STANDARDS 5
Programs for Children 5-8 Years of Age 45
Working with Families 6
Public School Programs: Kindergarten Through Grade 3 46
Working as Part of a Team 6
Charter Schools 47
The Teacher as a Person 7
Ho1ne Schools 48
Tempera1nent 8
Programs for Children Ages 5-8 with Disabilities 48
Multiple Intelligences 10
Educational Standards 49
Personal Values and Morality 11
Coininon Core Standards 49
Attitudes about Diversity 12
Early Learning Standards 50
The Im.pact of Life Experiences 13
Program Accountability Measures 51
The Teacher as a Professional 14
Licensure of Early Childhood Programs 52
Specialized Knowledge and Skills 15
Accreditation of Progra1ns for Children 52
Professional Conduct 16
Quality Rating and Improvement Systems 53
Professional Values and Ethics 16
PROFESSIONAL VALUES 18
Workforce Qualifications 54
PROFESSIONAL ETHICS 20 School Readiness 54
Careers in Early Childhood Education: Finding Your Path 22 Final Thoughts 56
~les 23 To Learn More 57
Educational Requirements 23 Document Your Skill & Knowledge About the Field of Early
Career Paths 25 Childhood Education in Your Professional Portfolio 57

Stages of Professional Development 27

Final Thoughts 28
To Learn More 28
3 History of Early Childhood Education 59
Starting Your Professional Portfolio 28
The Origins of Early Childhood Education 60
Sample Portfolio Table of Contents 30
The Roots of Developmentally Appropriate Practice 60
Document Your Skill & Knowledge About Teachers in Your
Ancient Greece and Rome (400 B.C.-A.D. 200) 61
PLATO 61
Professional Portfolio 31
ARISTOTLE 62
QUINTILIAN 62
The Middle Ages (500-1450) 62
2 The Field of Early Childhood
The Renaissance and the Refor1nation (1300-1600) 63
Education 32 MARTIN LUTHER 63
Education and Care Progra1ns for Children from Birth JOHN AMOS COMENIUS-THE FATHER OF EARLY CHILDHOOD
to Age 5 33 EDUCATION 64

Ways to Classify Progra1ns 33 The Age of Enlightenment (1700s) 65

CHILDREN SERVED 34 JOHN LOCKE-THE CHILD IS A BLANK SLATE 65
PURPOSES 34 JEAN JACQUES ROUSSEAU-THE CHILD
SETTINGS 34 IS INHERENTLY GOOD 65
SPONSORSHIP AND FUNDING 34 The Industrial Revolution (1800s) 66
Child Care 34 JOHANN PESTALOZZI-EARLY CHILDHOOD
CENTER-BASED EDUCATION AND CARE 36 EDUCATION BEGINS 66
HOME-BASED EDUCATION AND CARE 36 ROBERT OWEN 67
AVAILABILITY AND FINANCING 36 Educational Movements That Shaped Early Childhood
Early Childhood Education 38 Education 68
LABORATORY SCHOOLS 39 Froebel and the Kindergarten 68
PARENT COOPERATIVES 39 THE KINDERGARTEN 69
Head Start 39 THE KINDERGARTEN MOVEMENT 70
EARLY HEAD START 40 ISSUES RELATED TO THE KINDERGARTEN MOVEMENT 71
••
XVII
 •••
XVIII Contents

THE IMPACT OF KINDERGARTEN 71 Laurence Kohlberg and Moral Development Theory 116
The McMillan Sisters and the Nursery School 72 Lev Vygotsky and Sociocultural Theory 117
NURSERY SCHOOLS IN THE UNITED STATES 73 IMPLICATIONS OF SOCIOCULTURAL THEORY FOR PRACTICE 118
THE IMPACT OF THE NURSERY SCHOOL 74
Urie Bronfenbrenner and Ecological Theory 119
John Dewey and Progressive Education 75 IMPLICATIONS OF ECOLOGICAL SYSTEMS THEORY FOR PRACTICE 120
JOHN DEWEY 75
Erik Erikson and Psychosocial Theory 121
PROGRESSIVE EDUCATION 75
IMPLICATIONS OF PSYCHOSOCIAL THEORY FOR PRACTICE 121
THE LEGACY OF PROGRESSIVE EDUCATION 75
B. F. Skinner and Behaviorist Theory 122
Three European Approaches 77 IMPLICATIONS OF BEHAVIORIST THEORY 123
The Montessori Method 78 Howard Gardner and Multiple Intelligences Theory 123
MONTESSORI PROGRAMS 78 IMPLICATIONS OF MULTIPLE INTELLIGENCES THEORY
THE IMPACT OF MONTESSORI PROGRAMS 79
FOR PRACTICE 123
Waldorf Education 80 Abraham Maslow and Self-Actualization Theory 125
WALDORF PROGRAMS 81
IMPLICATIONS OF SELF-ACTUALIZATION THEORY
THE IMPACT OF WALDORF EDUCATION 82
FOR PRACTICE 125
The Reggio Emilia Approach 82 Development of the Whole Child 126
REGGIO EMILIA PROGRAMS 83
THE IMPACT OF REGGIO EMILIA 84 Domains of Development 126
Common Elements of the Three Approaches 85 Periods of Development 126
Early Education and Care in the United States 86 Understanding Infants' Development 127
INFANTS' PHYSICAL DEVELOPMENT 127
The Origins of Child Care in the United States 86 INFANTS' COGNITIVE AND LANGUAGE DEVELOPMENT 127
Child Care in Times of National Emergency 88 INFANTS' SOCIAL AND EMOTIONAL DEVELOPMENT 127
Developments after World War II 89 Understanding Toddlers' Development 127
TODDLERS' PHYSICAL DEVELOPMENT 128
Final Thoughts 90
TODDLERS' COGNITIVE AND LANGUAGE DEVELOPMENT 128
To Learn More 91 TODDLERS' SOCIAL AND EMOTIONAL DEVELOPMENT 129
Document Your Skill & Knowledge About the History
Understanding Preschoolers' /Kindergartners'
of ECE in Your Professional Portfolio 91
Development 130
PRESCHOOLERS'/KINDERGARTNERS' PHYSICAL DEVELOPMENT 130
PRESCHOOLERS'/KINDERGARTNERS' COGNITIVE
4 Child Development 93 AND LANGUAGE DEVELOPMENT 130
Why Study Child Development? 94 PRESCHOOLERS'/KINDERGARTNERS' SOCIAL
AND EMOTIONAL DEVELOPMENT 130
Principles of Child Development 96
Understanding Young School-Age Children's
The Child Develops as a Whole 96
Development 132
Development Follows Predictable Patterns 96 UNDERSTANDING SCHOOL-AGE CHILDREN'S PHYSICAL
Rates of Development Vary 97 DEVELOPMENT 132
UNDERSTANDING SCHOOL-AGE CHILDREN'S COGNITIVE
Development Is Influenced by Maturation
AND LANGUAGE DEVELOPMENT 132
and Experience 97 UNDERSTANDING SCHOOL-AGE CHILDREN'S SOCIAL
Development Proceeds from Top Down and AND EMOTIONAL DEVELOPMENT 132
from Center Outward 98
Final Thoughts 134
Culture Affects Development 98 To Learn More 134
Applying Principles to Practice 99 Document Your Skill & Knowledge About Child
Heredity and Environment 100 Development in Your Professional Portfolio 135
The Biological Basis of Development 100
INHERITED CHARACTERISTICS 100
BASIC NEEDS 101
5 Observing and Assessing Young
TEMPERAMENT 102 Children 136
The Impact of Environment 104 The Purpose of Assessment 137
THE CRITICAL NATURE OF NURTURING RELATIONSHIPS 104
Components of Assessment 138
THE IMPORTANCE OF EARLY EXPERIENCES 105
BRAIN RESEARCH AND ITS IMPLICATIONS Formative and Summative Assessment 138
FOR EARLY CHILDHOOD PROGRAMS 107 Authentic Assessment and Standardized Assessment 138
CONFIDENTIALITY 139
Theories of Development 110
Arnold Gesell and Maturational Theory 110 Observation 140
IMPLICATIONS OF MATURATIONAL THEORY Learning to Observe 141
FOR PRACTICE 111 OBSERVING 141
Jean Piaget and Constructivist Theory 112 RECORDING 142
KINDS OF KNOWLEDGE 113 INTERPRETING 142
PIAGETIAN STAGES OF COGNITIVE DEVELOPMENT 113 Writing Observations 143
PIAGET'S CONTRIBUTIONS TO UNDERSTANDING SOCIAL AND RUNNING RECORDS 145
MORAL DEVELOPMENT 115 ANECDOTAL RECORDS 146
IMPLICATIONS OF CONSTRUCTIVIST THEORY FOR PRACTICE 116 USING WRITIEN OBSERVATIONS 151
 •
Contents XIX

