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Introduction | |
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Foundation | |
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How Children Develop and Learn | |
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What Preschool Children Are Like | |
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Areas of Development | |
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Ages and Stages of Development | |
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Individual Differences | |
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Gender | |
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Temperament | |
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Interests | |
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Learning Styles | |
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Life Experiences | |
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Culture | |
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Special Needs | |
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Second Language Learners | |
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The Developmental Continuum | |
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What the Developmental Continuum Looks Like | |
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Conclusion and References | |
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The Learning Environment | |
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Setting Up and Maintaining the Classroom | |
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Establishing Interest Areas | |
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Other Aspects of the Physical Setting | |
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Caring for the Classroom and Children's Work | |
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Evaluating the Effectiveness of the Physical Environment | |
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Establishing a Structure for Each Day | |
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Daily Events | |
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The Daily Schedule | |
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Weekly Planning | |
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Preparing for the First Few Days | |
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Creating a Classroom Community | |
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Promoting Positive Relationships in the Classroom | |
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Developing Rules for a Classroom Community | |
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Teaching Social Problem-Solving Skills | |
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Responding to Challenging Behavior | |
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Conclusion and References | |
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What Children Learn | |
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Literacy | |
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Components of Literacy | |
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Connecting Literacy Content, Teaching, and Learning | |
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Mathematics | |
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Components of Mathematics | |
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Connecting Math Content, Teaching, and Learning | |
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Science | |
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Components of Science | |
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Connecting Science Content, Teaching, and Learning | |
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Social Studies | |
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Components of Social Studies | |
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Connecting Social Studies Content, Teaching, and Learning | |
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The Arts | |
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Components of the Arts | |
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Connecting Content in the Arts, Teaching, and Learning | |
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Technology | |
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Components of Technology | |
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Connecting Technology Content, Teaching, and Learning | |
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Process Skills | |
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Conclusion and References | |
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The Teacher's Role | |
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Observing Children | |
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How, When, What to Observe | |
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Being Objective | |
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Using the Developmental Continuum | |
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Guiding Children's Learning | |
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Using a Range of Teaching Approaches | |
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Adapting Instruction to Include All Children | |
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Working with Groups of Children | |
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Promoting Learning in Interest Areas | |
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Exploring Content in Interest Areas | |
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Integrating Learning through Studies | |
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Assessing Children's Learning | |
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Collecting Facts | |
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Analyzing and Evaluating the Collected Facts | |
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Using What You've Learned to Plan | |
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Conclusion and References | |
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The Family's Role | |
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Getting to Know Families | |
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Appreciating Differences | |
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Using Initial Contacts to Learn about Families | |
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Making Families Feel Welcome | |
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Creating a Welcoming Environment | |
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Introducing Your Program | |
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Building Trust | |
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Reaching Out to All Family Members | |
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Communicating with Families | |
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Daily Exchanges | |
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Formal Communications | |
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Partnering with Families on Children's Learning | |
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Offering a Variety of Ways to Be Involved | |
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Making Classroom Participation Meaningful | |
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Meeting with Families to Share Information and Plan | |
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Responding to Challenging Situations | |
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Families Under Stress | |
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Dealing with Misunderstandings | |
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Addressing Differences Constructively | |
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Conclusion and References | |
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Blocks | |
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How Block Play Promotes Development | |
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Connecting Block Play with Curriculum Objectives | |
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Creating an Environment for Block Play | |
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Selecting Materials | |
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Displaying Blocks and Props | |
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Cleanup--A Special Challenge | |
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What Children Learn in the Block Area | |
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The Teacher's Role | |
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Observing and Responding to Individual Children | |
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Interacting with Children in the Block Area | |
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Frequently Asked Questions about Blocks | |
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A Letter to Families about Block Play | |
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Dramatic Play | |
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How Dramatic Play Promotes Development | |
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Connecting Dramatic Play with Curriculum Objectives | |
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Creating an Environment for Dramatic Play | |
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Selecting and Displaying Materials | |
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Creating New Settings for Dramatic Play | |
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What Children Learn in the Dramatic Play Area | |
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The Teacher's Role | |
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Observing and Responding to Individual Children | |
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Interacting with Children during Dramatic Play | |
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Frequently Asked Questions about Dramatic Play | |
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A Letter to Families about Dramatic Play | |
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Toys and Games | |
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How Playing with Toys and Games Promotes Development | |
