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| Preface | |
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| What Is Curriculum? | |
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| Child Development Principles | |
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| Best Practices and Accepted Standards in the Field | |
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| Developmentally Appropriate Practice | |
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| Goals | |
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| Experiences and Materials | |
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| Two Major Types of Curriculum | |
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| Roles of Adults | |
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| Infant-Toddler Curriculum | |
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| Summary | |
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| Self-Study Activities | |
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| Resources and Suggested Readings | |
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| Curriculum and Child Development | |
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| Who Are the Children for Whom Teachers Plan? | |
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| What Are Infants Like? | |
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| What Are Toddlers Like? | |
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| What Are 2-Year-Olds Like? | |
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| What Are 3-Year-Olds Like? | |
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| What Are 4-Year-Olds Like? | |
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| What Are 5-Year-Olds Like? | |
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| What Are 6- to 8-Year-Olds Like? | |
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| Planning for Children's Health and Well-Being | |
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| Health | |
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| Safety | |
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| Planning for Other Curriculum Goals | |
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| Thematic Planning | |
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| Basic Planning | |
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| Physical Objectives | |
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| Creative Arts | |
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| Sensory Materials | |
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| Summary | |
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| Self-Study Activities | |
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| Resources and Suggested Readings | |
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| The Setting: Where Curriculum Happens | |
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| Advocates of the Learning Environment | |
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| Learning Centers: General Remarks | |
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| Definition | |
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| Size | |
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| Traffic Flow | |
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| Noise Level | |
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| Accessibility | |
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| Collaborative Play Spaces | |
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| Play Slots | |
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| Materials | |
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| Physical Definitions of Space | |
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| Learning Centers in Infant-Toddler Programs, Kindergartens, and Primary Classrooms | |
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| Basic Learning Centers in the Setting | |
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| Science and Math Discovery Learning | |
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| Sensory Learning | |
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| Housekeeping and Dramatic Play | |
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| Large-Muscle Area | |
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| Blocks Area | |
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| Small-Muscle Area | |
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| Food Experiences Area | |
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| Creative Process: Art Media Area | |
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| Music and Movement | |
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| Literacy and Library Areas | |
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| Computer Area | |
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| Construction and Woodworking | |
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| Outdoor Area | |
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| Field Trips and Visitors | |
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| Other Considerations in the Setting | |
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| Summary | |
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| Self-Study Activities | |
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| Resources and Suggested Readings | |
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| The Schedule: When Curriculum Happens | |
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| Schedules as Guidelines | |
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| Schedules as Documentation | |
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| Critiques of Daily Schedules | |
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| Challenges in Scheduling | |
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| Time Management | |
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| Small-Group Time | |
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| Balance | |
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| Flow | |
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| Summary | |
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| Self-Study Activities | |
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| Resources and Suggested Readings | |
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| Lesson Plans: How Curriculum Happens | |
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| Lesson Plans as Tools for Planning | |
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| Lesson Plans as Documentation | |
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| Elements of a Comprehensive Lesson Plan | |
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| Quality Lesson Plans Incorporate Detail | |
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| Too Much Detail | |
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| Too Little Detail | |
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| Assistance in Lesson Planning | |
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| Documenting Individualized Teaching | |
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| Seven Steps in Effective Lesson Planning | |
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| Lesson Plan Examples | |
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| Summary | |
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| Self-Study Activity | |
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| Resources and Suggested Readings | |
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| Individualizing: The Why of Curriculum | |
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| Assessment | |
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| Developmental Screening Tools | |
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| IEPs and IFSPs | |
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| Developmental Assessment Tools | |
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| Outcomes | |
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| Considerations in Choosing Screening Instruments | |
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| Observation | |
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| Definition | |
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| Purpose | |
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| Methods of Observation | |
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| How Do Teachers Observe? | |
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| Record Keeping | |
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| An Original Observation Form | |
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| Evaluating and Organizing Information for Appropriate Planning | |
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| Individualizing for Every Child | |
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| An Individualization to Outcomes System | |
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| Summary Sheets: Using a System for Individualizing and Documentation | |
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| Summary | |
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| Self-Study Activities | |
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| Resources and Suggested Readings | |
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| Interest-Based Curriculum: Horizontal Planning | |
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| All Curriculum Information | |
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| Systems for Using Thematic Curriculum | |
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| Horizontal Plan Outlines | |
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| Themes: Making Choices | |
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| Systems for Using Emergent Curriculum | |
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| Projects | |
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| Planning Webs | |
