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| Preface | |
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| Early Education's Roots And Heritage | |
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| Historical Perspectives | |
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| The Kindergarten Movement in America | |
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| American Influences On The Kindergarten | |
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| The Federal Government and Early Education | |
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| Issues and Trends: No State Left Behind | |
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| School Organizational Structures | |
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| State Mandates | |
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| State by State: Assessment | |
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| Accountability In School Districts | |
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| Early Childhood Education Defined | |
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| Professional Issues in Early Education | |
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| Issues Facing State Early Education Programs | |
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| What Teachers Are Saying: Technology Applications | |
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| Early Childhood Issues Facing School Districts | |
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| Dimensions of Diversity: Demographics | |
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| Early Education Works | |
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| Influences On Contemporary Early Education | |
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| Dimensions Of Diversity: Developmentally Appropriate Practice | |
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| Major Philosophical Orientations | |
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| Why Know about Theoretical Orientations? | |
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| Major Theorists | |
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| State by State: California | |
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| What Teachers Are Saying: Philosophical Orientations | |
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| Issues and Trends: Alternative Certification | |
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| Recognised Program Models | |
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| Other Contemporary Influences | |
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| Planning And Implementing Appropriate Curriculum For Young Children | |
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| Developmentally Appropriate Practice (DAP). Issues and Trends: Brain-Based Learning | |
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| State by State: Planning | |
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| Play Theories | |
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| Dimensions of Diversity: Developmentally Appropriate Practice | |
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| Promoting Play In Classroom Centers | |
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| State by State: Planning | |
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| Cycles Of Learning And Teaching | |
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| What Teachers Are Saying: Planning for Children's Learning | |
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| The Teaching Continuum | |
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| Emergent Curriculum | |
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| Lesson Planning | |
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| Principles That Guide Effective Lesson Planning | |
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| Thematic Units | |
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| Project Studies | |
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| Diversity And Curriculum Planning | |
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| Teaching Children With Special Needs | |
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| Major Laws Affecting Students with Disabilities | |
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| Issues And Trends: Improving Education Results for Children with Disabilities Act of 2003. The Referral Process | |
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| The IEP Meeting | |
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| Working with Parents | |
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| The IEP. Placement Options for Children with Disabilities | |
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| What Teachers Are Saying: How Their Schools Handle Inclusion | |
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| Federal Categories Of Disabilities and Some Common Classroom Accommodations and Modifications | |
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| State by State: Assessment | |
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| Children With Other Special Needs | |
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| Dimensions of Diversity: Issues in Diversity | |
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| Applying Accommodations and Modifications in a Real-World Scenario | |
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| Collaborating With The Special Education Teacher | |
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| Teaching In A PreKindergarten Classroom | |
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| What PreKindergartners Are Expected To Learn | |
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| PreKindergarten Schedule And Classroom Layout | |
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| What Teachers Are Saying: Play | |
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| Head Start Programs in Public Schools | |
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| Bilingual Education and ESL Programs in Public Schools | |
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| Issues and Trends: Bilingual Education | |
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| The Issue Of Diversity | |
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| Dimensions of Diversity: Guidelines Addressing Cultural Diversity | |
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| Creating A Caring Community of Learners | |
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| Other Emotional Issues PreKindergarten Children Face | |
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| State by State: Guidelines for Social and Emotional Development | |
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| Examples of a Few Classroom Problem Children | |
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| Helping Children Express Themselves | |
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| Reporting to Parents | |
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| Teaching In A Kindergarten Classroom | |
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| What Kindergartners are Expected To Learn | |
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| Conceptual Development in the Early Years | |
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| Importance Of Observing Children's Learning | |
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| Are Children Learning? | |
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| Issues and Trends: English-Lang | |