Jaipaul L. Roopnarine, co-editor on this edition, is Jack Reilly Professor of Child and Family Studies and Director of the Jack Reilly Institute for Early Childhood and Provider Education at Syracuse University. He was trained as a child development specialist and has conducted research on families and children in several countries around the world. A Fulbright Scholar to the University of West Indies in Trinidad and Tobago, an Indo-US Submission Scholar at the University of Delhi, he is the author or co-author of several books, chapters, and journal articles on parent-child relationships and early childhood education across cultures.James E. Johnson, co-editor on this edition, is Professor-in-Charge of Early Childhood Education at The Pennsylvania State University-University Park. Trained as a Life-Span Development Psychologist, as a postdoctoral fellow with Irving Sigel at Educational Testing Service in Princeton he worked on developing Sigel’s Educating the Young Thinker model of Early Childhood Education curriculum and teaching. He is author or co-author of several books and many chapters and articles on the role of play in early development and education. A former Fulbright senior research scholar, and past-president of The Association for the Study of Play, he currently serves as a series editor for Play & Culture Studies and is co-editor in chief of a forthcoming two-volume Handbook of The Study of Play.

• Part I : INTRODUCTIONChapter 1: History of Early Childhood Education in Multicultural PerspectiveBlyth F. Hinitz, College of New JerseyChapter 2: The Program for Infant/Toddler CareJ. Ronald Lally and Peter L. Mangione,WestEd, San Francisco, CaliforniaChapter 3 The Head Start ProgramDouglas R. Powell, Purdue UniversityChapter 4 Home Visiting ProgramsBarbara Hanna Wasik, Adrienne Villagomez, Sheena Berry, and Priya Mulholkar,University of North Carolina at Chapel HillPart II : CORE THEMESChapter 5 Including Everyone: A Model Preschool Program for Children with and Without DisabilitiesDavid Smukler, State University of New York at CortlandEllen Barnes, Jowonio School, Syracuse, New YorkChapter 6 More Than the Sum of Its Parts: Creating Multicultural and Linguistically Responsive Early Childhood ClassroomsAisha Ray and Luisiana Melendez. Erikson InstituteChapter 7 Early Prevention InitiativesKaren L. Bierman, Celene Domitrovich, and Harriet Darling,The Pennsylvania State UniversityChapter 8 Assessment for Learning in the Early Childhood Classroom,Jie-Qi Chen and Gillian McNamee, Erikson InstitutePart III : SPECIFIC APPROACHES—UNITED STATESChapter 9 Creative CurriculumDiane T. Dodge, Cate Heroman, and Kai-leé Berke, Teaching Strategies, Inc.Chapter 10 The High/Scope Model of Early Childhood EducationLawrence J. Schweinhart and David P. Weikart (deceased)High/Scope Educational Research Foundation, Ypsilanti, MichiganChapter 11 Tools of the Mind: The Vygotskian Approach to Early Childhood EducationElena Bodrova, Mid-Continent Research for Education and LearningDeborah J. Leong, Metro State CollegeChapter 12 The Developmental–Interaction Approach at Bank Street College of EducationHarriet K. Cuffaro and Nancy Nager, Bank Street College of EducationChapter 13 The Project Approach: An OverviewLilian G. Katz, University of Illinois, Urbana-ChampaignSylvia C. Chard, University of Alberta, CanadaPart IV : SPECIFIC APPROACHES—EUROPEChapter 14 The Piramide MethodJef J. van Kuyk, CITO Corporation, Arnhem, The NetherlandsChapter 15 Reggio Emilia in the 21st Century: Enduring Commitments Amid New ChallengesRebecca S. New, University of North Carolina, Chapel HillRebecca Kantor, University of Colorado-DenverChapter 16 Montessori Education TodayMartha Torrence, Cambridge Montessori SchoolJohn Chattin-McNichols, Seattle UniversityChapter 17 The Waldorf Approach to Early Childhood EducationChristy L. Williams, Fairbrook First Steps Christian PreschoolJames E. Johnson, The Pennsylvania State University

