| |
| |
| |
| The Changing Role of the Teacher in Developing Curriculum for Diverse Populations | |
| |
| |
| Chapter Objectives | |
| |
| |
| Introduction | |
| |
| |
| Who Are the Children Served in Early Childhood Programs? | |
| |
| |
| Children in Early Childhood Programs are Diverse | |
| |
| |
| Cultural Differences | |
| |
| |
| Ethnic Differences | |
| |
| |
| Language Differences | |
| |
| |
| Differences in Family Environments | |
| |
| |
| Differences in Learning Needs | |
| |
| |
| Early Childhood Programs and At-Risk Learners | |
| |
| |
| Children of Divorced Families | |
| |
| |
| Children of Teenage Parents | |
| |
| |
| Homeless Children | |
| |
| |
| Children Living in Other Stressful Situations | |
| |
| |
| Children Who Have Disabilities | |
| |
| |
| At-Risk Children May Need Intervention Programs | |
| |
| |
| The Complex Nature of Settings for Early Childhood Programs | |
| |
| |
| Public School Programs | |
| |
| |
| Kindergarten Programs | |
| |
| |
| Prekindergtarten Programs | |
| |
| |
| Bilingual and English as a Second Language Programs | |
| |
| |
| Programs for Children with Special Needs | |
| |
| |
| Extended-Care Programs | |
| |
| |
| Nonpublic School Programs | |
| |
| |
| Head Start | |
| |
| |
| Child Care | |
| |
| |
| Continuing Complexity in Preschool Programs | |
| |
| |
| The Changing Role of the Teacher In Developing Curriculum for Early Childhood Programs | |
| |
| |
| The Role of the Teacher in Developing Curriculum for Diverse Populations | |
| |
| |
| Multicultural Curriculum | |
| |
| |
| Curriculum for Children from Diverse Family Environments | |
| |
| |
| Curriculum for Children with Special Needs | |
| |
| |
| The Role of the Teacher in Involving Parents in Curriculum Development | |
| |
| |
| The Role of the Teacher in Addressing Conflicts Between Theory and Practice in Curriculum Development | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Historical and Theoretical Bases for Appropriate Programs in Early Childhood Settings | |
| |
| |
| Chapter Objectives | |
| |
| |
| Historical Roots of Early Childhood Education | |
| |
| |
| Rural Schools | |
| |
| |
| The Evolution of Early Childhood Education | |
| |
| |
| The Progressive Era | |
| |
| |
| Nursery School and Child Care Movements | |
| |
| |
| The Influence of Maria Montessori | |
| |
| |
| Urbanization of Public Schools | |
| |
| |
| A Period of Innovation: The 1950s and 1960s | |
| |
| |
| The Evolution of Early Childhood Programs for Populations at Risk | |
| |
| |
| African American Education | |
| |
| |
| Latino Education | |
| |
| |
| Native American Education | |
| |
| |
| Minority Education During the Depression and War Years | |
| |
| |
| Early Childhood Programs for Children with Disabilities | |
| |
| |
| Intervention and Compensatory Programs in the 1960s and 1970s | |
| |
| |
| Growth and Change in Early Childhood Programs from 1980 through 2006 | |
| |
| |
| Theoretical Bases of Development | |
| |
| |
| Maturational Theory | |
| |
| |
| Psychoanalytic Theory | |
| |
| |
| Psychosocial Theory | |
| |
| |
| Behaviorist Theory | |
| |
| |
| Social Learning Theory | |
| |
| |
| Cognitive-Developmental Theory/Constructivism | |
| |
| |
| Early Childhood Curriculum Practices Today: Historical Influences Revisited | |
| |
| |
| The Expanding roles of Early Childhood Education | |
| |
| |
| Parental Interest in Learning in the Early Childhood Years | |
| |
| |
| Expansion of Child Care | |
| |
| |
| Expansion of Preschool Programs in Public Schools | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| The Need for Quality Programs in Early Childhood Education | |
| |
| |
| Chapter Objectives | |
| |
| |
| Introduction | |
| |
| |
| How Classical and Contemporary Theories Inform Quality Early Childhood Programs | |
| |
| |
| Applying Classical Theories | |
| |
| |
| Maturational Theory | |
| |
| |
| Cognitive-Developmental Theory | |
| |
| |
| Psychosocial Theory | |
| |
| |
| Behaviorist Theory | |
| |
| |
| Theory and Cultural Relevance: Ecological Theory | |
| |
| |
| Gardner's Theory of Intelligence | |
| |
| |
| Characteristics of Quality Early Childhood Programs | |
| |
| |
| Principles of Child Development | |
| |
| |
| Balanced Curriculum | |
| |
| |
| Parent, Teacher, and Child Relationships | |
| |
| |
| Assessment and Accountability | |
| |
| |
| Diversity in Children and Families | |
| |
| |
| Ethics and Teacher Relationships | |
| |
| |
| Models of Quality Early Childhood Programs | |
| |
| |
| The Montessori Approach | |
| |
| |
| The History of the Montessori Approach | |
| |
| |
| Understanding the Montessori Approach | |
| |
| |
| The Montessori Controversy | |
| |
| |
| Developmentally Appropriate Practices | |
| |
