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    Developmentally Appropriate Curriculum Best Practices in Early Childhood Education

    ISBN-10: 0137035535
    ISBN-13: 9780137035533
    Author(s): Marjorie J. Kostelnik, Anne K. Soderman, Alice P. Whiren, John Q. Contributor
    This item will ship on Monday, April 20.

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    Edition: 5th
    Publisher: Prentice Hall PTR
    Binding: Paperback
    Pages: 552
    Size: 8.50" wide x 10.75" long x 0.75" tall
    Weight: 2.618
    Language: English

    Marjorie J. Kostelnikis Dean of the College of Education and Human Sciences at the University of Nebraska, Lincoln. A former child care, Head Start, and preschool teacher, as well as elementary school specialist, Dr. Kostelnik has been actively involved in helping educators in early childhood programs explore the implications of developmentally appropriate practices. Her work has taken her to many settings throughout the United States and abroad. Marjorie teaches classes in early childhood inclusive education and is currently on the Coordinating Commission for High Quality Early Childhood Education for the state of Nebraska. Anne K. Sodermanhad 14 years of classroom experience working with children in both public and nonpublic educational settings prior to joining Michigan State University in 1979, where she is now Professor Emeritus. In addition to continuing to consult with schools in international settings, she is currently carrying out an administrative assignment and conducting research on second-language acquisition in Beijing, China. Soderman is also co-author ofGuiding Childrenrsquo;s Social Development and Learning, 6 th Ed. (2009),Creating Literacy-Rich Preschools and Kindergartens(2008) andScaffolding Emergent Literacy(2005). Alice Phipps Whirenis a professor emeritus of the Department of Family and Child Ecology, Michigan State University. She taught curriculum in early childhood and child development to undergraduate and graduate students and was supervisor of the Child Development Laboratories. Early in her career, she taught young children in an inner-city public school in Michigan. She also served as a Head Start assistant director and has provided a variety of training sessions for preprimary teachers nationally and internationally.

