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