| |
| The History of DAP | |
| |
| |
| The Initial Development of DAP | |
| |
| |
| Guidelines for DAP | |
| |
| |
| Revisions in DAP | |
| |
| |
| Understanding the DAP Approach | |
| |
| |
| High/Scope Curriculum | |
| |
| |
| The History of High/Scope | |
| |
| |
| Development of the High/Scope Curriculum | |
| |
| |
| Understanding the High/Scope Model | |
| |
| |
| Adult-Child Interaction | |
| |
| |
| Learning Environment | |
| |
| |
| Daily Routines | |
| |
| |
| Assessment | |
| |
| |
| Reggio Emilia | |
| |
| |
| History of Reggio Emilia | |
| |
| |
| Development of the Reggio Emilia Model | |
| |
| |
| Understanding the Reggio Emilia Approach | |
| |
| |
| The Environment | |
| |
| |
| The Role of the Teaching Staff | |
| |
| |
| The Role of the Child | |
| |
| |
| The Curriculum | |
| |
| |
| Assessment | |
| |
| |
| The Project Approach | |
| |
| |
| History of the Project Approach | |
| |
| |
| Development of the Project Approach | |
| |
| |
| The Role of Interaction | |
| |
| |
| The Value of Informality | |
| |
| |
| Variety of Teaching Methods | |
| |
| |
| Understanding the Project Approach | |
| |
| |
| The Curriculum: Three Phases of Projects | |
| |
| |
| Assessment | |
| |
| |
| Challenges to Quality in Early Childhood Programs | |
| |
| |
| Differences in Training and Preparation | |
| |
| |
| Differences in Salaries | |
| |
| |
| The Impact of Frequent Staff | |
| |
| |
| Turnover | |
| |
| |
| Differences in Funding | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Developmental Characteristics of Young Children from Birth to 8 Years: Implications for Learning | |
| |
| |
| Chapter Objectives | |
| |
| |
| Neural Development: Understanding the Implications of Brain Research | |
| |
| |
| Neural Development | |
| |
| |
| Stress Hormones and Brain Development | |
| |
| |
| Deprivation and Brain Development | |
| |
| |
| Birth to 2 Years: The Sensorimotor Stage | |
| |
| |
| Cognitive Development | |
| |
| |
| Physical Development | |
| |
| |
| Language Development | |
| |
| |
| Social-Emotional Development | |
| |
| |
| Characteristics and Competencies: Birth to 6 Months | |
| |
| |
| Characteristics and Competencies: 6 to 12 Months | |
| |
| |
| Characteristics and Competencies: 12 to 18 Months | |
| |
| |
| Characteristics and Competencies: 18 to 24 Months | |
| |
| |
| Infant and Toddler Development: Implications for Learning | |
| |
| |
| Ages 2 to 5: The Preoperational Stage | |
| |
| |
| Cognitive Development | |
| |
| |
| Physical Development | |
| |
| |
| Language Development | |
| |
| |
| Social-Emotional Development | |
| |
| |
| Characteristics and Competencies: 2 to 5 Years | |
| |
| |
| Development in the Preschool Years: Implications for Learning | |
| |
| |
| The Transition from Preoperations to Concrete Operations | |
| |
| |
| Cognitive Development | |
| |
| |
| Physical Development | |
| |
| |
| Language Development | |
| |
| |
| Social-Emotional Development | |
| |
| |
| Characteristics and Competencies in Children Ages 5 to 8 Years: Implications for Learning and Instruction | |
| |
| |
| Cognitive Development | |
| |
| |
| Physical Development | |
| |
| |
| Social-Emotional Development | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Organizing Infant-Toddler Programs | |
| |
| |
| Chapter Objectives | |
| |
| |
| The Evolution of Infant-Toddler Programs | |
| |
| |
| Infants and Toddlers Prior to the 20<sup>th</sup> | |
| |
| |
| Century | |
| |
| |
| Infants and Toddlers in the 20<sup>th</sup> | |
| |
| |
| Century | |
| |
| |
| Infant-Toddler Programs in the 21<sup>st</sup> | |
| |
| |
| Century | |
| |
| |
| Infant-Toddler Child Care | |
| |
| |
| Family Child Care | |
| |
| |
| Child Care Centers | |
| |
| |
| Public School Centers | |
| |
| |
| Infant-Toddler Intervention Programs | |
| |
| |
| Infant-Toddler Enrichment Programs | |
| |
| |
| Considerations for Developing Models for Infant-Toddler Programs | |
| |
| |
| Implications of Brain Research for Contemporary Programs | |
| |
| |
| Implications of Infant-Toddler Developmental Needs | |
| |
| |
| Cultural Influences | |
| |
| |
| Family Partnership Influences | |
| |
| |
| Characteristics of a Quality Infant-Toddler Model | |
| |
| |
| The Role of Quality Caregivers | |
| |
| |
| The Role of the Environment | |
| |
| |
| The Role of Play | |
| |
| |
| Physical Play | |
| |
| |
| Cognitive Play | |
| |
| |
| Social Play | |
| |
| |
| The Outdoor Play Environment | |
| |
| |
| The Role of Routines | |
| |
| |
| Implications of Infant-Toddler Developmental Needs | |
| |
| |
| The Role of Parents | |
| |
| |
| Planning and Managing Infant-Toddler Developmental Experiences | |
| |
| |
| Interactions and Experiences for Physical Development | |
| |