Jaipaul L. Roopnarine, co-editor on this edition, is Jack Reilly Professor of Child and Family Studies and Director of the Jack Reilly Institute for Early Childhood and Provider Education at Syracuse University. He was trained as a child development specialist and has conducted research on families and children in several countries around the world. A Fulbright Scholar to the University of West Indies in Trinidad and Tobago, an Indo-US Submission Scholar at the University of Delhi, he is the author or co-author of several books, chapters, and journal articles on parent-child relationships and early childhood education across cultures.James E. Johnson, co-editor on this edition, is Professor-in-Charge of Early Childhood Education at The Pennsylvania State University-University Park. Trained as a Life-Span Development Psychologist, as a postdoctoral fellow with Irving Sigel at Educational Testing Service in Princeton he worked on developing Sigel’s Educating the Young Thinker model of Early Childhood Education curriculum and teaching. He is author or co-author of several books and many chapters and articles on the role of play in early development and education. A former Fulbright senior research scholar, and past-president of The Association for the Study of Play, he currently serves as a series editor for Play & Culture Studies and is co-editor in chief of a forthcoming two-volume Handbook of The Study of Play.

• Part I : INTRODUCTIONChapter 1: History of Early Childhood Education in Multicultural PerspectiveBlyth F. Hinitz, College of New JerseyChapter 2: The Program for Infant/Toddler CareJ. Ronald Lally and Peter L. Mangione,WestEd, San Francisco, CaliforniaChapter 3 The Head Start ProgramDouglas R. Powell, Purdue UniversityChapter 4 Home Visiting ProgramsBarbara Hanna Wasik, Adrienne Villagomez, Sheena Berry, and Priya Mulholkar,University of North Carolina at Chapel HillPart II : CORE THEMESChapter 5 Including Everyone: A Model Preschool Program for Children with and Without DisabilitiesDavid Smukler, State University of New York at CortlandEllen Barnes, Jowonio School, Syracuse, New YorkChapter 6 More Than the Sum of Its Parts: Creating Multicultural and Linguistically Responsive Early Childhood ClassroomsAisha Ray and Luisiana Melendez. Erikson InstituteChapter 7 Early Prevention InitiativesKaren L. Bierman, Celene Domitrovich, and Harriet Darling,The Pennsylvania State UniversityChapter 8 Assessment for Learning in the Early Childhood Classroom,Jie-Qi Chen and Gillian McNamee, Erikson InstitutePart III : SPECIFIC APPROACHES—UNITED STATESChapter 9 Creative CurriculumDiane T. Dodge, Cate Heroman, and Kai-leé Berke, Teaching Strategies, Inc.Chapter 10 The High/Scope Model of Early Childhood EducationLawrence J. Schweinhart and David P. Weikart (deceased)High/Scope Educational Research Foundation, Ypsilanti, MichiganChapter 11 Tools of the Mind: The Vygotskian Approach to Early Childhood EducationElena Bodrova, Mid-Continent Research for Education and LearningDeborah J. Leong, Metro State CollegeChapter 12 The Developmental–Interaction Approach at Bank Street College of EducationHarriet K. Cuffaro and Nancy Nager, Bank Street College of EducationChapter 13 The Project Approach: An OverviewLilian G. Katz, University of Illinois, Urbana-ChampaignSylvia C. Chard, University of Alberta, CanadaPart IV : SPECIFIC APPROACHES—EUROPEChapter 14 The Piramide MethodJef J. van Kuyk, CITO Corporation, Arnhem, The NetherlandsChapter 15 Reggio Emilia in the 21st Century: Enduring Commitments Amid New ChallengesRebecca S. New, University of North Carolina, Chapel HillRebecca Kantor, University of Colorado-DenverChapter 16 Montessori Education TodayMartha Torrence, Cambridge Montessori SchoolJohn Chattin-McNichols, Seattle UniversityChapter 17 The Waldorf Approach to Early Childhood EducationChristy L. Williams, Fairbrook First Steps Christian PreschoolJames E. Johnson, The Pennsylvania State University

