Teaching Social Studies in Early Education

ISBN-10: 0766802884

ISBN-13: 9780766802889

Edition: 2000

List price: $164.95
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Description:

This new text takes a global approach to the theory and practice of teaching social studies to young children. Based on the National Standards for Social Studies, this text presents many practical examples for teaching children in actual settings. The text clearly discusses major topical areas such as geography, history, the arts, and multicultural education. Educators will appreciate its literature-based format, which integrates social studies with other subjects.
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Book details

List price: $164.95
Copyright year: 2000
Publisher: Delmar Cengage Learning
Publication date: 2/11/2000
Binding: Paperback
Pages: 320
Size: 8.00" wide x 9.25" long x 0.50" tall
Weight: 1.144
Language: English

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