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| Preface | |
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| Acknowledgments | |
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| About the Authors | |
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| Orientation to Student Teaching | |
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| Introduction to Student Teaching Practicum | |
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| Training Guidelines | |
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| Initial Feelings | |
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| The Mechanics of Student Teaching | |
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| Key Participants Play a Role in Student Teacher Development | |
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| Before Placements | |
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| Orientation | |
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| Professionalism | |
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| Student Teaching Goals | |
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| Preparing for Your First Days | |
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| Meeting with the Administrator | |
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| Your Classroom | |
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| Beginning Days | |
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| Becoming a Team Member | |
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| Goals of the Team and Program | |
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| A Student Teacher's Values and Developing Teaching Style | |
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| Knowing Yourself and Your Values | |
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| The Acquisition of Values | |
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| Your Values | |
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| Personal Values and Activities | |
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| Professional Ethics | |
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| Teaching Style | |
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| Other Teaching Styles | |
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| Being Observed: Discovering Your Competencies | |
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| Goals of Observation, Evaluation, and Discussion | |
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| Methods of Observation | |
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| Clinical Supervision | |
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| Reliability | |
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| Peer Evaluations | |
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| Competency-based Training | |
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| The Whole Teacher | |
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| Reflective Behaviors in Student Teachers | |
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| Critical Thinking | |
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| Self-Perception | |
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| Self-Analysis | |
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| Programming | |
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| Review of Child Development and Learning Theory | |
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| Theories of Child Development | |
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| How Do Children Learn? | |
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| Review of Selected Current Research | |
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| Student Teacher Intelligent Behavior | |
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| Instructional Planning | |
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| A Way to Look at Early Childhood Curriculum | |
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| Identifying Child Interests | |
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| Constructivism and Developmentally Appropriate Practice | |
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| Other Curriculum Approaches | |
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| Activity Resources | |
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| Curriculum | |
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| How Language Instruction Fits into All Activity Planning | |
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| Goals and Objectives | |
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| Developmental Skills | |
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| Other Activity Plan Areas | |
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| Transitions | |
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| Working with Groups | |
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| Thematic Teaching | |
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| Classroom Management Revisited | |
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| Classroom Management Goals and Techniques | |
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| Classroom Management | |
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| The Guidance Function in Classroom Management | |
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| Child Empowerment | |
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| Classroom Management Techniques | |
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| Additional Management Strategies | |
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| Guidance Techniques Used in Elementary Schools | |
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| Analyzing Behavior to Promote Self-Control | |
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| Erikson's Theory of Psychosocial Development and Its Relation to Self-Control | |
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| Burton White and Self-Control | |
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| Maslow's Hierarchy of Needs and Its Relation to Self-Control | |
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| A Case Study to Analyze | |
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| Cultural Differences | |
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| Communication | |
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| Common Problems of Student Teachers | |
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| Kinds of Problems | |
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| Seeking Help | |
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| The Role of Communication | |
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| Listening: The Ability to Receive | |
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| Theories in Problem Solving | |
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| A Problem-Solving Process | |
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| The Child | |
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| Case Studies, Analysis, and Applications | |
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| Case Studies | |
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| Observation Forms | |
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| Analysis of Observation | |
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| Observation and Conjecture | |
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| Working With Special Needs Children | |
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| Laws Relating to the Education of Young Children with Special Needs | |
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| "Special" Children | |
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| Working with Special Needs Children | |
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| Parents | |
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| The Changing American Family | |
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| The American Family in the New Millenium | |
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| Changes Mandated by the New Welfare Law | |
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| Early Childhood Education in the Twentieth Century | |
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| Parents as Volunteers | |
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| How to Motivate Parents to Volunteer | |
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| Parents and Student Teachers | |
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| Interacting with Parents | |
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| The Importance of Parent-Teacher Relationships | |
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| Models of Communication | |
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| Planning the Home Visit | |
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| The Home Visit | |
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| Other Home-School Interactions | |
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| Professional Concerns | |
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| Quality Programs | |
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| Meeting Children's Needs | |
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| Standard of Quality Programs | |
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| Types of Quality Programs | |
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| Who Decides the Quality of a Program? | |
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| Acceditation and Its Relationship to Quality | |
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| Total Quality Management | |
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| The Comer Project for Change in Education | |
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| Mentoring Programs | |
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| State Legislative Awareness | |
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| Defining an Optimal Education and Care System | |
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| Professional Commitment and Growth | |
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| Definitions | |
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| Concerns in the Profession | |
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| Professional Behavior and Commitment | |
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| Professional Growth and Development | |
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| Professional Growth Opportunities | |
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| Parents' Attitudes Toward Professionalism | |
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| Trends and Issues | |
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| Trends | |
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| Issues | |
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| Infant/Toddler Placements | |
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| Student Teaching with Infants and Toddlers | |
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| Standards | |
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| Characteristics of a Quality Infant/Toddler Center | |
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| Student Teaching with Infants and Toddlers | |
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| Approaching and Working with Children | |
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| General Rules and Regulations | |
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| Caregiving as a Teaching Activity | |
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| A Curriculum for Infants and Toddlers | |
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| Activities in the Infant/Toddler Center | |
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| Child's Physical Environment | |
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| Awareness of Your Own Needs as a Caregiver | |
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| Safety | |
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| Appendix | |
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| Glossary | |
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| Index | |