Digital Observation 151 Orchestrate Transitions 195

ANNOTATED PHOTOGRAPHS 151 Manage Large Group Times 196
VIDEO AND AUDIO RECORDINGS 151
Build a Positive Classroom Climate 199
Other Methods of Authentic Assessment 152 CREATE A SUPPORTIVE ENVIRONMENT 199
Structured Observation 152 ENCOURAGE FRIENDSHIPS 199
TIME SAMPLES 153 MODEL AND TEACH RESPECT AND FAIRNESS 201
EVENT SAMPLES 153 Teach Children to Deal with Conflict 201
CHECKLISTS, RATING SCALES, AND RUBRICS 154 HELP CHILDREN IDENTIFY AND EXPRESS THEIR FEELINGS 202
INTERVIEWS 155 ENCOURAGE CHILDREN TO SOLVE PROBLEMS 203
SELECTING AN OBSERVATION TECHNIQUE 157 INCLUDE CONFLICT RESOLUTION IN YOUR TEACHING
Work Samples 157 AND YOUR ACTIVITY PLANNING 204
Portfolio Assessment 157 Managing Inappropriate Behaviors 205
CREATING PORTFOLIOS 158 Reframing Misbehavior as ''Mistaken Behavior'' 205
PORTFOLIO SYSTEMS 162 DIFFERENTIATE THE CHILD FROM THE BEHAVIOR 206
PORTFOLIOS IN KINDERGARTEN AND THE PRIMARY GRADES 163 RECOGNIZE YOUR "BUTTON PUSHERS" 207
SHARING PORTFOLIOS 164
Strategies for Dealing with Mistaken Behavior 207
Documentation Panels and Presentations 165 REDIRECTION 208
Standardized Assessment 166 NATURAL AND LOGICAL CONSEQUENCES 208
AVOID TIME-OUT 208
What Is Standardized Assessment? 166
REINFORCEMENT 209
Kinds of Standardized Assessments 166 PHYSICAL PUNISHMENT: WHY IT IS NEVER A CHOICE 210
SCREENING 167
DEVELOPMENTAL ASSESSMENT 168
Bullying 210
DIAGNOSTIC ASSESSMENT 168 Challenging Behaviors 211
READINESS AND ACHIEVEMENT TESTS 169
Final Thoughts 213
Concerns with Standardized Testing 169 To Learn More 213
Final Thoughts 170 Document Your Skill & Knowledge About Child Guidance
To Learn More 170 in Your Professional Portfolio 214
Document Your Skill & Knowledge About Observing and
Assessing Young Children in Your Professional Portfolio 171 7 Health, Safety, and Well-Being 215
Safe Places for Children 216
6 Relationships and Guidance 172 Risks vs Hazards 217
The Foundations of Child Guidance 173 Developmental Differences and Safety 217
The Meaning of Child Guidance 173 Safe Outdoor Environments 218
PLAYGROUNDS 218
Relationships 174 PRACTICES THAT PROMOTE OUTDOOR SAFETY 218
Understanding and Honoring Differences 175 Vehicle and Trip Safety 220
Knowledge of Development 178 Safe Indoor Environments 221
Goals for Guidance 178 MATERIAL SAFETY 221
Long-Term Goals 178 SAFE EQUIPMENT AND FURNISHINGS 222
SOCIAL AND EMOTIONAL INTELLIGENCE 179 Practices That Promote Safety 223
SELF-REGULATION 181 PUT INFANTS TO SLEEP SAFELY 223
SELF-IDENTITY AND RESILIENCY 181 ESTABLISH SYSTEMS TO ENSURE THAT EQUIPMENT
SKILLS FOR LIVING IN A COMMUNITY 183 AND FACILITIES ARE SAFE 223
Short-Term Goals 183 SUPERVISE FOR SAFETY 223
SAFE GROUP SIZES AND TEACHER-CHILD RATIOS 223
Communication: A Powerful Guidance Tool 184 MONITOR ACCESS 223
Respectful and Authentic Speech 184 PREPARE FOR EMERGENCIES 224
Conversations 185 Teach Children to Be Safe 224
Listening 185 Protecting Children from Abuse and Neglect 226
NONVERBAL MESSAGES 186
Healthy Places for Children 228
ACTIVE LISTENING 186
Understand How Illness Spreads 228
Responding 187
REFLECTIVE AND RESPONSIVE STATEMENTS 187 Follow Healthy Routines 229
ENCOURAGEMENT INSTEAD OF PRAISE 187 HAND WASHING 229
I-MESSAGES 188 DIAPERING AND TOILETING 230
RESPONSIVE CAREGIVING: THE ART OF COMMUNICATING TOOTHBRUSHING 231
WITH INFANTS AND TODDLERS 190 CLEAN, SANITIZE, AND DISINFECT 231
USE STANDARD PRECAUTIONS 232
Guiding Groups 191 PREPARE AND STORE FOOD SAFELY 232
Use Authority 191 FOLLOW GUIDELINES FOR EXCLUDING SICK CHILDREN 232
Create Guidelines for Behavior 192 Work with a Health Care Professional 233
Anticipate Problems 193 Know About Conditions That Affect Health 233
XX Contents