| |
| Interactions and Experiences for Social and Emotional Development | |
| |
| |
| Interactions and Experiences for Cognitive and Language Development | |
| |
| |
| The Role of Thematic Curriculum for Infants and Toddlers | |
| |
| |
| The Role of Assessment in Infant-Toddler Programs | |
| |
| |
| Assessment of Infant-Toddler Development and Competencies | |
| |
| |
| Assessment of Program Components | |
| |
| |
| Assessment of Infant-Toddler Experiences and Activities | |
| |
| |
| Assessment of the Behavior of Adult Caregivers | |
| |
| |
| Assessment of Infants and Toddlers with Special Needs | |
| |
| |
| Assessment of Parental Involvement in Infant-Toddler Programs | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Infant-Toddler Curriculum: Birth to Age 2 | |
| |
| |
| Chapter Objectives | |
| |
| |
| Curriculum for Physical Development | |
| |
| |
| Nurturing Physical Development in Infants and Toddlers | |
| |
| |
| Curriculum for Cognitive Development | |
| |
| |
| Nurturing Cognitive Development for Infants and Toddlers | |
| |
| |
| Curriculum for Language Development | |
| |
| |
| Nurturing Language Development in Infants and Toddlers | |
| |
| |
| Curriculum for Social Development | |
| |
| |
| Nurturing Social Development in Infants and Toddlers | |
| |
| |
| Curriculum for the Expressive Arts | |
| |
| |
| Nurturing Expressive Arts in Infants and Toddlers | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| A Developmental Model for Preschool Programs | |
| |
| |
| Chapter Objectives | |
| |
| |
| Introduction | |
| |
| |
| The Differences between Theory and Practice | |
| |
| |
| Considerations for Developing a Model for Preschool Education | |
| |
| |
| Principles of Child Development | |
| |
| |
| Cognitive Development | |
| |
| |
| Social-Emotional Development | |
| |
| |
| Balanced Curriculum | |
| |
| |
| Parent, Teacher, and Child Relationships | |
| |
| |
| Assessment and Accountability | |
| |
| |
| Diversity in Children and Families | |
| |
| |
| Characteristics of a Quality Developmental Model | |
| |
| |
| Developmentally Appropriate Practices: Using Principles of Development | |
| |
| |
| The Inclusive Classroom | |
| |
| |
| The Culturally Responsive Classroom | |
| |
| |
| The Integrated Classroom | |
| |
| |
| The Teacher's Role | |
| |
| |
| The Role of the Environment | |
| |
| |
| The Role of Technology | |
| |
| |
| The Role of Play | |
| |
| |
| The Role of the Daily Schedule | |
| |
| |
| Planning and Managing Instruction | |
| |
| |
| Understanding Developmental-Thematic Curriculum | |
| |
| |
| Roles of Developmental-Thematic Curriculum | |
| |
| |
| Developmental-Thematic Curriculum as the Basic Framework | |
| |
| |
| Developmental-Thematic as One of Several Approaches | |
| |
| |
| Developmental-Thematic Curriculum as an Occasional Resource | |
| |
| |
| Designing Developmental-Thematic Curriculum Units | |
| |
| |
| Selecting a Theme Topic | |
| |
| |
| Brainstorming a Topic | |
| |
| |
| Developing a Brainstorming Web | |
| |
| |
| Selecting Unit Activities | |
| |
| |
| Determining Concepts, Skills, and Processes | |
| |
| |
| Describing Developmental-Thematic Unit Objectives | |
| |
| |
| Aligning Objectives with State Standards | |
| |
| |
| Describing Integrated Unit Activities | |
| |
| |
| Adapting Lesson Plans for Diversity | |
| |
| |
| Planning for Assessment | |
| |
| |
| Assessment of the Activity | |
| |
| |
| Assessment of Student Learning | |
| |
| |
| Scheduling Unit Activities | |
| |
| |
| Implementing Developmental-Thematic Curriculum | |
| |
| |
| Gathering Resources | |
| |
| |
| Arranging the Environment | |
| |
| |
| Planning with the Children | |
| |
| |
| The Role of Assessment in Preschool Programs | |
| |
| |
| Assessment of Child Development and Learning | |
| |
| |
| Assessment of Children in Preschool Programs | |
| |
| |
| Assessment of Program Components | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Preschool Curriculum: Ages 3 to 5: Language and Cognitive Development | |
| |
| |
| Chapter Objectives | |
| |
| |
| Introduction | |
| |
| |
| Curriculum for Language Development | |
| |
| |
| How Young Children Develop Language | |
| |
| |
| Forms of Language | |
| |
| |
| Language Differences in the Preschool Years | |
| |
| |
| Planning for Language Development | |
| |
| |
| The Role of Play in Language Development | |
| |
| |
| The Role of the Teacher in Language Development and Literacy | |
| |
| |
| The Role of Parents in Language Development | |
| |
| |
| The Role of an Environment in Language Development | |
| |
| |
| Designing Curriculum for Language Development | |
| |
| |
| Experiences That Promote Expressive Language | |
| |
| |
| Experiences That Promote Receptive Language | |
