Developmentally Appropriate Practice Curriculum and Development in Early Education

ISBN-10: 1401898165
ISBN-13: 9781401898168
Edition: 3rd 2007 (Revised)
Authors: Carol Gestwicki
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Description: Developmentally Appropriate Practice: Curriculum and Development in Early Education, 3e is a thoughtful and comprehensive reference that is now even more effective with the addition of several new features and enhanced content. The book takes a  More...

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Book details

List price: $139.95
Edition: 3rd
Copyright year: 2007
Publisher: Delmar Cengage Learning
Publication date: 3/8/2006
Binding: Paperback
Pages: 480
Size: 8.50" wide x 10.79" long x 0.79" tall
Weight: 2.376
Language: English

Developmentally Appropriate Practice: Curriculum and Development in Early Education, 3e is a thoughtful and comprehensive reference that is now even more effective with the addition of several new features and enhanced content. The book takes a topical approach and assumes some basic child development knowledge/experience, and is intended as a guide for thoughtful consideration of classroom and caregiver practices. In the first section, developmentally appropriate practice is discussed and explored, including an in-depth, extended section on the theory and research of play. Subsequent sections address environments such as physical, social/emotional, and cognitive/language. The coverage of these important environments is comprehensive and individually addresses appropriate practice for all early childhood age groups. The fifth section moves into a discussion of making changes for the teachers and caregivers and how to gain support for those changes. Well-known curriculum approaches are also explored in-depth, allowing the reader to understand how these approaches fit into the principles of developmentally appropriate practice. Some new features include ?What Would You Do?? and ?Think About It? sections that encourage further thought and discussion, as well as current reference and reading suggestions to allow the reader to continue the learning process on their own.

Stephen Stoker of Weber State University in Ogden, UT, has taught the gamut of introductory chemistry courses, specializing in GOB, for the past 30 years. Weber State has a very large Health Professions school, and GOB is geared at students with little or no experience in chemistry (notably Allied Health and Nursing majors).Carol Gestwicki was an instructor in the early childhood education program at Central Piedmont Community College in Charlotte, North Carolina, for over 30 years. Her teaching responsibilities have included supervising students in classroom situations as they work with families. Earlier in her career, she worked with children and families in a variety of community agencies and schools in Toronto, New York, New Jersey, and Namibia (South West Africa). She received her MA from Drew University. She has been an active member of the NAEYC for many years, including making numerous presentations at state and national conferences. She has been a Fellow in the Early Childhood Leadership Development Project at the University of North Carolina at Chapel Hill, and she has been associated with the T.E.A.C.H. Model/Mentor program. Her other publications include more than two dozen articles about child development and family issues and scripts and design for 14 audiovisual instructional programs. She has three other books on topics in early education published by Delmar Learning: Developmentally Appropriate Practice: Curriculum and Development in Early Education, Fifth edition (2013); Essentials of Early Education (1997); and Authentic Childhood: Exploring Reggio Emilia in the Classroom (2002). Currently, she writes a regular column titled "Grandma Says" for Growing Child.