CHILDHOOD OBESITY 233 SENSORY PLAY CENTER 277

LEAD POISONING 234 ART AREA OR STUDIO 278
FOOD ALLERGIES AND INTOLERANCES 235 LIBRARY 279
ASTHMA AND ENVIRONMENTAL ALLERGIES 235 WRITING CENTER 279
DISCOVERY CENTER 279
Help Children Learn to Be Healthy 236
WOODWORKING AREA 280
Promote Physical Activity and Movement 236
Primary Classrooms: A Place Called School 280
Encourage Healthy Food Choices 237
Technology in the Early Childhood Classroom 281
Make Health a Part of the Curriculum 240
Including Children with Disabilities 285
Use Personal Care Routines as Teaching Opportunities 240
Time 285
Promote Well-Being 240
The Daily Schedule 285
The Importance of Touch 241 INFLUENCES ON THE FLOW OF THE DAY 286
Good Transitions Support Well-Being 241 Final Thoughts 290
GOOD BEGINNINGS 241
To Learn More 290
GOOD ENDINGS 243
Document Your Skill & Knowledge About the Learning
Supporting Immigrant Families 245
Environment in Your Professional Portfolio 291
Supporting Children during Times of Crisis 245
DISASTER AND LOSS 245
VIOLENCE 246
9 Understanding and Supporting Play 292
Final Thoughts 247
Understanding Play 293
To Learn More 248
Characteristics of Play 293
Document Your Skill & Knowledge About Promoting
Children's Health, Safety, and Well-Being in Your Kinds of Play 295
Professional Portfolio 249 Why Children Play 296
Stages of Play 298
PARTEN: STAGES OF SOCIAL PLAY 298
8 The Learning Environment 250 PIAGET AND SMILANSKY: COGNITIVE STAGES OF PLAY
VYGOTSKY AND ELKONIN: LEVELS OF MAKE-BELIEVE PLAY
299
302
A Great Place for Young Children 251 UNDERSTANDING THE STAGES OF PLAY 302
The Indoor Learning Environment 253 DRAMATIC AND SOCIODRAMATIC PLAY 303
Space 253 The Role of Play in Developmen 305
SELF-CONTAINED AND OPEN-DESIGN CLASSROOMS 254
The Role of Play in Physical Development 305
Principles for Arranging Space 255 The Role of Play in Emotional Development 305
Equipment and Materials 256 The Role of Play in Social Development 306
MAKING THE INDOOR ENVIRONMENT WORK 257
The Role of Play in Cognitive Development 306
Pay Attention to Organization and Aesthetics 258
The Role of Play in Integrating Development 307
Reflect the Children-Reflect the Place 260
AVOID BEING CUTE 260 The Special Role of Outdoor Play 308
EVALUATE THE ENVIRONMENT 261 Explaining Play 309
CONSIDER THE ADULTS 261
Facilitating Play 310
The Outdoor Learning Environment 262 Supportive Attitudes 310
Outdoor Activity Zones 263 Supportive Roles 310
TRANSITION ZONE 263 STAGE MANAGER 310
ACTIVE PLAY ZONE 263 OBSERVER 311
NATURAL ELEMENTS ZONE 263 MEDIATOR AND PROTECTOR 312
MANIPULATIVE-CREATIVE ZONE 264 PARTICIPANT 313
SOCIAL-DRAMATIC ZONE 264
TUTOR 314
Using the Outdoor Environment 264 GUIDE 315
NATURE PRESCHOOLS AND FOREST SCHOOLS 265
Issues in Play 316
Different Children- Different Places 266 Diversity and Play 316
Infant-Toddler Environments: A Place Like Home 266 CULTURE, SOCIAL CLASS, AND PLAY 316
DESIGN FOR COMFORT 266 DISABILITIES AND PLAY 318
DESIGN FOR ROUTINES 267 Gender-Stereotyped Play 318
DESIGN FOR FLEXIBILITY 267
DESIGN FOR MOVEMENT 267
Violent Dramatic Play 319
AN OUTDOOR PLAYSCAPE FOR INFANTS AND TODDLERS 268 Rough-and-Tumble Play 320
SAFETY 269 Exclusion-You Can't Say You Can't Play 321
MOVEMENT 270
Shrinking Opportunities for Play 322
Preschool and Kindergarten Classrooms: A Child's Place 271
DESIGNING A PRESCHOOL OR KINDERGARTEN CLASSROOM 271
Final Thoughts 323
BWCKS 272 To Learn More 323
DRAMATIC PLAY AREA 275 Document Your Skill & Knowledge About Play in Your
MANIPULATIVE TOYS AND GAMES 276 Professional Portfolio 324
 •
Contents XXI

IMPLEMENTING, ASSESSING, AND EVALUATION 390

10 The Curriculum 325 WRITING ACTIVITY/LESSON PLANS IN THE REAL WORLD 392
What is Curriculum? 326 Weekly Plans 392
Where Does Curriculum Come From? 327 Integrated Curriculum Planning 395
How Young Children Learn 328 Choose a Topic 396
Curriculum in Early Childhood Education 329 Learn about the Topic 399
How Early Childhood Teachers Teach 332 Write the Big Ideas 400
The Physical Development Curriculum 333 Generate Ideas for Activities 400
Gross Motor Curriculum 334 Enrich the Environment 401
Fine Motor Curriculum 336 Plan 403
Sensory Development Curriculum 337 Implement the Study 403
The Communication Curriculum 340 Evaluate the Integrated Study 405
Language Curriculum 340 Final Thoughts 409
Literacy Curriculum 342 To Learn More 410
Literature Curriculum 344 Document Your Skill & Knowledge About Curriculum
The Creative Arts Curriculum 347 Planning in Your Professional Portfolio 41 O

Visual Art Curriculum 349

Music Curriculum 353
Creative Movement Curriculum 355
12 Including All Children 412
Dual Language Learners 414
Aesthetics Curriculum 356
Working with Dual Language Learners 415
The Inquiry Curriculum 357
Children with Disabilities 416
Math Curriculum 359
Terminology 417
Science Curriculum 361
Laws Governing Services to Children with Disabilities 417
Social Studies Curriculum 363
Programs for Children from Birth Through Age 2 418
Final Thoughts 366
Programs for Children 3 to 5 Years of Age 419
To Learn More 366
Programs for Children 5 to 8 Years of Age 421
Document Your Skill & Knowledge About Curriculum
RESPONSE TO INTERVENTION 421
in Your Professional Portfolio 367 UNIVERSAL DESIGN FOR LEARNING 421

