| |
| |
Features | |
| |
| |
Preface | |
| |
| |
| |
Foundations of Early Childhood Learning | |
| |
| |
| |
Young Children Growing, Thinking, and Learning | |
| |
| |
Developmentally Appropriate Practice | |
| |
| |
Theories of Development | |
| |
| |
Behaviorist Theory | |
| |
| |
Maturationist Theory | |
| |
| |
Constructivist Theory | |
| |
| |
Multiple Intelligences Theory | |
| |
| |
Social Learning Theory | |
| |
| |
Ecological Systems Theory | |
| |
| |
Theoretical Influences on Teaching | |
| |
| |
Theoretical Influences on Observations | |
| |
| |
Children's Development | |
| |
| |
Physical Development | |
| |
| |
Social Development | |
| |
| |
Emotional Development | |
| |
| |
Intellectual Development | |
| |
| |
Child Development and Curriculum Planning: An Example | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Designing Schools for Young Children | |
| |
| |
Early Schools for Young Children | |
| |
| |
Key People in Early Childhood Education | |
| |
| |
Other Influential People in Early Childhood Education | |
| |
| |
Changes in Early Childhood Education | |
| |
| |
The Child-Care Movement | |
| |
| |
Kindergarten | |
| |
| |
Head Start | |
| |
| |
Programs for Children with Special Needs | |
| |
| |
Early Intervention Programs | |
| |
| |
Contemporary Models of Early Childhood Programs | |
| |
| |
The Montessori Model | |
| |
| |
The Behaviorist Model | |
| |
| |
The Constructivist Model | |
| |
| |
Summaries and Comparisons | |
| |
| |
Research on Program Models | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Creating an Environment for Learning | |
| |
| |
Planning a Learning Environment | |
| |
| |
Structuring the Physical Environment | |
| |
| |
Room Arrangement | |
| |
| |
Physical Climate | |
| |
| |
Assessing the Environment | |
| |
| |
Instructional Materials | |
| |
| |
Learning Areas | |
| |
| |
Beginning the Year | |
| |
| |
Managing Learning Areas | |
| |
| |
Planning the Outdoor Environment | |
| |
| |
Planning for Safety-Inside and Out | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Planning Learning Activities | |
| |
| |
Curriculum Design | |
| |
| |
Curriculum Organization | |
| |
| |
Developmentally Appropriate Curriculum | |
| |
| |
Rationale for an Integrated Curriculum | |
| |
| |
Selecting a Theme | |
| |
| |
Implementing the Theme | |
| |
| |
Evaluating the Theme | |
| |
| |
Learning Plans | |
| |
| |
Mandated Lessons and Goals | |
| |
| |
Multicultural Education and Antibias Curriculum | |
| |
| |
Computers in Early Childhood Programs | |
| |
| |
Teaching and Learning with Computers | |
| |
| |
Young Children Online | |
| |
| |
Scheduling | |
| |
| |
Details of the Schedule | |
| |
| |
Simplifying Routines | |
| |
| |
Adapting the Schedule | |
| |
| |
Kindergarten: Half-Day, Full-Day, and Alternate-Day Programs | |
| |
| |
Other Scheduling Issues | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Play: Learning at Its Best | |
| |
| |
Defining Play | |
| |
| |
Types of Play | |
| |
| |
Characteristics of Play | |
| |
| |
Levels of Play | |
| |
| |
Purposes of Play | |
| |
| |
Intellectual Development | |
| |
| |
Social and Emotional Development | |
| |
| |
Physical Development | |
| |
| |
Development of Play Behaviors | |
| |
| |
Infancy | |
| |
| |
Preschool | |
| |
| |
Early Primary Grades | |
| |
| |
Middle Childhood | |
| |
| |
Play in School Settings | |
| |
| |
Roles of the Teacher | |
| |
| |
Play in Primary Classrooms | |
| |
| |
Benefits of Play at School | |
| |
| |
Selecting Materials for Play | |
| |
| |
Play as a Teaching Strategy | |
| |
| |
Communicating the Benefits of Play | |
| |
| |
Play and Academic Learning | |
| |
| |
Outdoor Play | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Guiding Behavior | |
| |
| |
Defining Discipline, Punishment, and Guidance | |
| |
