Creative Curriculum for Early Childhood, 3rd Edition

ISBN-10: 1879537435

ISBN-13: 9781879537439

Edition: 4th 2002

List price: $49.95
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Book details

List price: $49.95
Edition: 4th
Copyright year: 2002
Publisher: Teaching Strategies, Incorporated
Binding: Paperback
Pages: 450
Size: 8.25" wide x 10.75" long x 1.00" tall
Weight: 3.124
Language: English

Laura J. Colker is the author of numerous articles and books on early childhood education. At Teaching Strategies, she has co-authored The Creative Curriculum for Infants & Toddlers, The Creative Curriculum for Preschool and The Creative Curriculum Developmental Continuum Assessment Toolkit for Ages 3-5. She has designed curriculum, training materials, and videos for teachers and supervisory staff, and story books, videos, software, and videodiscs for children. Dr. Colker conducts training and teaches courses on child development issues throughout the United States, Europe, and Asia.

Cate Heroman is the Senior Associate and Staff Development Specialist at Teaching Strategies, Inc, and has committed herself to the field of education for almost 30 years. She was a early childhood education teacher in the East Baton Rouge Parish School System in Louisiana. For nearly a decade, Cate served as an administrator at the Louisiana Department of Education, providing leadership, training, technical assistance and support in the areas of early childhood and elementary education. Cate has also co-authored several books, including The Creative Curriculum for Preschool, 4th Edition, The Creative Curriculum Developmental Continuum Assessment Toolkit for Ages 3-5, Connecting Content, Teaching and Learning, and Building Your Baby's Brain.

Maggie Steincrohn Davis is the publisher of Heartsong Books and the author of over 10 books for reader of all ages, including Glory! To the Flowers. She lives in East Blue Hill, Maine.Jennifer Barrett O'Connell is a freelance illustrator whose projects include educational materials and books for children. She is a graduate of Philadelphia College of Art and lives in Bethesda, Maryland.

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