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| Preface | |
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| Acknowledgments | |
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| Helping Children Become Who They Are: A Rationale for Teaching Social Studies | |
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| The World Children Live In | |
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| The Developmental Tasks of Early Childhood Years | |
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| Development of Social Self: The Key to Being Part of a Group | |
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| Developmentally Delayed Children: Exceptional Education | |
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| Social Studies and the Young Child | |
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| Becoming Aware of the World Children Live In | |
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| Preparing Children to Face New Challenges | |
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| Educating Children for a Different Society | |
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| National Agenda for Social Studies | |
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| Changing Our Vision: Developing a National and a Global Sense of Citizenship | |
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| Global Connections: One Aim of the Social Studies Curriculum | |
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| Using a Global Approach to Create a Responsive Social Studies Curriculum | |
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| Rationale for The National Social Studies Global Connections Standard | |
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| The Child's Ability to Learn about Others Near and Far | |
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| Is a Global Approach Appropriate for Young Children? | |
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| NAEYC's Definition of Developmentally Appropriate Practices (DAP) | |
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| Building Knowledge about the World through Piaget's Socio-Conventional and Physical Knowledge | |
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| Physical Knowledge | |
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| Demonstrating Early Social Awareness | |
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| Personal Experiences: Ways to Learn about Reality | |
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| A Global Approach and Development of a Sense of Equality | |
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| The Global Approach to Social Studies Education | |
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| Discovering the Essence of Social Studies | |
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| Social Studies: In Search of Definitions | |
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| Common Ideas about Social Studies | |
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| A Formal Definition of Social Studies | |
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| Implications of the NCSS Definition | |
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| Social Studies--A Multi-faceted Curriculum | |
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| Social Studies and the Child with Special Needs | |
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| Goals of Social Studies Education | |
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| Characteristics of an Effective Social Studies Curriculum | |
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| Guidelines for an Effective and Child-Appropriate Social Studies Curriculum | |
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| Key Considerations about the National Social Studies Standards | |
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| What the National Social Studies Standards Offer to Teachers | |
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| Addressing Teachers' Concerns about the Social Studies Curriculum | |
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| A Vision for Social Studies Teachers in the Early Childhood Classroom | |
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| Getting Ready to Teach: Developmental Considerations | |
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| Planning Social Studies Experiences for Young Children | |
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| Knowledge about the Child--the Essence of Developmentally Appropriate Teaching Practices | |
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| Learning about the Developmental Process: Valuable Sources | |
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| Sharing Ideas with Colleagues and Other Early Education Professionals | |
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| Key Developmental Milestones of Preschool-Primary-Age Children | |
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| Developmentally Appropriate Practices for Teaching Children with Special Needs | |
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| Young Preschoolers: Working with Three-Year-Olds | |
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| Cognitive and Language Development | |
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| Cognitive and Language Characteristics of Three-Year-Olds | |
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| Other Views about Cognitive Development | |
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| Fostering Cognitive Development: Gardner's Theory of Multiple Intelligences | |
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| Vygotsky's Socio-Cultural Theory | |
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| Older Preschoolers: Working with Four-and Five-Year-Olds | |
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| Cognitive and Language Characteristics of Four-and Five-Year-Olds | |
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| Implications for Social Studies Teaching: Key Cognitive Traits of Four-and Five-Year-Old Children | |
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| Primary-Age Children: Working with Six- to Eight-Year-Olds | |
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| Cognitive and Language Characteristics of Six- to Eight-Year-Olds | |
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| Social and Emotional Development During the Early Years | |
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| Play: A Means to Positive Social and Emotional Development | |
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| Connecting Development and Social Studies Teaching | |
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| Creating an Early Childhood Social Studies Curriculum | |
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| Planning Developmentally Appropriate Social Studies | |
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| Planning and Teaching Appropriate Social Studies Experiences | |
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| Toward Effective Social Studies Teaching: Planning Child-Appropriate Classroom Practices | |
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| The Two Dimensions of Developmental Planning | |
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| Planning Social Studies Experiences | |
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| Planning a Quality Curriculum that is "Worthy of Learning" | |
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| Do We Know Why Children Are Doing What They Do? | |
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| Establishing Social Studies Goals and Objectives | |
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| Writing Goals | |
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| Performance Objectives | |
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| Cognitive and Social Performance Objectives | |
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| Advantages of Using Performance Objectives | |
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| Objectives Are Important, but Children Are the Reason for Teaching | |
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| Sources of Learning Objectives: Starting with the Children | |