Jaipaul L. Roopnarine, co-editor on this edition, is Jack Reilly Professor of Child and Family Studies and Director of the Jack Reilly Institute for Early Childhood and Provider Education at Syracuse University. He was trained as a child development specialist and has conducted research on families and children in several countries around the world. A Fulbright Scholar to the University of West Indies in Trinidad and Tobago, an Indo-US Submission Scholar at the University of Delhi, he is the author or co-author of several books, chapters, and journal articles on parent-child relationships and early childhood education across cultures.James E. Johnson, co-editor on this edition, is Professor-in-Charge of Early Childhood Education at The Pennsylvania State University-University Park. Trained as a Life-Span Development Psychologist, as a postdoctoral fellow with Irving Sigel at Educational Testing Service in Princeton he worked on developing Sigel’s Educating the Young Thinker model of Early Childhood Education curriculum and teaching. He is author or co-author of several books and many chapters and articles on the role of play in early development and education. A former Fulbright senior research scholar, and past-president of The Association for the Study of Play, he currently serves as a series editor for Play & Culture Studies and is co-editor in chief of a forthcoming two-volume Handbook of The Study of Play.

• Part I : INTRODUCTIONChapter 1: History of Early Childhood Education in Multicultural PerspectiveBlyth F. Hinitz, College of New JerseyChapter 2: The Program for Infant/Toddler CareJ. Ronald Lally and Peter L. Mangione,WestEd, San Francisco, CaliforniaChapter 3 The Head Start ProgramDouglas R. Powell, Purdue UniversityChapter 4 Home Visiting ProgramsBarbara Hanna Wasik, Adrienne Villagomez, Sheena Berry, and Priya Mulholkar,University of North Carolina at Chapel HillPart II : CORE THEMESChapter 5 Including Everyone: A Model Preschool Program for Children with and Without DisabilitiesDavid Smukler, State University of New York at CortlandEllen Barnes, Jowonio School, Syracuse, New YorkChapter 6 More Than the Sum of Its Parts: Creating Multicultural and Linguistically Responsive Early Childhood ClassroomsAisha Ray and Luisiana Melendez. Erikson InstituteChapter 7 Early Prevention InitiativesKaren L. Bierman, Celene Domitrovich, and Harriet Darling,The Pennsylvania State UniversityChapter 8 Assessment for Learning in the Early Childhood Classroom,Jie-Qi Chen and Gillian McNamee, Erikson InstitutePart III : SPECIFIC APPROACHES—UNITED STATESChapter 9 Creative CurriculumDiane T. Dodge, Cate Heroman, and Kai-leé Berke, Teaching Strategies, Inc.Chapter 10 The High/Scope Model of Early Childhood EducationLawrence J. Schweinhart and David P. Weikart (deceased)High/Scope Educational Research Foundation, Ypsilanti, MichiganChapter 11 Tools of the Mind: The Vygotskian Approach to Early Childhood EducationElena Bodrova, Mid-Continent Research for Education and LearningDeborah J. Leong, Metro State CollegeChapter 12 The Developmental–Interaction Approach at Bank Street College of EducationHarriet K. Cuffaro and Nancy Nager, Bank Street College of EducationChapter 13 The Project Approach: An OverviewLilian G. Katz, University of Illinois, Urbana-ChampaignSylvia C. Chard, University of Alberta, CanadaPart IV : SPECIFIC APPROACHES—EUROPEChapter 14 The Piramide MethodJef J. van Kuyk, CITO Corporation, Arnhem, The NetherlandsChapter 15 Reggio Emilia in the 21st Century: Enduring Commitments Amid New ChallengesRebecca S. New, University of North Carolina, Chapel HillRebecca Kantor, University of Colorado-DenverChapter 16 Montessori Education TodayMartha Torrence, Cambridge Montessori SchoolJohn Chattin-McNichols, Seattle UniversityChapter 17 The Waldorf Approach to Early Childhood EducationChristy L. Williams, Fairbrook First Steps Christian PreschoolJames E. Johnson, The Pennsylvania State University