Identification of Disabilities 422

11 Curriculum Planning 368 Inclusion
GETIING STARTED
424
425
The Purpose of Planning 369 IMPLEMENTING INCLUSION 426
Influences on Planning 370 COLLABORATION 428
What You Teach 370 Characteristics of Young Children with Disabilities 429
VALUES AND BELIEFS 370 Children with Orthopedic Impairments 429
KNOWLEDGE OF CHILDREN 371
FAMILY, CULTURE, AND COMMUNITY 372 Children with Cognitive Delays 430
WHAT'S WORTH KNOWING 372 Children with Learning Disabilities 430
CONTENT STANDARDS 373 Children with Communication Disorders 431
How Curriculum Is Organized 374 Children with Sensory Impairments-Visual 431
LEARNER-CENTERED CURRICULUM ORGANIZATION 375
INTEGRATED CURRICULUM 375
Children with Sensory Impairments-Hearing 432
SUBJECT-CENTERED CURRICULUM ORGANIZATION 375 Children with Sensory Impairments-Sensory
The Process of Planning 376 Processing Disorder 433
Basing Plans on What You Observe 377 Children with Attention-Deficit/Hyperactivity
OBSERVE INDIVIDUALS 377 Disorder 434
OBSERVE THE GROUP 377 Children with Emotional Disorders 434
OBSERVE WITH A FOCUS 378 Children with Autism Spectrum Disorders 435
Teaching Methods or Strategies 378 Children with Other Special Needs 437
PLAY 379
SCAFFOLDED ACTIVITIES 380 Children with Special Gifts and Talents 437
GROUP ACTIVITIES 380 Children Who Have Been Abused or Neglected 438
SELECTING A TEACHING METHOD 382 Children with Acute or Chronic Health Conditions 438
Writing Plans to Guide Teaching 384 Working with Families of Children with Disabilities 439
Activity or Lesson Plans 384 Final Thoughts 441
WHAT AND WHY 384
To Learn More 442
WHAT YOU NEED 388
THE TEACHING PROCEDURES 388 Document Your Skill & Knowledge About Including
THE ASSESSMENT PLAN 390 All Children in Your Professional Portfolio 442
xxii Contents

Continuing Issues 478

13 Partnerships with Families 443 CURRICULUM AND TEACHING 478
Understanding Families 444 ACCOUNTABILITY 479
Responsibilities of Today's Families 445 SCHOOL READINESS 480
BALANCING THE NEEDS OF CHILDREN, FAMILIES,
Diverse Families 445 AND TEACHERS 480
Family Systems Theory 447 RESPONSIBILITY FOR EARLY CHILDHOOD EDUCATION 481
Understanding Yourself 449 Things You Need to Know About the Field and About
DIFFERENCES BETWEEN BEING A TEACHER AND BEING
Yourself 482
A PARENT 449
YOUR DEVELOPMENT IN RELATING TO FAMILIES 449 Required Knowledge and Skill 482
YOUR VALUES AND BELIEFS RELATED TO CHILD REARING 449 Professional Behavior 483
Building Relationships w ith Families 450 Personal Characteristics 484
Strong Beginnings 451 Making a Commitment 484
Home Visits 451 Find Your Path 484
Communication 451 Take Care of Yourself 486
MAKING FAMILIES FEEL WELCOME 453 PAY ATTENTION TO YOUR HEALTH AND WELL-BEING 486
TOOLS FOR COMMUNICATING 454 CONNECT WITH COLLEAGUES 487
DAILY COMMUNICATION 454 Do Your Best for Children 487
WRITTEN COMMUNICATION 455 DEVELOP A PHILOSOPHY 488
FAMILY CONFERENCES 457 CONTINUE TO LEARN AND GROW 488
ADDRESSING QUESTIONS AND CONCERNS 459 JOIN A PROFESSIONAL ORGANIZATION 488
Confidentiality 462 Do What's Right 489
Engaging Families in Your Program 463 STAND FIRM EVERY DAY 489
KNOW AND USE A CODE OF ETHICS 490
Building Partnerships 464
ADVOCATE 490
Classroom Participation 465
Final Thoughts 491
Program Involvement 467
To Learn More 493
Family Education 468
Document Your Skill & Knowledge About Becoming
Supporting Families 470 an Early Childhood Professional in Your Professional
Helping in Times of Stress 470 Portfolio 493
Preventing and Reporting Child Abuse and Neglect 471
Supporting Families of Children with Disabilities 472
Appendix A NAEYC Code of Ethical Conduct
Final Thoughts 474 and Statement of Commitment 495
To Learn More 474
Document Your Skill & Knowledge About Partnerships Appendix B Environment Checklists 503
with Families in Your Professional Portfolio 475 Glossary 521
Bibliography 530
14 Becoming an Early Childhood
Name Index 547
Professional 476
Current Realities in Early Childhood Education 477 Subject Index 551
Our Society Is Changing 477
 •
ec1a

Golden Rules Suggestions for Building a

Golden Rules for Writing ' Professional Portfolio
Anecdotal Records 149 Starting Your Professional Portfolio 28
Golden Rules for Interviewing
The Field of Early Childhood Education 57
a Child for Assessment 156
The History of ECE 91
Golden Rules for Creating Child Portfolios 161
Child Development 135
Golden Rules for Guiding Groups 194
Observing and Assessing Young Children 171
Golden Rules for Group Times 198
Child Guidance 214
Golden Rules for Responding to Mistaken Behavior 207
Promoting Children's Health, Safety, and Well-Being 249
Golden Rules for Ensuring Safe Toys and Materials 222
The Learning Environment 291
Golden Rules for Helping Children Protect
Play 324
Themselves from Abuse 227
Curriculum 367
Golden Rules for Supporting Movement 237
Golden Rules for Supporting Children's Curriculum Planning 410
Healthy Eating 237 Including All Children 442
Golden Rules for Good Beginnings 243
Partnerships with Families 475
Golden Rules for Creating Indoor Learning
Environments 260 Becoming an Early Childhood Professional 493

Golden Rules for Outdoor Playscapes 265

Golden Rules for a Good Day for Young Children 288
Connecting with Families
Golden Rules for Supporting Children's Play 315 Understanding Individual
Golden Rules for Having a Conversation Development 99
with a Young Child 342 On Assessment 164
Golden Rules for Helping Children Develop About Guidance Practices 175
Concepts About Print 344 About Nutrition 239
Golden Rules for Reading a Story to a Group 346
About Play 309
Golden Rules for Creative Movement About Curriculum 333
with Young Children 356
Using Weekly Plans 395
Golden Rules for Selecting a Topic
Through Integrated Curriculum 404
for an Integrated Curriculum Study 397
About Program Involvement 468
Golden Rules for Building Strong
Relationships with Families 462

•••
XXIII
Another random document with
no related content on Scribd:
thinner than when I last saw you; and, it may be, less the heroine,
since there has been less to oppose me. But I hate sea voyages!
Oh sweet Valentine! hasten to us! hasten and bring to me my Lucy!
thou shalt then be crowned as the harbinger of spring and Horace.
Tell my “lily,” that we expect no tears nor sighs. She is desired to
wear the same face she did with her lilac ribbands. We are all
learning to be philosophers, except Malcolm, who is daily in danger
of losing his good humour; and rates the work people for not being at
Wenland, at the same time that they are here. I believe in my
conscience that Miss Hardcastle and Miss Howard might sleep in the
stable for him. But we do not mind his pouting; and your apartment,
which was Miss Flint’s, is to be made worthy of the captain’s guests.
Adieu, my dear girl; the good people here send their blessings with

Rachel Cowley’s.
 CHAP. XIII.