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| Teachable Moments | |
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| Summary | |
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| Self-Study Activities | |
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| Resources and Suggested Readings | |
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| Skill-Based Curriculum: Vertical Planning | |
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| The Systematic Management Of Skill-based Activities | |
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| Why a Management System Is Needed | |
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| Skill-Based Activities | |
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| Developmentally Sequenced Activities | |
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| Natural Sequencing | |
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| Guided Sequencing | |
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| Planned Sequencing: Motor Skills | |
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| Planned Sequencing: Perceptual Skills | |
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| A System for Skill-Based Planning | |
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| Vertical Planning | |
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| Learning Domains Addressed in This System | |
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| A Planning System That Incorporates Sequenced Time Blocks | |
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| General Notes on Format | |
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| General and Specific Activity Ideas | |
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| Manner of Sequencing | |
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| Placement of Activities within Categories | |
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| Individualizing the Use of the System | |
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| The Pace of the Teacher or Group | |
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| Integrating Themes with Skill-Based Activities | |
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| Using the System in Lesson Planning | |
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| Parent Partnerships: Sharing Information and Time Blocks with Parents | |
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| Summary | |
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| Self-Study Activities | |
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| Resources and Suggested Readings | |
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| Putting It All Together: Integrated Curriculum and Integrated Learning | |
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| Simple Integrated Curriculum and Webs | |
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| Playdough | |
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| Dramatic Play | |
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| Bean Bags | |
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| Complex Integrated Curriculum and Webs | |
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| An Apple Snack | |
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| Newspapers | |
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| Earth | |
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| Water | |
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| Integrating Web Information with Horizontal and Vertical Planning | |
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| Linking Web Information with Curriculum Objectives | |
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| Large Group | |
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| Small Group | |
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| Free Choice--Planned Activity Time | |
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| Outdoor Time | |
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| Summary | |
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| Self-Study Activities | |
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| Resources and Suggested Readings | |
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| Classroom Management: Social-Emotional Outcomes | |
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| Preventive Management and Guidance | |
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| Schedule | |
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| Materials | |
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| Room Arrangement | |
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| Play Slots or Play Spaces | |
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| Balance of Stimulation | |
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| Stress Reducers | |
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| Accessibility | |
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| Ratio | |
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| Parents as Staff | |
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| Management and Guidance in Action | |
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| Rules | |
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| Positive Guidance | |
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| Positive Modeling | |
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| Diffusion and Redirection | |
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| Transitions | |
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| Circle Time | |
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| Positive Expectations--Positive Reinforcement | |
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| Choices | |
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| Problem Solving | |
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| Consequences | |
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| Contracts | |
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| Be Consistent | |
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| Say No and Say Why | |
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| Do More and Say Less | |
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| Help Children Calm Down | |
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| Time-Out | |
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| Peer Reinforcement and Challenging Behaviors: A Case Study | |
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| Summary | |
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| Self-Study Activities | |
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| Resources and Suggested Readings | |
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| Trends and Priorities in Early Childhood Education | |
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| Current Trends | |
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| Developmental Continuity | |
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| Programs for Children under Age Three | |
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| Partnerships | |
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| Assessment: Reporting Children's Progress | |
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| Cultural Diversity and Inclusion as Curriculum Priorities | |
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| Curriculum Challenges | |
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| Language and Literacy | |
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| Language and Literacy with Infants and Toddlers | |
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| Language and Literacy in Preschool Programs | |
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| The Teacher's Role | |
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| The Setting | |
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| Open Questions | |
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| Active Listening | |
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| Dictation and Experience Stories | |
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| Journals | |
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| Reading and Writing Centers | |
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| Dramatic Play and Props | |
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| Puppets | |
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| Blocks | |
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| Sharing Conversations in Groups | |
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| Nonverbal Communication | |
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| The Art, Sensory, and Woodworking Areas | |
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| The Computer Center | |
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| Discovery Learning: Math and Science | |
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| Divergent Thinking | |
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| Art, Sensory, and Woodworking | |
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| Manipulatives | |
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| Blocks | |
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| Food Experiences | |
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| Math Activities | |
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| Science and Nature | |
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| Physical Science | |
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| Summary | |
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| Self-Study Activities | |
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| Resources and Suggested Readings | |
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| Skill-Based Learning Experiences: September to May | |
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| Program Curriculum Examples | |
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| Developmental Profiles: Birth to Age Eight | |
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| Index | |