| |
Punishment | |
| |
| |
Guidance | |
| |
| |
Planning for Guidance in the Classroom | |
| |
| |
Preventing Behavior Problems | |
| |
| |
Strategies for Guiding Behavior | |
| |
| |
Teaching Skills and Behaviors | |
| |
| |
Guiding Groups | |
| |
| |
Making Guidance Decisions | |
| |
| |
Behavior-Management Systems | |
| |
| |
Assertive Discipline | |
| |
| |
Glasser Model | |
| |
| |
Ginott Model | |
| |
| |
Dreikurs Model | |
| |
| |
Assessing Behavior-Management Systems | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Assessment and Reporting | |
| |
| |
Defining Assessment and Testing | |
| |
| |
Types of Assessment | |
| |
| |
Types of Tests | |
| |
| |
Testing Young Children | |
| |
| |
High-Stakes Testing | |
| |
| |
No Child Left Behind (NCLB) Act | |
| |
| |
Strategies for Assessment | |
| |
| |
Tallies | |
| |
| |
Running Narratives or Logs | |
| |
| |
Incident Records | |
| |
| |
Narratives | |
| |
| |
Anecdotal Records | |
| |
| |
Checklists and Rating Scales | |
| |
| |
Records of Conversations, Conferences, and Interviews | |
| |
| |
Rubrics | |
| |
| |
Parent Questionnaires | |
| |
| |
Self-Evaluations | |
| |
| |
Organizing Assessment Data | |
| |
| |
Portfolios | |
| |
| |
Reporting Assessment Data | |
| |
| |
Report Cards | |
| |
| |
Conferences | |
| |
| |
Student-Led Conferences | |
| |
| |
Narrative Reports | |
| |
| |
Telephone Calls | |
| |
| |
Casual Conversations | |
| |
| |
Newsletters | |
| |
| |
Videotapes | |
| |
| |
Evaluating Assessment and Reporting | |
| |
| |
Program Assessment | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Working with Parents and Paraprofessionals | |
| |
| |
Parent Involvement | |
| |
| |
Realities of Parent-Teacher Relationships | |
| |
| |
Implications for Teachers | |
| |
| |
Encouraging Parent Involvement | |
| |
| |
Strategies for Teachers and Schools | |
| |
| |
Parent Roles | |
| |
| |
Activities for Involving Parents | |
| |
| |
Communicating with Parents | |
| |
| |
School Handbooks | |
| |
| |
Home Visits | |
| |
| |
Parent Visits to School | |
| |
| |
Letters and Notes | |
| |
| |
Telecommunication | |
| |
| |
Community Resources | |
| |
| |
Volunteers in the Classroom | |
| |
| |
Working with Paraprofessionals | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
The Curriculum Chapters | |
| |
| |
| |
Celebrating the Magic of Language | |
| |
| |
Defining Language | |
| |
| |
Characteristics of Language | |
| |
| |
Systems of Language | |
| |
| |
Learning Language | |
| |
| |
Sequence of Language Development | |
| |
| |
Theoretical Models of Language Learning | |
| |
| |
Teaching Language | |
| |
| |
Creating an Effective Environment | |
| |
| |
Standards for Language Development | |
| |
| |
Observing Language Learners | |
| |
| |
Providing Activities That Encourage Language Growth | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Developing Literacy | |
| |
| |
Defining Literacy | |
| |
| |
Teacher Qualities That Support Literacy | |
| |
| |
Evaluating the Research | |
| |
| |
Understanding How Literacy Develops | |
| |
| |
Standards for Reading Teachers | |
| |
| |
Program Elements That Support Literacy | |
| |
| |
Goals for Literacy Instruction | |
| |
| |
Standards for Literacy Development | |
| |
| |
Providing a Supportive Classroom Environment | |
| |
| |
Oral Language and Listening Skills | |
| |
| |
Music as a Literacy Activity | |
| |
| |
Reading Aloud and Storytelling | |
| |
| |
Learning about Print | |
| |
| |
Attending to Sound | |
| |
| |
Presenting Selected Text | |
| |
| |
Commercial Programs for Literacy Instruction | |
| |
| |
Helping All Children Feel Successful as Literacy Learners | |
| |
| |
Learning to Write | |
| |
| |
Development of Writing | |
| |
| |
Conventions of Written Language | |
| |
| |
The Writing Process with Young Children | |