Preface
Acknowledgments
About the Author
Defining Developmentally Appropriate Practice
Guest Editorial
Defining Developmentally Appropriate Practice
What Is the Position Statement on Developmentally Appropriate Practice?
Basic Principles of Development
Results of Developmentally Appropriate versus Inappropriate Practice
Considering Some Misunderstandings about Developmentally Appropriate Practice
Understanding Play: Its Importance in Developmentally Appropriate Practice
What Is Play?
Categories of Play
Social Stages of Play
Play and Development
Play as Developmentally Appropriate Curriculum
Conditions That Support Play
Issues Involving Play
Planning for Developmentally Appropriate Curriculum
What Is Curriculum?
Integrated Curriculum and the Standards Movement
The Cycle of Planning
What Is Emergent Curriculum?
Strategies for Planning for Emergent Curriculum
What about Planning Forms?
Changing the Planning Process
Developmentally Appropriate Physical Environments
Guest Editorial
Developmentally Appropriate Physical Environments: For Infants
The Nature of Babies
What Do Babies Need?
Environment to Nurture Trust
Environment to Nurture Attachment
Environment to Nurture Mobility
Environment for the Senses
Environment for Language
Rethink the Traditional
Outdoors for Infants
Health and Safety
Materials for Infant Rooms
Schedule Considerations
Things Not Seen in a Developmentally Appropriate Environment for Infants
Developmentally Appropriate Physical Environments: For Toddlers
What Are Toddlers Like?
What Do Toddlers Do?
What Do Toddlers Need?
Environment to Support Autonomy
Environment for Separateness
Environment for Movement
Environment for Self-Help Skills
Environment for Sensorimotor Exploration
Schedule and Transition Considerations
Things Not Seen in a Developmentally Appropriate Environment for Toddlers
Developmentally Appropriate Physical Environments: For Preschoolers
What Are Preschoolers Like?
What Do Preschoolers Do?
What Do Preschoolers Need?
Dimensions of Environments
Environment for Initiative
Environment for Creativity
Environment for Learning through Play
Outdoor Play
Environment for Self-Control
Schedules for Preschoolers
The Kindergarten Dilemma
Things Not Seen in a Developmentally Appropriate Physical Environment for Preschoolers
Developmentally Appropriate Physical Environments: For Primary-Aged Children
What Are Primary-Aged Children Like?
What Do Primary-Aged Children Do?
What Do Primary-Aged Children Need?
Differences in Physical Environments for Primary-Aged Children
Environment for a Sense of Industry
Environment for Literacy
Environment for Relationships
Schedule
What about Recess?
After-School Childcare
Things Not Found in Developmentally Appropriate Primary Classrooms
Developmentally Appropriate Social/Emotional Environments
Guest Editorial
Developmentally Appropriate Social/Emotional Environments: For Infants
Social/Emotional Issues in Infancy
Developmentally Appropriate Interaction Practices
Respect
Sensitivity of Responsiveness
Close Physical Contact
Repetition and Consistency
Recognition of Limitations
Developmentally Appropriate Social/Emotional Environments: For Toddlers
Social/Emotional Issues of Toddlerhood
Developmentally Appropriate Interaction with Toddlers
Fostering Autonomy
Fostering Emotional Development
Developmentally Appropriate Social/Emotional Environments: For Preschoolers
Social/Emotional Issues of the Preschool Years
Prosocial Behavior versus Aggression
Helping Preschoolers with Emotional Control
Nurturing Individual Identity
Guidance Toward Self-Control
Developmentally Appropriate Social/Emotional Environments: For Primary-Aged Children
Social/Emotional Issues for the Primary Years
Implications for Teachers Planning Social/Emotional Environments
Helping Primary-Aged Children with Moral Development
Helping Primary-Aged Children with Emotional Growth
Developmentally Appropriate Cognitive/Language/Literacy Environments
Guest Editorial
Developmentally Appropriate Cognitive/Language/Literacy Environments: For Infants
Understanding Sensorimotor Intelligence
Language Development
Principles for Cognitive Development
Materials Appropriate at Various Stages
Appropriate Adult Roles to Nurture Cognitive Growth
Nurturing Language Development
Unsupportive Cognitive/Language Environments
Developmentally Appropriate Cognitive/Language/Literacy Environments: For Toddlers
Understanding Toddler Cognitive Development
Developmentally Appropriate Cognitive Environments
Burton White on Toddler Education
Principles of Teaching Toddlers
Planning
Unsupportive Cognitive/Language/Literacy Environments
Developmentally Appropriate Cognitive/Language/Literacy Environments: For Preschoolers
Preoperational Thinking
Teachers' Roles in Providing for Play
Language/Literacy Environments
Early Literacy
Group Time
Unsupportive Language/Literacy Environments
Developmentally Appropriate Cognitive/Language/Literacy Environments: For Primary-Aged Children
Preoperational and Concrete Operational Thinking and Developmentally Appropriate Practice
Other Aspects of Readiness for School Learning Tasks
Cognitive/Language/Literacy Goals of Primary Education
Components of Developmentally Appropriate Cognitive/Language Environments
Assessment versus Standardized Testing
Steps Toward More Developmentally Appropriate Practice
Guest Editorial
Helping Teachers Change to More Appropriate Practice
Change Is Difficult
A Plan for Change
Helping Families and Communities Understand Developmentally Appropriate Practice
Reciprocal Relationships with Families
Facilitating Understanding of Developmentally Appropriate Practice
Key Issues
Principles for Enlisting Support
Strategies to Resolve Issues with Parents and the Community
A Consideration of Various Curriculum Models
The Montessori Approach-History and Philosophy
The Bank Street Approach-History and Philosophy
The Reggio Emilia Approach-History and Philosophy
High/Scope Approach-History and Philosophy of the Model
The Creative Curriculum-History and Philosophy
Glossary
Index

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