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| How to Use the National Social Studies Standards as a Curriculum Source | |
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| Engaging Parents in the Planning Process | |
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| The Community as a Curricular Source | |
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| Lesson Plans and Units | |
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| Selecting a Planning Strategy | |
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| Getting Ready to Plan Social Studies Experiences: Using the DAP Perspective | |
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| Applying the DAP Dimensions to Classroom Planning and Teaching: General Considerations | |
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| Selecting Teaching Strategies for Social Studies | |
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| A Sampler of Appropriate Teaching Strategies | |
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| Thematic Teaching: The Key Strategy for Child-Appropriate Social Studies Classroom Experiences | |
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| Why Social Studies Teachers Should Use an Integrated Approach | |
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| Elements of Thematic Teaching | |
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| Advantages of Thematic Teaching | |
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| The Project Approach | |
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| Learning Centers: A Creative Approach to Social Studies Learning | |
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| Types of Learning Centers | |
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| Advantages of Learning Centers | |
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| Technology in the Classroom | |
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| Television | |
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| Computers and the Internet | |
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| Learning about the Past and Present: History and the Young Child | |
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| Developing a Sense of History | |
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| The Need for History Education | |
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| Why Study History in the Early Childhood Classroom? | |
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| Using Developmentally Appropriate Historical Content to Respond to the Children's Needs and Interests | |
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| Exploring Key Elements of History in the Early Childhood Classroom | |
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| Time: A Key Concept in History Education | |
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| Children's Ideas of Time | |
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| Relating Change to Time | |
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| Fostering Concrete Experiences with Time and Change | |
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| Helping Children Develop Quantitative and Qualitative Concepts of Time | |
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| The Many Worlds of History | |
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| Connecting History Education with the National Social Studies Standards | |
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| NCHS History Standards for Early Childhood Education | |
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| Developing a History Curriculum with DAP Themes | |
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| Developing Global Awareness through the History-based Curriculum | |
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| Curricular Integration: Creating Developmentally Appropriate History Experiences through the Arts | |
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| Using Museums to Learn about the Past | |
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| Types of Museums | |
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| Children's Literature: A Journey into the Past | |
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| Drama in the Classroom: A Developmentally Appropriate Way to Make History Come Alive | |
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| Learning about Where We Live: Geography and the Young Child | |
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| Geography in the Early Childhood Curriculum | |
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| The Nature of Geography | |
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| The Geography of the World around Children: Explorers from Birth | |
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| The Need for Geography in the Early Years | |
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| Geography--the Spatial Context for History | |
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| Fostering Geographic Knowledge | |
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| Developing a Concept about the Space around Us | |
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| Becoming Geographically Literate | |
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| Building Global Connections through Geography | |
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| Developing an Awareness of Global Society in Young Children | |
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| Building an Accurate Vision of Our Global Society: Avoiding Biased Images | |
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| What Children Should Learn about Geography: Themes and Skills | |
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| The Many Facets of Geography: Five Fundamental Themes | |
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| Connecting Geography Education with the National Social Studies Standards | |
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| Essential Geography Skills | |
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| Planning Geography Experiences | |
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| Assessing Prior Knowledge of Geographic Concepts | |
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| Creating an Appropriate Geography Curriculum | |
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| Geography-oriented Materials | |
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| Using Literature in DAP Geography Education | |
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| Preparing the Classroom Environment to Foster Learning about Geography | |
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| Using Maps in the Early Childhood Classroom | |
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| Stages of Mapping | |
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| Fostering Early Mapping Abilities | |
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| Fostering Pre-Mapping Skills | |
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| Helping Children Build Knowledge about the Physical Environment | |
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| Field Trips and Young Children | |
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| Creating Appropriate Map Experiences | |
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| Becoming Aware of the Earth | |
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| Using World Globes Appropriately with Young Children | |
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| Becoming Socially Responsible Citizens in a Democratic Society | |
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| Building a Community | |
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| Becoming Good Citizens | |
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| Teaching Children about Citizenship | |
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| Becoming a Citizen of the World | |
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| Fostering Positive Values and Social Skills in Young Children | |
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| Fostering Values Development in the Early Childhood Classroom | |