| |
| |
| Developing Foundations for Literacy | |
| |
| |
| Resolving the Issues in Beginning Literacy Instruction | |
| |
| |
| What Does the Young Child Need to Know to Develop Literacy? | |
| |
| |
| Goals for Literacy | |
| |
| |
| Essential Early Literacy Strategies | |
| |
| |
| Emergent Writing | |
| |
| |
| Activities for Promoting Emergent Writing | |
| |
| |
| Taking Dictation and Developing Language Experience Stories | |
| |
| |
| Emergent Reading | |
| |
| |
| Designing Language Curriculum for Children with Language Differences | |
| |
| |
| Designing Language Curriculum for Children with Disabilities | |
| |
| |
| Curriculum for Cognitive Development | |
| |
| |
| How Young Children Develop Concepts | |
| |
| |
| Planning for Cognitive Development | |
| |
| |
| Goals for Cognitive Development: Mathematics and Science | |
| |
| |
| The Role of the Teacher in Cognitive Development | |
| |
| |
| The Role of the Environment and Play in Cognitive Development | |
| |
| |
| Designing Curriculum for Cognitive Development | |
| |
| |
| The Integrated Curriculum | |
| |
| |
| Development and Integrated Curriculum | |
| |
| |
| Creativity and Integrated Curriculum | |
| |
| |
| Using Thematic Units as a Focus for Integrated Curriculum | |
| |
| |
| A Project Unit on Pizzas | |
| |
| |
| An Emergent Curriculum Based on the Reggio Emilia Approach | |
| |
| |
| Designing Cognitive Curriculum for Children with Disabilities | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Preschool Curriculum: Ages 3 to 5: Social and Physical Development | |
| |
| |
| Chapter Objectives | |
| |
| |
| Curriculum for Social Development | |
| |
| |
| Understanding Social Development | |
| |
| |
| Life Changes That Affect Social Development | |
| |
| |
| Child Abuse | |
| |
| |
| Violence | |
| |
| |
| Serious Illness and Death | |
| |
| |
| Planning for Social Development | |
| |
| |
| Goals for Social Development | |
| |
| |
| Goals for Social Science | |
| |
| |
| Psychology | |
| |
| |
| Geography | |
| |
| |
| Sociology | |
| |
| |
| Anthropology | |
| |
| |
| The Role of Play in Social Development | |
| |
| |
| The Role of the Environment in Social Development | |
| |
| |
| The Role of the Teacher in Social Development | |
| |
| |
| Designing Curriculum for Social Development | |
| |
| |
| Fostering Social Development | |
| |
| |
| Designing Curriculum for Social Science | |
| |
| |
| Designing Integrated Curriculum in Social Science | |
| |
| |
| Designing Integrated Curriculum for Children's Life Changes | |
| |
| |
| Curriculum for Physical Development | |
| |
| |
| Understanding Physical Development | |
| |
| |
| Components of Perceptual-Motor Development | |
| |
| |
| Planning for Physical Development | |
| |
| |
| The Role of Play in Physical Development | |
| |
| |
| The Role of the Environment in Physical Development | |
| |
| |
| The Indoor Environment | |
| |
| |
| The Outdoor Environment | |
| |
| |
| The Role of the Teacher in Physical Development | |
| |
| |
| Physical Development and Physical Fitness: Childhood Obesity | |
| |
| |
| Designing Curriculum for Physical Development | |
| |
| |
| The Integrated Curriculum for Physical Development | |
| |
| |
| Designing Physical Development Activities for Children with Disabilities | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Planning Programs for Children Ages 5 to 8 | |
| |
| |
| Chapter Objectives | |
| |
| |
| The Significance of Developmental Changes in the Primary Grades | |
| |
| |
| Physical Development | |
| |
| |
| Cognitive Development | |
| |
| |
| Social and Emotional Development | |
| |
| |
| The Role of Play in the Primary Grades | |
| |
| |
| Describing Appropriate Curriculum for Children Ages 5 to 8 | |
| |
| |
| Describing a Curriculum for Continuing Developmental Needs | |
| |
| |
| Planning Programs for Children Ages 5 to 8 in the Primary Grades | |
| |
| |
| The British Infant School Model | |
| |
| |
| Team Teaching | |
| |
| |
| Multiage Grouping | |
| |
| |
| Characteristics of Primary Programs | |
| |
| |
| Developmental Curriculum | |
| |
| |
| Integrated Curriculum | |
| |
| |
| Systematic Instruction | |
| |
| |
| Cooperative Learning Groups | |
| |
| |
| Peer Teaching | |
| |
| |
| Planning and Managing Instruction | |
| |
| |
| The Role of the Environment | |
| |
| |
| The Role of the Teacher | |
| |
| |
| Designing Thematic Curriculum | |
| |
| |
| Selecting a Theme Topic | |
| |
| |
| Brainstorming a Topic and Developing a Brainstorming Web | |
| |
| |
| Planning with Students and Selecting Unit Activities | |
| |
| |
| Determining Concepts, Skills, and Processes | |
| |
| |
| Aligning Objectives with State Standards | |
| |
| |