LETTER LXXVI.
From Miss Cowley to Miss Hardcastle.
January 24.

My dear Lucy will not expect to find me in the broad road of folly and
laughter, with so many admonitions of wisdom as I have of late been
favoured with; I repeat the word favoured; for poor and weak must
be the mind which does not profit from such lessons as I have had to
study! Do not, however, take the alarm; I hope, I shall escape
dullness, although I am become somewhat graver than in the days of
my flippancy, and rude health. My poor Horace! But I dare not trust
myself with the subject! But is it not wonderful that no one can be
found to comfort the Earl of S——, but his son’s friend, whose heart
is pierced with an anguish as bitter and acute as his own! I am
selfish, I am ashamed to tell you that I am become fretful and
nervous. You must come, my Lucy; I want you to sustain and to chide
me. My spirits are weakened, and my mind is assailed by
apprehensions which I dare not give to you. This news from Lisbon
has been hurtful to me. I send you enclosed a letter which may make
you smile: it did not move a muscle in my face. Lady Maclairn
undertook to reply to it for me. She was obliged to answer a letter of
condolence which Mrs. Serge thought it polite to send to her “dear
cousin.” I believe her ladyship hazarded to give her correspondent a
little wholesome advice, which will be well for her if she understands
its value. Mrs. Heartley has received letters from her son Henry; he is
coming home. His friend’s death, with his dying advice to the young
man, make only a part of those motives which induce Henry to quit
his present situation. Mr. Bembridge, the deceased, has left him an
estate in Berkshire of three hundred pounds per annum; and Henry
wisely thinks, that with this provision and Mary Howard, he shall be
as rich as a Nabob, with a ruined constitution, and twenty lacks of
rupees. “He will have letters before he embarks, which will dash from
his lips this cup of happiness,” observed the anxious mother. “Miss
Howard is now in a very different situation from that, under which
my poor boy vowed to live, and to labour for her. I would not on any
account have the captain made acquainted with my son’s hopes. He
thinks Henry is right to return home; but I now wish him to remain
where he is for a few years.” “Leave him to Providence,” replied I,
“and enjoy the blessings before you. Alice will be soon happy, and
who knows whether one wedding may not be followed by another? a
little money will not spoil Mary Howard, or change Captain Flint’s
nature.” “I shall take care,” observed she thoughtfully, “to prevent
Henry from coming hither; I wish Alice were settled, I should
immediately go to town, and wait there for my son’s arrival.” Cannot
you, Lucy, find out whether Mary’s colour is yet lilac. Alice thinks it
is; but we may be conjecturing on false grounds; for Alice Heartley
and Rachel Cowley are very simple girls; yet I do believe the captain
wishes to see Henry united to him by the tenderest ties. He even
proposed the other day to Malcolm to wait for his brother’s arrival
before he married. Malcolm smiled; but declined the advice.
You saw enough of our doctor, when you were at Farefield, to enter
into the spirit of my allusion, when I call him the sun which cheers
us. We may say with truth that we live in his smiles. Should you
fancy this expression too poetical to suit with Douglass’s stern face, it
is because you have not seen him when with a patient who he thinks
wants comfort more than medicine. Did they inform you that he
never quitted my room during six and thirty hours? Horace will love
him, Lucy, and you will be grateful. Amongst other ingenious
hypotheses which he maintained this morning was one that will
please you; for he proved to demonstration that Miss Cowley “had
the strength of a horse.” He has been scolding me for this last hour;
and has provoked me to laugh at him and myself.
Oh! how tedious are the hours till I hear from you. Mrs. Allen
sends her good wishes with your
 Rachel Cowley’s.

P. S. I am well, quite well, Lucy! my cordial in my bosom! Do not

mind a word in this letter. Douglass will triumph. He predicted how
it would be; when the wind blew propitiously.
 LETTER LXXVII.
From Mrs. Serge to Miss Cowley.
My Dear Miss Cowley,

It would give me inexpressible concern, could I for a moment

believe that you “himagine” I have forgotten you, or the promise I
made you, when at Farefield Hall. You can be no stranger to the
“hevents” which have taken place in my family since that time; and of
course these will account to you for my “happarent” neglect. I have
endeavoured to practise what I preach, which is more, as Mrs.
Dangle says, than many who are paid for preaching do; for, as I have
said in my letter to Lady Maclairn, I see that nothing good comes
from sorrowing for those who are removed from this world. Death is
appointed for all; and the best thing we can do is to submit to the
loss of our friends and relations, who are summoned away before us.
I dare say the death of Mr. Flamall has made her ladyship very
unhappy, but time will restore her spirits, unless she do as my Jerry
“do,” yield to grief, and mope in her room. My kind friend, Mrs.
Dangle, would not permit me to remain at Putney, where it was
impossible I could have recovered my spirits. She has a charming
house in the Haymarket; and since I have been her guest, I am much
better; and indeed should be quite well, were it not for the vexation
Nora “give” me. You will be quite astonished to see the halteration a
few months of matrimony “have” made in her; and it will give you a
dread of love matches! But I would not discourage you. Nora “have”
only to thank herself for all that “have” happened to disturb her.
Captain Fairly is not to blame, because his wife is jealous; nor Mrs.
Dangle, because her constant good humour “make” her the favourite
with hevery gentleman. But Nora was always perverse in her temper!
she can be heasy no where now, but at Putney. When single, she
detested the place. She have been very ill; and her disappointment
have perhaps made her lower in spirits; but, as I tell her, “the worse
luck now, the better in future.” She may have children enow by the
time she is forty.
 I hope, my dear Miss Cowley, nothing will prevent your visit to me
in February. Captain Fairly has, very politely, offered to be your
escort, and desires me to assure you, that he will, with the utmost
pleasure, come to Farefield to fetch you, if you will permit him to
have that honour; but I conclude you will not be allowed to leave
Mrs. Allen behind you; so that you will happoint the captain to meet
you on the road. I shall be very happy to see Mrs. Allen. She will be
nice company for Mr. Serge, in our absence. I promise you, nothing
shall be omitted for your amusement. Mrs. Dangle is quite in polite
life; and she engages to “hintroduce” you every where. You will meet
the best company at her table; for her husband is never happy
without society. There is a Major Ogle in love with you only from
description. He says, that I have entangled his heart, and that he
must be our shadow; therefore, we shall not want for a beau, nor one
that half the women in London are dying for.
I would advise you not to make up any thing when you are for your
journey; it would be only so much labour lost. But it may not be
amiss for you to begin to accustom yourself to fewer petticoats. We
wear here only one. But we have found out vays and means to obviate
the mischief of going unclothed, and we contrive to keep ourselves
warm; but this, as Mrs. Dangle says, is a secret haunter nu; for if the
gentlemen knew you were in the habit of wearing small clothes whilst
single, they might fear for their privileges when you married. You
will be delighted with this charming woman. She is the counter-part
of you, only she has seen more of polite life, since her marriage, than
you have been in the vay of seeing at Farefield; which, to say the
truth, is a sad place for such a young lady as Miss Cowley.
I remain in the expectation of hearing from you the time fixed for
seeing you; and I shall be impatient till I can show you that I am your
affectionate friend,

Lydia Serge.