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| Approaches for Values Development | |
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| Values Exploration as Part of the Social Studies Content | |
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| The Importance of Social Skills | |
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| Developing Civic and Social Responsibilities | |
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| Children as a Source of the Civic Curriculum | |
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| Using Appropriate Strategies: Cooperative Learning | |
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| Adaptations for Children with Special Needs | |
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| Nurturing Civic Responsibility in Young Children | |
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| Becoming a Part of Society: Social Development of the Child | |
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| Children's Sense of Perspective-Taking | |
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| Young Children's Ideas about Morality | |
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| Moral Development in a Diverse Society | |
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| Fostering a Sense of Social Responsibility | |
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| Strategies to Build Social Responsibility | |
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| Connecting Social Development with the Social Studies Standards | |
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| Teaching Social and Civic Concepts in the Early Childhood Classroom | |
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| Living in a Democratic Society: Political Concepts | |
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| Learning about Political Symbols | |
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| Integrating the Arts and Creative Expression into the Social Studies Curriculum | |
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| Defining the Arts and Creative Expression | |
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| Development of the Aesthetic Sense in Young Children | |
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| The Child's Need for the Arts | |
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| The Arts and Children Development | |
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| The Arts and Children with Special Needs | |
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| Developmentally Appropriate Art Experiences: Emphasis on Process, Not Product | |
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| Integrating the Arts and Creative Expression into the Social Studies Curriculum | |
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| Connecting the Arts with the NCSS Social Studies Standards | |
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| National Standards for Arts Education | |
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| Promoting the Arts through Active Learning Experiences | |
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| Including the Arts in the Curriculum | |
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| Selecting Materials for Arts Experiences | |
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| The Folk Arts | |
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| Global Connections: Using Children's Folklore | |
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| Growing Up in a Multi-cultural Society | |
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| Our Multi-cultural Society | |
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| Immigration--the Foundation of Multi-culturalism | |
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| Celebrating Our Multi-cultural Character | |
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| The Need for Multi-cultural Education | |
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| Diversity and Education for All | |
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| What is Multi-cultural Education? | |
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| Multi-cultural Education and Global Education | |
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| Developmentally and Culturally Appropriate Practices: DCAP | |
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| Connecting Multi-cultural Education with the NCSS Social Studies Standards | |
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| Suggestions for Planning Social Studies with a Multi-cultural Focus | |
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| Selecting Multi-cultural Learning Materials | |
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| Culturally Appropriate Materials: Avoiding Biases and Stereotypes | |
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| Using Art to Enhance Awareness of Multi-culturalism | |
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| Using Children's Literature to Integrate Multi-cultural Themes | |
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| Using Journals, Magazines, and Newspapers in the Early Childhood Classroom | |
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| Using Postcards as a Teaching Resource | |
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| Enhancing the Literature Area | |
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| Using Persona Dolls | |
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| Economics, the Environment, and Social Issues: Preparing Children to Make Informed Choices | |
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| Bringing the "Outside World" into the Early Childhood Classroom | |
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| Finding Connections Between Current Issues and the NCSS Social Studies Standards | |
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| Learning about Economics | |
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| Voluntary Standards for Economics Education | |
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| Essential Economics Concepts | |
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| Developing Thematic Activities Based on Economics | |
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| Becoming Environmentally Responsible Citizens | |
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| Environmental Awareness and Global Education | |
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| Key Concepts about Environmental Awareness | |
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| Guidelines for Environmental Education | |
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| Developing Experiences with the Environment | |
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| Fostering Positive Environmental Attitudes | |
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| Using Children's Literature to Promote Environmental Awareness | |
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| Teaching about Special Social Issues | |
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| Current Events | |
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| Safety Issues | |
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| Sources of Information about Current Events | |
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| Current Social Issues: Homelessness, AIDS, Violence | |
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| Using Literature about Special Issues | |
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| Appendices | |
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| Social Studies Standards--The Primary Grades | |
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| Lesson Plan Formats | |
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| Sources for Appropriate Social Studies Materials | |
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| Sample Community Cultural Inventory | |
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| Using the Holidays and Special Events to Deliver a Multi-cultural Social Studies Curriculum | |
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| Glossary | |
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| Index | |