| Planning Lesson Activities and Projects | |
| |
| |
| Planning for Assessment | |
| |
| |
| Implementing Thematic Curriculum | |
| |
| |
| Planning with Students and Parents | |
| |
| |
| Scheduling | |
| |
| |
| Incorporating Systematic Instruction | |
| |
| |
| Managing Systematic Instruction | |
| |
| |
| Balancing Thematic and Systematic Instruction | |
| |
| |
| The Role of Assessment in Kindergarten and Primary Grades | |
| |
| |
| The Purposes of Assessment in Kindergarten and Primary Grades | |
| |
| |
| Assessing and Reporting Progress in Learning | |
| |
| |
| Teacher-Designed Assessments | |
| |
| |
| Commercially Designed Assessments | |
| |
| |
| Interviews | |
| |
| |
| Directed Assignments | |
| |
| |
| Work Samples | |
| |
| |
| Project Work | |
| |
| |
| Portfolios | |
| |
| |
| Reporting Progress to Parents | |
| |
| |
| Identifying and Addressing Learning Problems | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| The Transitional Curriculum: Ages 5 to 8: Language Arts | |
| |
| |
| Chapter Objectives | |
| |
| |
| Curriculum for Language Arts | |
| |
| |
| The Continuing Process of Language Development | |
| |
| |
| Addressing the Language Needs of Diverse Speakers | |
| |
| |
| Designing Curriculum for Language Development | |
| |
| |
| Group Discussions | |
| |
| |
| Class Projects | |
| |
| |
| Dramatic Productions | |
| |
| |
| Field Trips | |
| |
| |
| Children's Literature | |
| |
| |
| Cooperative Learning Groups | |
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| The Continuing Process of Literacy Development | |
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| Trends and Issues in Learning to Read in Kindergarten and the Primary Grades | |
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| The Role of the Environment | |
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| The Role of the Teacher | |
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| The Role of Technology | |
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| Stages of Literacy Acquisition | |
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| Setting Foundations for Literacy | |
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| Learning About Print and Understanding Printed Language | |
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| Becoming Independent Readers | |
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| Organizing the Language Arts Program | |
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| A Non-Ability-Grouped, Multilevel, First-Grade Classroom | |
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| Content-Area Grouping | |
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| The Reading Workshop | |
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| Accommodating the Learning Differences of Students with Special Needs | |
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| The Integrated Curriculum | |
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| Summary | |
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| Study Questions | |
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| The Transitional Curriculum: Ages 5 to 8: Mathematics and Science | |
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| Chapter Objectives | |
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| Curriculum for Mathematics | |
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| Trends and Issues in Mathematics | |
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| Planning the Mathematics Program | |
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| Goals for the Mathematics Program | |
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| The Role of the Environment and the Teacher | |
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| The Role of Technology in the Mathematics Program | |
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| Organizing the Mathematics Program | |
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| Designing Curriculum for the Mathematics Program | |
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| Accommodating Learning Differences Among Students | |
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| Curriculum for Science | |
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| How Young Children Learn About Science | |
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| Trends and Issues in Science | |
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| Planning the Science Program | |
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| Goals for the Science Program | |
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| Incorporating the Science Process | |
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| The Role of the Environment | |