P. S. You need not be under any fear of meeting that disgrace to

me, Lydia. I have not seen her since her leaving Putney, nor will I
ever again hacknowledge her as my child. Jerry may be as obstinate
as he please. So will I, on this point. You will be astonished to hear,
that he have set up the feller who married her like a gentleman, and
even sent down a postchay for his lady’s use. I see into this malice. It
is all done to spite the captain, whom he hate. I am sorry to say,
Nora’s foolish complaints have done no good. I am sure, I can see
nothing in the captain that would not please any reasonable woman;
and to me, his behaviour is always hattentive and respectful. You
need not shew this letter to my cousin; Sir Murdoch have made her
quite a methodist.
What a shocking end Flamall have made! But he was always as
proud as Lucifer.
 CONCLUDING CHAPTER.

Having faithfully performed my pleasing task, and exerted my best

abilities to recommend myself to my readers, I do honestly confess,
that I am gratified by finding that something remains, in which my
services may be useful to their curiosity. Except two letters, from
Miss Cowley to her correspondents at Heathcot, nothing appears of
sufficient consequence to this work, they being confined solely to
Miss Hardcastle’s and Miss Howard’s journey to Farefield; which
they reached in the month of February.
It remains with me, consequently to supply a few pages to this,
otherwise abrupt conclusion of a work, already reprehensible in the
critic’s eye.
My readers may be able to recollect the name of Montrose, the
early friend of Mr. Philip Flint, who, with his sister, the wife of Mr.
Lindsey, shared in his confidence, with the truth and ardour of
youthful zeal and friendship, during his progress to Miss Sinclair’s
heart.
To this gentleman am I at present indebted for a situation in life
which I would not exchange for the most brilliant which this world
has to give. For I am sheltered from “the proud man’s contumely,”
and “the pang which the worthy of the unworthy takes.” I was in my
friend’s hospitable house at the shocking termination of Mr.
Flamall’s life. This event produced many changes in favour of those,
to whom he had been more obnoxious than useful. My brother
Lindsey, was immediately placed in Mr. Flamall’s office, as this
regarded Miss Cowley’s property on the island; and Mr. Flint, with
Counsellor Steadman’s advice and concurrence, relieved her, by an
appeal to Chancery, from the restrictive clauses in her father’s will,
they being her appointed guardians until she was of age.
 In the mean time, I was judged capable of educating the young
Cowley’s. Their gentle and interesting mother had formed an
intimacy with my sister Lindsey, during the time they resided under
the same roof, at Mr. Dalrymple’s; and to judge of the future by the
present, these friends will never have but one and the same roof.
In the hours of confidence, which succeeded to their first
acquaintance, Marian informed Mrs. Lindsey, of her motives for
withdrawing from Mr. Flamall’s authority and power, by quitting an
abode she loved. He had importuned her with his passion even
before Mr. Cowley’s death; and she held him in abhorrence and
terror. She made no doubt of the illegality of Mr. Cowley’s will, he
having repeatedly told her that she would find a protector and a
guardian for her sons in Mr. Oliver Flint; and from the moment she
was informed of Mr. Flamall’s authority, she determined never to
lose sight of her children. Mr. Philip Flint befriended her, because
Juba had told him that I was afraid of his uncle. Her entire
concurrence in committing her children to my care; her confidence
in my integrity, led her cheerfully to part with them, and we reached
England in safety; where my trust was sanctioned by their expecting
sister and maternal friend.
From that hour I have experienced the comforts of a home,
endeared to me by all that can give zest to rational pleasure with an
undepraved heart. Montrose was understood as a man to be trusted;
although, to say the truth, my friends appear to be governed by
motives, not unlike Bassanio, when he decides on the casket.—
“Thou meagre lead,
Which rather threat’nest than dost promise aught;
Thy plainness moves me more than eloquence,
And here I chuse.”