    Introduction
    Foundations of Early Childhood Education
    Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children
    Why Is There a Need for DAP?
    The Early Childhood Profession Responds
    General Practices Typically Associated with DAP
    It Requires Judgment to Determine Developmental Appropriateness
    DAP Has Historic Roots
    There Is Empirical Support for Developmentally Appropriate Programs
    DAP Programs Vary in Structure and Content
    DAP Is Adaptable Across Program Settings
    The High/Scope Approach to Early Childhood Education
    The Reggio Emilia Approach to Early Childhood Education
    The DAP Debate
    What Does the DAP Debate Mean for Early Childhood Practitioners?
    Implications of DAP for Professional Practice
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    Teaching and Learning in Developmentally Appropriate Programs
    Early Childhood Educators Need to Know About Child Development and Learning
    Early Childhood Educators Need to Know About Effective Teaching Strategies
    Which Teaching Strategies Are Best?
    Common Teaching Strategies
    The Cycle of Learning
    Linking the Cycle of Learning to Teaching
    Teaching in the Zone of Proximal Development
    Early Childhood Educators Need to Know About Content
    Addressing Content in Early Childhood Education
    Benefits of Standards
    Challenges in Using Standards
    Addressing the Challenges
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    Setting the Stage for Learning
    Planning and Implementing Effective Small-Group Activities
    Why Plan?
    Characteristics of Effective Planning
    Planning Basics
    Creating Developmentally Appropriate Plans
    Aligning All the Parts of the Lesson Plan
    Using Principles of Developmental Direction to Enhance Your Planning
    Applying the Principles of Developmental Direction to Your Plans
    Common Activities in Early Childhood Programs
    Making and Implementing Plans
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    Planning and Implementing Effective Group-Time Activities
    Planning Effective Group Times
    Writing Group-Time Plans
    Group-Time Preparations and Strategies
    Variations on Traditional Group Times
    Common Questions Practitioners Ask About Group Time
    Adaptation of Whole-Group Instruction for Children of Different Ages and Abilities
    Pitfalls to Avoid During Group-Time Planning
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    Organizing Space, Materials, and Time
    Organizing the Physical Environment
    Why Use Learning Centers?
    Characteristics of Effective Early Childhood Learning Centers
    Examples of Centers
    Dealing with Implementation Issues
    Adjusting the Physical Environment
    Selecting Materials for Each Curricular Domain
    General Guidelines for the Selection and Use of Materials
    Using the Same Materials for Many Purposes
    Creating a Daily Schedule
    Sample Schedule
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    Child Guidance in Early Childhood Classrooms
    What Children Need to Know
    What Self-Discipline Is
    How Self-Discipline Evolves
    Degrees of Self-Discipline Among Children and Within the Same Child
    Developmental Influences on Self-Discipline
    How Experience Influences Self-Discipline
    How Adult Discipline Styles Influence Children's Self-Discipline
    The Relation Between Authoritative Teaching and DAP
    Authoritative Teaching and the Importance of Teamwork Among Staff
    Questions Adults Ask About Promoting Self-Discipline in Children
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    Evaluating and Guiding Children's Progress by Using Authentic Assessment
    The Changing Face of Early Childhood Assessment
    Responsible Early Childhood Assessment and Evaluation
    Standardized Testing: What Part Should It Play in Evaluating Children's Progress?
    Placement of Young Children on the Basis of Test Results
    The Concept of Authentic Assessment
    Strategies for Assessment in the Early Childhood Classroom
    Organization and Use of Authentic Assessment and Evaluation Data: Portfolios and Student-Led Conferences
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    Strengthening Developmentally Appropriate Programs Through Family Involvement
    The Changing Nature of Family Involvement in Early Childhood Education
    Barriers to Family Involvement
    Characteristics of Effective Family Involvement
    Effective Family Involvement Techniques
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    The Curriculum
    The Aesthetic Domain
    Aesthetics Defined
    The Arts Defined
    Scope of This Chapter
    Aesthetic Education for Young Children
    Importance of Aesthetic Learning
    Relationship Between Aesthetic Learning and Knowing
    Children's Acquisition of a Fundamental Knowledge Base for Aesthetic Development
    Aesthetic Learning and the Teacher's Role
    Current Educational Issues
    Purpose and Goals
    Teaching Strategies
    Pitfalls to Avoid
    Approaches to Teaching the Arts
    Activity Suggestions
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    The Affective Domain
    Children's Developing Self-Awareness and Sense of Competence
    Children's Acquisition of a Fundamental Knowledge Base for Affective Development
    Children's Stress Reactions in Response to Overwhelming Emotional Demands
    Promotion of Healthy Self-Esteem in the Early Learning Environment
    Current Educational Issues
    Purpose and Goals for Affective Development
    Affective Teaching Strategies
    Activity Suggestions
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    The Cognitive Domain
    Cognitive Maturation
    Children's Acquisition of a Fundamental Knowledge Base for Cognitive Development
    National Expectations and Standards
    Current Educational Issues
    Purpose and Goals for the Cognitive Domain
    Teaching Strategies
    Activity Suggestions
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    The Language Domain
    Oral Language Development
    Children's Acquisition of Literacy: Connections Among Oral Language, Phonological and Phonemic Awareness, and Emerging Reading and Writing
    Integration of Language Experiences Across the Curriculum
    Current Educational Issues
    Purpose and Goals for the Language Domain
    Teaching Strategies
    Activity Suggestions
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    The Physical Domain
    Physical Activity
    Health, Safety, and Nutrition
    Current Educational Issues
    Purpose and Goals
    Teaching Strategies
    Activity Suggestions
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    The Social Domain
    Social Skill Development
    Socialization: Children's Behavior and Adult Expectations
    Social Responsibility
    Social Studies
    Relationship Between the Social Domain and Cognition
    Current Educational Issues
    Purpose and Goals
    Teaching Strategies
    Activity Suggestions
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    Integrating Curriculum
    Integrating Curriculum Through Pretend and Construction Play
    Characteristics of Play
    Pretend and Construction Play Across the Curriculum and in Development
    Integration of Multiple Domains
    Teachers' Questions Regarding Pretend and Construction Play
    Promotion of Play Skills
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    Integrating Curriculum by Using Themes and Projects
    Defining Themes and Projects
    How Themes and Projects Contribute to Children's Concept Development
    Additional Benefits for Children
    Teachers' Benefits
    Program Effects
    Pitfalls in Theme Teaching
    Principles of Effective Theme Teaching
    How to Create Thematic Units
    Common Questions About Themes and Projects
    Summary
    Applying What You've Read in This Chapter
    Practice for Your Certification or Licensure Exam
    Sample Lesson Plans
    Field Trips
    The Big, Big Turnip
    References
    Name Index
    Subject Index

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