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| Introduction to the Field | |
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| Overview of the Profession Essentials of Early Childhood Education | |
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| The Scope of Early Childhood Education Funding: Who Pays for Early Education | |
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| Teaching Young Children | |
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| Professional Preparation of Early Childhood Caregivers | |
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| Resources for Professional Development | |
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| Historical Contexts | |
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| Historical Figures | |
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| Influencing Early Childhood Education Events | |
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| Influencing Early Childhood Education | |
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| Types of Programs | |
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| The Montessori Program | |
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| The High/Scope Curriculum | |
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| The Behaviorist Approach | |
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| The Bank Street Model | |
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| The Reggio Emilia Program | |
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| Foundations | |
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| Understanding | |
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| How a Child Develops and Learns | |
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| The Developmentally Appropriate Classroom | |
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| Key Perspectives on Learning and Development | |
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| Children: Developmental Similarities and Differences | |
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| Learning About Children | |
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| Play in Childhood Defining | |
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| Play Why Children Play: Theories Cognitive | |
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| Play Types | |
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| Social Play | |
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| Types Benefits of Play | |
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| Facilitating Childhood Play | |
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| Guiding Young Children | |
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| What Is Guidance? | |
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| Recognizing Feelings and Understanding | |
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| Emotions Guidance | |
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| Strategies Guiding | |
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| Routines Guiding | |
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| Social Interactions Group Guidance | |
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| Guidance for Children with Special Needs | |
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| Working with Parents, Families, and Communities | |
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| Family Life Today | |
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| Is Involvement Worth the Effort? | |
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| Building Strong | |
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| Two-Way | |
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| Relationships | |
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| Effective Communication | |
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| Methods | |
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| Factors | |
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| Influencing Quality | |
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| Involvement | |
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| Parent | |
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| Teacher | |
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| Conflicts Families of Children with Special Needs | |
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| Connecting with the Community | |
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| Diversity and Young Children | |
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| Diversity as an Essential Element Attitudes | |
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| Toward Diversity Encouraging an Acceptance of Diversity | |
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| Inappropriate Responses to Diversity | |
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| Integrating Diversity | |
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| Throughout the Curriculum | |
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| English Language Learners | |
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| Individuals with Special Needs | |
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| Issues of Gender | |
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| Equity Working with Families and the Community | |
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| Organizing for Instruction | |
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| Planning the Physical Environment: Indoors | |
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| Planning Guidelines | |
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| The Centers-Based Classroom | |
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| Age-Related Considerations | |
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| Selecting Equipment and Materials | |
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| Creating an Inclusive Environment | |
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| Changing the Physical Environment | |
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| Health and Safety Issues | |
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| Planning the Physical Environment: Outdoors | |
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| Importance of Outdoor | |
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| Play Planning Guidelines | |
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| Outdoor Play Areas Developmental Considerations | |
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| Selecting Equipment and Materials | |
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| Planning for Change in the Outdoor Environment | |
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| Heath and Safety on the Playground | |
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| Family and Community Involvement | |
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| Committing to the Outdoor Environment | |
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| Activity Planning and Assessment | |
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| Creating a Developmentally Appropriate Curriculum | |
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| The Integrated Curriculum | |
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| The Project Approach Scheduling Issues | |
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| Assessment Involving Families | |
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| The Curriculum | |
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| Enhancing Physical Development | |
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| The Importance of Motor Skills | |
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| Foundation for Physical Fitness | |
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| The Components of Physical Development | |
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| Teaching Physical Development | |
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| Enhancing Physical Development | |
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| Indoors Enhancing Physical Development | |
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| Outdoors | |
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| Teaching Children to Care for Their Bodies | |
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| Working with Parents and Families | |
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| Supporting Emotional and Social Development | |
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| Helping Children with Emotional Development | |
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| Materials and Activities for Emotional Development | |
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| Toward Social Competence | |
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| The Social Development | |
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| Curriculum Stress as a Factor in Social and Emotional Development | |
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| Teachers and Caregivers Pe | |