In giving up to my discretion her correspondence with Miss

Hardcastle, during her residence at Farefield, Mrs. Hardcastle added
those occurrences which had taken place after the day which
terminated “her captivity.” “You will easily believe,” said she smiling,
“that Counsellor Steadman was as ready to resign the heiress, as I
was to be rid of the plagues of heirship; but Alice was a wife before I
left the hall; and, my dear Lady Maclairn was obliged to confess, that
life has its blessings; and, that the human heart can never want an
inlet to joy, until it has banished affection for others. She was right in
saying this; and she knows, and feels it to be truth. Mary has neither
changed her colours nor her mind with her fortune, and her uncle
prefers Henry Heartley to a rich baronet. We shall see these true
lovers united,” added she, “when at Farefield; and then Sir Murdoch
and his lady, will quit the hall for Wenland Place; where, I
confidently hope, they will find a home of uninterrupted repose.
“The Duke of S——,” continued Mrs. Hardcastle, “finding that my
Horace had enough of the good things of this world; and, well
knowing, he had a recompense in store for himself in Heaven,
contrived to be useful to Mr. Sedley, and by his interest, procured for
him a valuable crown living; and with his money secured to him the
parish, of which his uncle is the pastor, and he still the curate.”
“Such, Mr. Montrose,” added she, with seriousness, “is the present
state and condition of those persons, in whose happiness you are so
interested, and in whose sorrows, you have taken so lively a concern.
If, as you say, the whole tissue of events before you have confirmed
you in your belief of a retributive justice, it is well: as it is displayed
in this scene of action, it may be useful to others; although I am of
opinion, that not a day passes, that does not add to our conviction,
that the sinner is taken in his own snare, and the virtuous kept from
falling by a power beyond our finite reason. But as your intention
and labour will have little aid from fiction, let your fidelity, as an
historian, compensate for the absence of the marvellous. Do not omit
to say, that Philip Flint and Malcolm Maclairn are brothers, whose
hearts are not divided by the ocean which separates them. They live
in hopes of being re-united; but Mr. Flint has inherited from his
grandfather so strong a predilection in favour of the island of
Jamaica, that it would not surprise me, if he remained there until he
could man a ship with his own boys, and freight it with Sinclairs and
Lindseys. I am not quite so solicitous on this subject, as Malcolm,”
added she, “we are happy now at Wenland place: besides, let us be
content. I do not wish my deputy, your sister, to be deserted. She is
kind and gentle to my numerous dependents; and Lindsey is the
sweetener to the sugar he sends us. Heaven be praised,” continued
she, “Cowley’s slaves are yet cherished as men, though unfortunate
men! But I hate the subject.”
 To these instructions I have paid due obedience; but I have passed
some weeks at Farefield Hall since writing the above.
And I think it will be no matter of surprise, much less of censure,
that I should indulge myself with a supernumerary page or two, for
the sole purpose of paying my tribute of respect to a character so
much distinguished by Miss Cowley, in her letters to her friend. Mr.
Serge was not forgotten by her, when she became Mrs. Hardcastle.
“You will see my favourite when you go to Farefield,” said she, “and
you will judge of my hasty sketches of the most simple-hearted man
who lives. Supported by the rectitude of his own mind, and a piety
which rests solely on the goodness of God, he has sustained very
severe trials, with a patience and resignation that ought to put
philosophy to the blush. The loss of his favourite daughter, the prop
of his comforts, was followed by the death of Mrs. Fairly, who, in
consequence of a severe cold taken at a place of public amusement,
to which she was reluctantly hurried, after an indisposition of a
dangerous kind, fell into a rapid decline, and was consigned to the
grave before she was one and twenty. Her, giddy, thoughtless mother
was at this melancholy period on a tour of pleasure with Mrs.
Dangle, recently become a widow; and Captain Fairly, with another
military beau were their escorts.
Poor Mr. Serge, assisted by his friends the Tomkins’s, supported
this scene, and without designing to write to his unfeeling son, or to
his foolish misled wife, sheltered his sorrows at his daughter Mrs.
Willet’s, leaving to the public papers to announce to the travellers the
event, which they might have foreseen before they left home. “But
the claims of the disconsolate widow, Mrs. Dangle, could not be
overlooked.” Mr. Maclairn and his wife joined the dejected Mr. Serge
at his daughter Willet’s; and by diverting his thoughts to the final
establishment of this child, they had the satisfaction of seeing him
improve in health and spirits. He had not, however, lost his
resentment in regard to his wife’s desertion; but with firmness
declared, that he meant to give up his house at Putney, and to live
remote from London. With these resolutions he returned to town;
and it appears that he was steady. The lady returned also from her
excursion, somewhat humbled by the reception he gave her; and
probably, shocked by the death of her child, she made concessions
which failed in their effect; for she would not submit to give up her
dear Mrs. Dangle, nor refuse Captain Fairly’s visits—points
obstinately enforced by her husband. He again returned to Mrs.
Willet’s, and found consolation. His grandson amused him; and
“honest William,” as he calls Mr. Willet, hourly rose in his
estimation. Some months passed: he resolutely refused to return
home, without an assurance that he should find his wife willing to
give up her son, Fairly, and Mrs. Dangle’s society. But this poor,
weak, and misguided woman, had too promptly acquired the lessons
they had taught her; and she was hastening on to destruction, when
an accident deprived her of life. A Major Ogle, who had his hopes
and projects, flattered by the age and vexations “of the rich old
taylor,” drove one morning Mrs. Serge an airing in his tandem from
Dangle Park, leaving his friend the noble Captain Fairly to amuse
Mrs. Dangle. Though a proficient in gallantry and gaming, the major
could not manage two high fed and spirited horses. Some linen
drying on a hedge by a cottage, frightened the leader; he became
ungovernable, the carriage was overset, and Mrs. Serge received a
blow on the temple from the horse’s foot, which killed her on the
spot; her admirer was quit with a broken arm. Mr. Serge received the
intelligence of this shocking accident with silent sorrow: he took to
his bed, and Malcolm was soon his nurse. “I have outlived my
feelings!” said the poor man to him; “I dare not tell you what are my
thoughts at this hour; but I sometimes think, it would be sinful to
sorrow, for the loss of a woman, who, had she lived, would have lived
only to have disgraced herself. She is taken from the evil company of
those who have perverted her simplicity, and made her the laugh of
their dissolute hours. But the day will come, when they will
remember having corrupted innocence, and misled ignorance: her
cause, and mine will be heard at a tribunal, they will tremble to
approach.” He now determined on his plans for his future life, and
with his usual munificence left his house and furniture at Putney for
Mrs. Tomkins’s use; and he has from that time resided at Mr.
Wilson’s, in Captain Flint’s deserted apartments; where, in the
comforts of a family attached to him, and in the society of Mrs.
Heartley, who still lives at the Abbey, he is cheerful and contented.
“When you know him,” continued Mrs. Hardcastle, “it will not
surprise you to find him, treated by his friends with an affectionate
fondness, resembling that which is given to a cherished child; but
although he may be called the pest of every house he frequents, such
is the genuine goodness of his nature, that indulgence cannot make
him forward or capricious. He does not even claim the respect due to
his age and station; and whilst the poor around him regard him as
their tutelary divinity, they love him as a neighbour, and he
converses with them like one. His loquacity will amuse you, for he
may be said to think aloud; and his gratitude to those who, in his
own words, “are kind to him,” is displayed by the minutest attention
to their ease. Though he greatly prefers an open carriage to a coach,
he keeps one because his ladies want it in bad weather; and Mrs.
Wilson is not permitted to take cold when she goes to church, for he
insists on using it as a family convenience.”
My recommendations were too powerful to be overlooked by Mr.
Serge. We we were intimate friends in an hour; and it has been a
source both of satisfaction and curiosity to me, to profit from the
frankness and openness of a mind so uncommon. I have seen that
the encroachments of age and natural infirmities may find a barrier,
without the aid of philosophy, and that in a cheerful piety a man may
find a safe refuge from the cold apathy and querulous temper of near
fourscore years, without other aid than his Bible, and a good heart.
Our conversations are long, though desultory. He frequently,
however, talks of his past sorrows and troubles. Speaking of his
daughter, Mrs. Fairly, he observed, “that from the time she married,
she resembled a poor unfledged bird, who had been ensnared within
sight of the nest, and the wing which had cherished her.” “Poor
thing,” added he, “she told me once that her husband had taught her
to love me.” I spoke of his satisfaction in regard to Mr. Willet, with
whom Mr. Maclairn was so pleased. “Yes,” replied he, “thank God,
Lydia is the wife of an honest man. I do not wish him to be such a
gentleman as Fairly. Plain cloth suits me, Mr. Montrose: I have worn
no other, since I was born; except the trimmings are, like Malcolm’s,
of pure gold, they are not ornamental in my opinion: tinsel may
decorate a fool, and set off a knave, whilst it lasts; but it will be for a
very little time. Mark what I tell you; Fairly will die in in a gaol; and
his wife, late Mrs. Dangle, will want bread, and pity into the bargain.
But I forgive them; it is my duty; and like all my Master’s burthens,
easy; for what should I gain by being unforgiving?
The other day he with much jocularity asked me whether the
witnessing so much of conjugal felicity had not put matrimony into
my head? I replied, that, on the contrary, it would probably stamp
me a batchelor for life. “How so,” asked he, “Why,” answered I, “I see
that in this lottery of life, there are some capital prizes; but I am too
poor to hazard any part of my fund of present happiness, lest I spend
my money for a blank, and I am become too ambitious to be
contented with a petty prize.” He laughed, warning me, that I might
change my mind. “For such things do happen,” continued he; “at
your age I was in no hurry to marry, yet when turned of forty, I
married, without consulting my register, or my reason. My good aunt
who lived with me, perceived, I suppose, that I was thinking of
changing my condition, and she was much pleased; recommending
perpetually to my notice, a very worthy young woman of her
acquaintance; but I know not how it fell out, after seeing two or three
times my poor, artless, good humoured Lydia, I was not easy in my
mind; and thought my aunt’s favourite, Miss Welldon, looked of a
fretful temper, and was of too ceremonious a turn for me, though she
was comely, and only six and thirty, which certainly was a more
suitable age for mine, and I might have been comfortable with her. I
soon found that Lydia was too young a wife for me,” continued he,
thoughtfully, “but I loved her, and I well knew what kindness would
do with her. She was contented, and all was peace with us, till she
was perverted by bad company. Whenever, you marry, Mr.
Montrose, take care to know what company the lady keeps; much
depends on that; and avoid a disproportion in years: there is hazard
in trusting too much, in some cases.”
He is very curious in his questions relative to my two pupils, who
are his favourites. “It is all in good time yet,” observed he, “but we
must be careful not to neglect our blessings. My grandson, Jerry, is a
fine boy, and little William very active and promising. Their mother
is an excellent nurse, and Mrs. Maclairn was quite surprised at
seeing her a notable housewife. She has been favoured, Mr.
Montrose. There is a curate and his wife near them, that are
invaluable to these young people; and I will take care that their
goodness shall not be lost. But poor Lydia must not be trusted with
my boys too long. Happily she promises to be a “fruitful vine.” So the
nursing will be transferred. I mean to give my children a good
education, Mr. Montrose. It shall not be my fault, if they lack
knowledge. I cannot reproach myself with having wilfully neglected
my duty; but with a more enlarged knowledge I might have
performed it better, and shunned many errors in conduct. I have, of
late, been of opinion, that I had, in common with other men better
instructed, a capacity that might have been improved by learning;
and I will tell you the reason for this seeming presumption,” added
he, suddenly stopping and facing me; “it is this: that, although I
cannot talk, nor argue like you, and our friends within, yet I very
often comprehend the drift of your discourse, and am entertained by
your debates.” Before I could make any answer to this observation,
Mr. Hardcastle called him, and reminded him of the dampness of the
evening, adding, that he was waited for at the loo-table. He nodded
in sign of obedience, and said to me, “you may think I am vain, but I
must tell you, that I perceive what has brought pam into favour here;
I see all the kindness of their good hearts! It is well for me that I
know that my debts of gratitude will be discharged in full by One who
is able to pay them.” He entered the house, and with bustling
cheerfulness claimed his privilege of sitting next Mrs. Hardcastle.
Should these touches of my pencil be judged injurious to a portrait
already so faithfully delineated by a more skillful hand, I have only to
request the censurer to place the mistake, and others as glaring, to
my account, and to separate them from the labours of a copyist,
whose sole merit is confined to a diligent and honest purpose; and
whose simplicity of heart has, in the presence of the unlearned Mr.
Serge, a hundred times pronounced, that learning would not have
added one line to his stature.
“An honest man’s the noblest work of God.”

