| |
| |
| Preface | |
| |
| |
| |
| Global Issues Concerning Infants, Toddlers, and Young Children | |
| |
| |
| |
| Health and Fitness Concerns of Infants, Toddlers, and Young Children | |
| |
| |
| Health Indicators | |
| |
| |
| Reversing Health indicators | |
| |
| |
| Ecological Systems Theory | |
| |
| |
| The Early Childhood Educator and Reversing Health Indicators | |
| |
| |
| Health Education and the Early Childhood Educator's Concerns | |
| |
| |
| Summary | |
| |
| |
| Change and Advocacy | |
| |
| |
| References | |
| |
| |
| |
| Developmentally Appropriate Foundations for Infants, Toddlers, and Young Children | |
| |
| |
| Developmentally Appropriate Philosophy | |
| |
| |
| Development | |
| |
| |
| Developmentally Appropriate Guidelines | |
| |
| |
| Developmental Perspective | |
| |
| |
| Individual Differences | |
| |
| |
| Maturation | |
| |
| |
| Learning | |
| |
| |
| Motivation | |
| |
| |
| Cultural Influences | |
| |
| |
| Summary | |
| |
| |
| Change and Advocacy | |
| |
| |
| References | |
| |
| |
| |
| Health and Safety Issues Concerning Infants, Toddlers, and Young Children | |
| |
| |
| |
| Nutrition and the Healthy Child | |
| |
| |
| Nutritional Preferences and Guidelines | |
| |
| |
| Guidelines for Nutritional Planning | |
| |
| |
| Shopping for a Healthy Lifestyle | |
| |
| |
| The Food Guide Pyramid | |
| |
| |
| Nutrition for a Lifetime | |
| |
| |
| Prenatal Development | |
| |
| |
| Early Childhood Development | |
| |
| |
| Nutritional Programs to Aid Development | |
| |
| |
| Summary | |
| |
| |
| Change and Advocacy | |
| |
| |
| References | |
| |
| |
| |
| Principles of Environmental Hygiene and Infection Control | |
| |
| |
| Environmental Hazards | |
| |
| |
| Biological Hazards | |
| |
| |
| Physical Hazards | |
| |
| |
| Chemical Hazards | |
| |
| |
| Ergonomic Hazards | |
| |
| |
| Focus on Health Promotion | |
| |
| |
| Preventive Practices and Services | |
| |
| |
| Steps to Prevention | |
| |
| |
| Current Problems Facing Today's Children | |
| |
| |
| Reduction in Health-Care Differences | |
| |
| |
| Child Abuse | |
| |
| |
| Rural Environment | |
| |
| |
| Homeless | |
| |
| |
| Disabilities | |
| |
| |
| Summary | |
| |
| |
| Change and Advocacy | |
| |
| |
| References | |
| |
| |
| |
| Safety in the Early Childhood Learning Environment | |
| |
| |
| Psychological Safety | |
| |
| |
| Bioenvironmental Reciprocity Model | |
| |
| |
| Emotional Intelligence | |
| |
| |
| Oppositions to High Emotional Intelligence | |
| |
| |
| Physical Safety | |
| |
| |
| Poisoning | |
| |
| |
| Falls | |
| |
| |
| Burns | |
| |
| |
| Suffocation | |
| |
| |
| Drowning | |
| |
| |
| Cuts | |
| |
| |
| Electrocutions | |
| |
| |
| Injury Prevention | |
| |
| |
| Supervision | |
| |
| |
| Equipment Inspection | |
| |
| |
| Additional Hazards | |
| |
| |
| Emergency Procedures | |
| |
| |
| Summary | |
| |
| |
| Change and Advocacy | |
| |
| |
| References | |
| |
| |
| |
| Physical Fitness | |
| |
| |
| Importance of Physical Fitness | |
| |
| |
| Types of Physical Fitness | |
| |
| |
| Skill-Related Fitness | |
| |
| |
| Health-Related Fitness | |
| |
| |
| Health-Related Fitness | |
| |
| |
| Cardiovascular Endurance | |
| |
| |
| Muscular Strength and Endurance | |
| |
| |
| Flexibility | |
| |
| |
| Body Composition | |
| |
| |
| Temperature Regulation | |
| |
| |
| Participation for a Lifetime | |
| |
| |
| Physically Educated Children | |
| |
| |
| Summary | |
| |
| |
| Change and Advocacy | |
| |
| |
| References | |
| |
| |
| |
| Movement Issues Concerning Infants, Toddlers, and Young Children | |
| |
| |
| |
| Movement Development | |
| |
| |
| General Intratask Developmental Sequence | |
| |
| |
| Reflexes and Reactions | |
| |
| |
| Rudimentary Movement | |
| |
| |
| Movement Concepts | |
| |
| |
| Fundamental Motor Patterns | |
| |
| |
| Proficiency Barrier | |
| |
| |
| Transitional Skills | |
| |
| |
| Sport-Specific Skills and Fitness | |
| |
| |
| Intratask Sequences | |
| |
| |
| Classical Stage Theory | |
| |
| |
| Probability Theory | |
| |
| |
| Component versus Whole Body Analysis | |
| |
| |
| Skill Progression, Task Complexity, and Task Analysis | |
| |
| |
| Task Analysis | |
| |
| |
| Summary | |
| |
| |
| Change and Advocacy | |
| |
| |
| References | |
| |
| |
| |
| Movement Programs for Infants, Toddlers, and Young Children | |
| |
| |
| Planning Learning Activities | |
| |
| |
| Learning Assumptions | |
| |
| |
| Philosophy of the Program | |
| |
| |
| Planning Developmentally Appropriate Movement Programs | |
| |
| |
| Understand the Learner | |
| |
| |
| Select Developmentally Appropriate Content | |
| |
| |
| Learning Hierarchy | |
| |
| |
| Develop Criteria | |
| |
| |
| Structure the Learning Environment | |
| |
| |
| Interaction with the Learner | |
| |
| |
| Summary | |
| |
| |
| Change and Advocacy | |
| |
| |
| References | |
| |
| |
| |
| Programmatic Development | |
| |
| |
| |
| Developing Healthy Lifestyles | |
| |
| |
| Play | |
| |
| |
| Types of Play | |
| |
| |
| Social Role of Play | |
| |
| |
| Decision Making | |
| |
| |
| Developing Appropriate Decision Making | |
| |
| |
| Meal and Snack Planning | |
| |
| |
| Eat a Variety of Foods | |
| |
| |
| Prepare Foods Safely | |
| |
| |
| Maintain a Healthy Weight | |
| |
| |
| Disease Prevention | |
| |
| |
| Safety Promotion | |
| |
| |
| Activity Planning | |
| |
| |
| Teacher and Parent Physical Activity Plan | |
| |
| |
| Summary | |
| |
| |
| Change and Advocacy | |
| |
| |
| References | |
| |
| |
| |
| Parents and Community Partnerships | |
| |
| |
| Education Triad | |
| |
| |
| Teachers as Partners | |
| |
| |
| Families as Partners | |
| |
| |
| Communities as Partners | |
| |
| |
| Expansion of the Partnerships | |
| |
| |
| Communication | |
| |
| |
| Family and Teacher Communication | |
| |
| |
| Summary | |
| |
| |
| Change and Advocacy | |
| |
| |
| References | |
| |
| |
| Appendix A | |
| |
| |
| Appendix B | |
| |
| |
| Appendix C | |
| |
| |
| Appendix D | |
| |
| |
| Appendix E | |
| |
| |
| Appendix F | |