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| The Role of the Teacher | |
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| Organizing the Science Program | |
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| Components of the Science Program | |
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| Designing Curriculum for the Science Program | |
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| Integrated Experiences That Promote Science | |
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| The Integrated Curriculum | |
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| Summary | |
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| Study Questions | |
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| The Transitional Curriculum: Ages 5 to 8: Social Studies and Physical Education | |
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| Chapter Objectives | |
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| Curriculum for Social Studies | |
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| Social Development of Ages 5 to 8 | |
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| Activities for Nurturing Continued Social Development | |
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| Class Discussions | |
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| Cooperative Learning Groups | |
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| Democratic Decision Making | |
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| Social Studies Curriculum in Kindergarten and the Primary Grades | |
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| Goals for Social Studies | |
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| History | |
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| Geography | |
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| Economics | |
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| Sociology and Anthropology | |
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| Current Issues | |
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| Designing Curriculum for Social Studies | |
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| The Integrated Curriculum for Social Studies | |
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| Cross-Cultural E-Mail | |
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| Toys | |
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| Communities | |
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| Biographies of Global Leaders | |
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| Children's Literature and Social Studies | |
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| Learning About Time Through Literature | |
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| Holiday Celebrations | |
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| Addressing Community Needs | |
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| Learning About the Legislative Process | |
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| Understanding Children with Disabilities | |
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| Curriculum for Physical Education | |
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| Physical Development of Children Ages 5 to 8 | |
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| Planning for Physical Development | |
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| Designing Curriculum for Physical Development and Education | |
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| The Role of the Teacher | |
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| The Role of the Physical Education Teacher | |
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| The Integrated Curriculum for Physical Development | |
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| Summary | |
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| Study Questions | |
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| Teaching in the Real World | |
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| Beth | |
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| Renee | |
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| Yolanda | |
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| Susan | |
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| Rollo and Nancy | |
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| Gladys | |
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| Hector | |
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| Loretta | |
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| Loisa | |
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| References | |