It is now more than three years since my manuscript has been in

my writing desk. Already has time shadowed off a portion of those
vivid colours, with which my picture of Farefield Hall then glared.
The death of Lady Maclairn this spring, has saddened every heart;
whilst, from her dying lessons and calm resignation, have resulted a
consolation which all have found useful. Sir Murdoch yielded to Mrs.
Hardcastle’s entreaties, to join her in London soon after this
melancholy event. Again has she been to him the “angel of peace,”
and, with renewed health and spirits, he accompanied the family to
Heathcot in June.
It is at Heathcot, according to Sir Murdoch’s opinion, that Mrs.
Hardcastle must be seen, in order to be justly viewed. I think as he
does; for it is here, and here only, that the vivacity and brilliancy of
her mind, appear to yield to the satisfactions of her heart. She is
always amiable; but at Heathcot she is more placid, more
affectionate, and, to use her own words, “never from home.”
I conceived, that this was the season for renewing my petition
relative to her and Mr. Hardcastle’s letters. I could not succeed. She
saw that I was disappointed. “Be comforted,” said she smiling; “I
will, if you please, formally announce to the public, what will satisfy
half your readers, as well as the best written love letters extant. I can
assert, that Horace Hardcastle is still obstinate in error; and that he
yet worships the idol formed by his own hand; an acquaintance with
its defects, serves only to augment his attachment, for he pretends to
find, even in these, grounds for his faith and motives for his love.”
“But do you not see?” observed I, “how much my moral must lose
in its moral design, by the omission of such letters as yours and Mr.
Hardcastle’s? A passion built on so noble a basis!”——She
interrupted me. “Enough has appeared,” said she, “to justify my
preference and affection for my husband. My principle of conduct is
at the service of my sex. The young cannot adopt a better. The
moment they know, that every approach to vice and libertinism is
contagious, they will shun them, however decorated; and when they
know, that by marrying a fool, their own gold will be mingled with an
alloy which must sink its value and obscure its brightness, they will
be safe, and preserve a heart worthy of a good husband.”
“I cannot help having my fears,” said I, rising, somewhat
discomfited, and taking up my manuscript. “It is so unlike the
popular novels of the day.”——“What should you fear?” replied she,
with eagerness. “Why, misses, in their teens write novels and publish
them. They make, nothing of it.” I laughed, and gravely wished, that I
had their youth and attractions to plead for my folly and failures.
“Nonsense,” cried she, laughing in her turn, I was speaking of their
courage, not of their performances. Imitate them, at least in your
good opinion, of your own talents; and should you, like them, find
you have over-rated your abilities, settle the business, like our friend
Sancho Panza; and say, “que Sancho écuyer cru bien aussi vîte en
Paradis, que Sancho gouverneur.” My father, and the mother of this
family, as you justly stile Mrs. Allen, wish you to print your work.
They think your secret worth knowing, and we admire the skill and
discretion, with which you have contrived to divulge it, with
usefulness to all, and without wounding any. I bowed, and have
obeyed.

FINIS.
 NEW NOVELS, &c.
Just Published,

By W. EARLE,
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and may be had of all other Booksellers in the Kingdom.

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