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Connecting Toys and Games with Curriculum Objectives | |
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Creating an Environment for Toys and Games | |
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Selecting Materials | |
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Displaying and Caring for Toys and Games | |
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What Children Learn in the Toys and Games Area | |
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The Teacher's Role | |
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Observing and Responding to Individual Children | |
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Interacting with Children in the Toys and Games Area | |
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Frequently Asked Questions about Toys and Games | |
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A Letter to Families about Toys and Games | |
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Art | |
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How Art Promotes Development | |
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Connecting Art with Curriculum Objectives | |
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Creating an Environment for Art | |
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Selecting Materials | |
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Displaying and Storing Art Materials | |
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What Children Learn in the Art Area | |
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The Teacher's Role | |
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Observing and Responding to Individual Children | |
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Interacting with Children in the Art Area | |
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Frequently Asked Questions about Art | |
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A Letter to Families about Art | |
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Library | |
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How the Library Area Promotes Development | |
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Connecting Play in the Library Area with Curriculum Objectives | |
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Creating an Environment for the Library Area | |
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Selecting Materials | |
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Displaying and Caring for Materials | |
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What Children Learn in the Library Area | |
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The Teacher's Role | |
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Observing and Responding to Individual Children | |
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Interacting with Children in the Library Area | |
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Frequently Asked Questions about the Library Area | |
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A Letter to Families about the Library Area | |
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Discovery | |
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How the Discovery Area Promotes Development | |
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Connecting the Discovery Area with Curriculum Objectives | |
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Creating an Environment for Discovery | |
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Selecting Materials | |
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Displaying Materials | |
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What Children Learn in the Discovery Area | |
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The Teacher's Role | |
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Observing and Responding to Individual Children | |
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Interacting with Children in the Discovery Area | |
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Frequently Asked Questions about the Discovery Area | |
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A Letter to Families about the Discovery Area | |
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Sand and Water | |
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How Sand and Water Play Promote Development | |
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Connecting Sand and Water Play with Curriculum Objectives | |
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Creating an Environment for Sand and Water Play | |
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Selecting Equipment and Materials | |
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Displaying Materials | |
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What Children Learn in the Sand and Water Area | |
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The Teacher's Role | |
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Observing and Responding to Individual Children | |
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Interacting with Children in the Sand and Water Area | |
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Frequently Asked Questions about Sand and Water Play | |
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A Letter to Families about Sand and Water Play | |
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Music and Movement | |
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How Music and Movement Promote Development | |
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Connecting Music and Movement with Curriculum Objectives | |
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Creating an Environment for Music and Movement | |
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Selecting and Displaying Materials | |
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What Children Learn from Music and Movement | |
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The Teacher's Role | |
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Observing and Responding to Individual Children | |
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Interacting with Children during Music and Movement Activities | |
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Frequently Asked Questions about Music and Movement | |
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A Letter to Families about Music and Movement | |
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Cooking | |
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How Cooking Experiences Promote Development | |
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Connecting Cooking with Curriculum Objectives | |
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Creating an Environment for Cooking | |
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Selecting Materials | |
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Displaying Cooking Equipment and Tools | |
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Special Health and Safety Considerations | |
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What Children Learn in the Cooking Area | |
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The Teacher's Role | |
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Observing and Responding to Individual Children | |
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Interacting with Children in the Cooking Area | |
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Frequently Asked Questions about Cooking | |
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A Letter to Families about Cooking | |
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Computers | |
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How Computer Play Promotes Development | |
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Connecting Computer Play with Curriculum Objectives | |
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Creating an Environment for Using Computers | |
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Selecting Materials | |
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What Children Learn from Using Computers | |
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The Teacher's Role | |
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Observing and Responding to Individual Children | |
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Interacting with Children in the Computer Area | |
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Frequently Asked Questions about Computers | |
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A Letter to Families about Computers | |
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Outdoors | |
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How Outdoor Play Promotes Development | |
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Connecting Outdoor Play with Curriculum Objectives | |
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Creating and Using the Outdoor Environment | |
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Basic Outdoor Spaces and Equipment | |
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Playground Structures | |
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Special Considerations | |
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What Children Learn Outdoors | |
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The Teacher's Role | |
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Observing and Responding to Individual Children | |
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Interacting with Children Outdoors | |
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Frequently Asked Questions about Outdoor Play | |
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A Letter to Families about Outdoor Play | |
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References | |
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Part 2 References | |
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Appendix | |
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Weekly Planning Form (Blank) | |
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Weekly Planning Form (Filled In) | |
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Goals & Objectives | |
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Index | |