| |
| |
Assessing the Development of Literacy | |
| |
| |
Observing Oral Language | |
| |
| |
Observing Writing | |
| |
| |
Determining Knowledge of Books and Print | |
| |
| |
Observing Reading | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Manipulation and Discovery through Mathematics | |
| |
| |
Defining Mathematics | |
| |
| |
Learning Mathematics | |
| |
| |
Teaching Mathematics | |
| |
| |
Standards for Mathematics Education | |
| |
| |
The Strand Model | |
| |
| |
Materials for Mathematics Instruction | |
| |
| |
Manipulates | |
| |
| |
Calculators and Computers | |
| |
| |
Integrating Mathematics into the Curriculum | |
| |
| |
Mathematics and Play | |
| |
| |
Mathematics and Literacy | |
| |
| |
Mathematics and Literature | |
| |
| |
Assessment of Mathematics | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Manipulation and Discovery through Science | |
| |
| |
Defining Science | |
| |
| |
Learning Science | |
| |
| |
Manipulation, Observation, and Discovery | |
| |
| |
The Scientific Process | |
| |
| |
Teaching Science | |
| |
| |
Ensuring Safety | |
| |
| |
Teaching Basic Concepts and Encouraging Positive Attitudes | |
| |
| |
Planning the Sequence of Activities | |
| |
| |
Standards for Science Education | |
| |
| |
Integrating Science into the Curriculum | |
| |
| |
Science and Literacy | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Encouraging the Creative Arts | |
| |
| |
The Importance of Arts Experiences | |
| |
| |
Goals of Arts Education | |
| |
| |
Standards for Arts Education | |
| |
| |
Visual Arts | |
| |
| |
Stages in Development | |
| |
| |
Goals of Visual Arts Experiences | |
| |
| |
Standards for Visual Arts Education | |
| |
| |
Suggested Visual Arts Experiences | |
| |
| |
Art versus Craft Activities | |
| |
| |
Music | |
| |
| |
Goals of a Music Program | |
| |
| |
Standards for Music Education | |
| |
| |
Singing | |
| |
| |
Playing Instruments | |
| |
| |
Listening Experiences | |
| |
| |
Approaches to Music Instruction | |
| |
| |
Movement and Dance | |
| |
| |
Movement Experiences | |
| |
| |
Dance Education | |
| |
| |
Standards for Dance Education | |
| |
| |
Drama | |
| |
| |
Encouraging Drama | |
| |
| |
Standards for Drama Education | |
| |
| |
Roles of Specialists | |
| |
| |
Assessing Experiences in the Arts | |
| |
| |
Integrating the Arts into the Curriculum | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Living Together: The Social Studies | |
| |
| |
Defining Social Studies | |
| |
| |
Learning Social Studies | |
| |
| |
A Constructivist View | |
| |
| |
Teaching Social Studies | |
| |
| |
Multiple Views of the Social Studies Curriculum | |
| |
| |
Current Expectations | |
| |
| |
Standards for Social Studies Education | |
| |
| |
Planning Social Studies Experiences | |
| |
| |
Integrating Social Studies into the Curriculum | |
| |
| |
Social Studies Themes | |
| |
| |
Celebrating Holidays | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
| |
Promoting Wellness: Physical Education and Health, Nutrition, and Safety Education | |
| |
| |
Physical Education | |
| |
| |
Encouraging Motor Development | |
| |
| |
Goals of Physical Development Programs | |
| |
| |
Standards for Physical Education | |
| |
| |
Physical Education Activities | |
| |
| |
Health, Nutrition, and Safety Education | |
| |
| |
Health Education | |
| |
| |
Nutrition Education | |
| |
| |
Safety Education | |
| |
| |
Integrating Physical Education and Health, Nutrition, and Safety Education into the Curriculum | |
| |
| |
Children With Special Needs | |
| |
| |
Celebrating Diversity | |
| |
| |
Summary | |
| |
| |
Reflections | |
| |
| |
Explorations and Activities | |
| |
| |
Glossary | |
| |
| |
Resources for Further Reading | |
| |
| |
Children's Books | |
| |
| |
References | |
| |
| |
Index | |