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| Preface | |
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| Acknowledgments | |
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| Our Response to the Current Challenge | |
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| Two Curriculum Models, One Common Academic Goal | |
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| Our Big Ideas for a Successful Action-Based Learning Environment That Addresses the Standards | |
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| Children's Interests Drive Learning | |
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| Strengthening Content Learning | |
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| Summary | |
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| Defining Content: Addressing the Challenge to Expand Content and Strengthen Skills | |
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| The Way Young Children Learn | |
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| Addressing the Deficiencies in the Early Childhood Standards Movement | |
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| Organizing Teacher Content Knowledge | |
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| Key Content Ideas in Science | |
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| Key Content Ideas in Mathematics | |
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| Key Content Ideas in Social Studies | |
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| Key Content Ideas in Language and Literacy | |
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| Summary | |
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| The Teacher Role in Strengthening Content and Meeting the Standards | |
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| Steps in the Process of Expanding the Teacher Role | |
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| Identifying Emerging Key Content Ideas Through Observation During Center Time | |
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| Initiating and Extending Conversation During Center Time | |
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| The Use of Recording Forms for Professional Reflection | |
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| Expanding the Curriculum Within the Centers | |
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| Expanding the Content Through Group-Time Activities and Themes | |
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| Assessing and Documenting Children's Learning | |
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| Summary | |
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| Strengthening Content in the Block Center | |
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| Stages of Block Building | |
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| Expanding the Content During Center Time | |
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| Seeding and Leading in the Block Center | |
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| Moving with Content Beyond the Block Center | |
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| Summary | |
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| Strengthening Content in the Water and Sand Center | |
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| Developmental Stages in Learning About Water and Sand | |
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| Expanding the Content During Center Time | |
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| Structured Learning Opportunities | |
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| Summary | |
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| Strengthening Content in the Manipulatives Center | |
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| Categories of Manipulative Materials | |
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| Using Materials in Different Ways | |
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| Progression in Levels of Use of Materials | |
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| Content Inherent in the Use of Single-Purpose Materials | |
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| Content Inherent in the Use of Sorting and patterning Materials | |
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| Content Inherent in the Use of Construction Materials | |
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| Role of the Teacher | |
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| The Interplay Between Adult-and Child-Driven Activities | |
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| Curricular Connections | |
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| Topic: Animals and Their Characteristics | |
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| Summary | |
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| Strengthening Content in the Drama Center | |
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| Forms of Dramatic Play | |
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| Views About Adult Involvement | |
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| Enriching Curriculum Through Focused Program Experiences | |
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| Content Focus in Theme Development | |
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| Supermarket Theme | |
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| Teacher Reflection | |
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| Summary | |
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| Strengthening Content in the Expressive Arts and Literacy Centers | |
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| Literacy Content | |
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| Expressive Art Content | |
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| A Developmental Perspective | |
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| Standards in Language and Literacy and the Expressive Arts | |
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| Setting Up and Seeding the Literacy and Expressive Arts Centers | |
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| Experimenting and Discovering with Media Materials | |
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| From Discovery to Expressing with Media Materials | |
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| Promoting Communication in Curriculum Activities | |
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| Stimulating Creative Expression | |
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| Sample Developmental Experiences | |
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| Expressing Ideas in Response to Science Events | |
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| Summary | |
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| Assessing Children's Learning: Documenting Results for Accountability Purposes | |
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| The Assessment progression | |
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| Sources of Assessment Data | |
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| Collecting Observational Data: Phase 1 in the progression | |
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| Designing Assessment Tasks in Management and Curriculum Activities: Phase 2 in the progression | |
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| Teacher-Designed Standard Tasks: Phase 3 in the Progression | |
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| Disseminating Assessment Information | |
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| Summary | |
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| Next Steps for Strengthening Content and Teaching practice in the Action-Based learning Environment | |
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| Meeting the Challenges | |
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| Our Challenge for the Future | |
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| Physical Science Content | |
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| Life Sciences Content | |
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| Earth and Environmental Science Content | |
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| Mathematics Content | |
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| Social Studies Content | |
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| Language and Literacy Content | |
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| Guide for Planning and Implementing Themes | |
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| Focused Curriculum Planning Form | |
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| Sample Theme: Shoes | |
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| Developmental Continuum for Visual Discrimination | |
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| Developmental Continuum for Auditory Discrimination | |
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| Developmental Continuum for Developing Number Sense | |
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| Mathematics Observation Recording Form | |
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| Physical Science Observation Recording Form | |
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| Sample Checklist: Alphabetic Knowledge | |
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| Visual Discrimination Observation Recording Form | |
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| References | |
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| Sources for Publication of Curriculum Standards | |
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| Children's Books Used in the Shoe Theme | |
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| Index | |
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| About the Authors | |