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Introduction | |
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Foundations of Early Childhood Education | |
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Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children | |
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Why Is There a Need for DAP? | |
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The Early Childhood Profession Responds | |
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General Practices Typically Associated with DAP | |
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It Requires Judgment to Determine Developmental Appropriateness | |
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DAP Has Historic Roots | |
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There Is Empirical Support for Developmentally Appropriate Programs | |
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DAP Programs Vary in Structure and Content | |
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DAP Is Adaptable Across Program Settings | |
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The High/Scope Approach to Early Childhood Education | |
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The Reggio Emilia Approach to Early Childhood Education | |
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The DAP Debate | |
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What Does the DAP Debate Mean for Early Childhood Practitioners? | |
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Implications of DAP for Professional Practice | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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Teaching and Learning in Developmentally Appropriate Programs | |
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Early Childhood Educators Need to Know About Child Development and Learning | |
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Early Childhood Educators Need to Know About Effective Teaching Strategies | |
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Which Teaching Strategies Are Best? | |
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Common Teaching Strategies | |
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The Cycle of Learning | |
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Linking the Cycle of Learning to Teaching | |
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Teaching in the Zone of Proximal Development | |
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Early Childhood Educators Need to Know About Content | |
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Addressing Content in Early Childhood Education | |
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Benefits of Standards | |
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Challenges in Using Standards | |
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Addressing the Challenges | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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Setting the Stage for Learning | |
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Planning and Implementing Effective Small-Group Activities | |
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Why Plan? | |
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Characteristics of Effective Planning | |
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Planning Basics | |
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Creating Developmentally Appropriate Plans | |
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Aligning All the Parts of the Lesson Plan | |
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Using Principles of Developmental Direction to Enhance Your Planning | |
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Applying the Principles of Developmental Direction to Your Plans | |
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Common Activities in Early Childhood Programs | |
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Making and Implementing Plans | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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Planning and Implementing Effective Group-Time Activities | |
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Planning Effective Group Times | |
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Writing Group-Time Plans | |
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Group-Time Preparations and Strategies | |
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Variations on Traditional Group Times | |
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Common Questions Practitioners Ask About Group Time | |
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Adaptation of Whole-Group Instruction for Children of Different Ages and Abilities | |
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Pitfalls to Avoid During Group-Time Planning | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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Organizing Space, Materials, and Time | |
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Organizing the Physical Environment | |
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Why Use Learning Centers? | |
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Characteristics of Effective Early Childhood Learning Centers | |
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Examples of Centers | |
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Dealing with Implementation Issues | |
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Adjusting the Physical Environment | |
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Selecting Materials for Each Curricular Domain | |
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General Guidelines for the Selection and Use of Materials | |
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Using the Same Materials for Many Purposes | |
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Creating a Daily Schedule | |
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Sample Schedule | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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Child Guidance in Early Childhood Classrooms | |
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What Children Need to Know | |
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What Self-Discipline Is | |
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How Self-Discipline Evolves | |
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Degrees of Self-Discipline Among Children and Within the Same Child | |
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Developmental Influences on Self-Discipline | |
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How Experience Influences Self-Discipline | |
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How Adult Discipline Styles Influence Children's Self-Discipline | |
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The Relation Between Authoritative Teaching and DAP | |
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Authoritative Teaching and the Importance of Teamwork Among Staff | |
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Questions Adults Ask About Promoting Self-Discipline in Children | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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Evaluating and Guiding Children's Progress by Using Authentic Assessment | |
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The Changing Face of Early Childhood Assessment | |
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Responsible Early Childhood Assessment and Evaluation | |
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Standardized Testing: What Part Should It Play in Evaluating Children's Progress? | |
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Placement of Young Children on the Basis of Test Results | |
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The Concept of Authentic Assessment | |
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Strategies for Assessment in the Early Childhood Classroom | |
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Organization and Use of Authentic Assessment and Evaluation Data: Portfolios and Student-Led Conferences | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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Strengthening Developmentally Appropriate Programs Through Family Involvement | |
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The Changing Nature of Family Involvement in Early Childhood Education | |
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Barriers to Family Involvement | |
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Characteristics of Effective Family Involvement | |
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Effective Family Involvement Techniques | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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The Curriculum | |
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The Aesthetic Domain | |
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Aesthetics Defined | |
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The Arts Defined | |
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Scope of This Chapter | |
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Aesthetic Education for Young Children | |
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Importance of Aesthetic Learning | |
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Relationship Between Aesthetic Learning and Knowing | |
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Children's Acquisition of a Fundamental Knowledge Base for Aesthetic Development | |
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Aesthetic Learning and the Teacher's Role | |
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Current Educational Issues | |
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Purpose and Goals | |
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Teaching Strategies | |
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Pitfalls to Avoid | |
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Approaches to Teaching the Arts | |
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Activity Suggestions | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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The Affective Domain | |
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Children's Developing Self-Awareness and Sense of Competence | |
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Children's Acquisition of a Fundamental Knowledge Base for Affective Development | |
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Children's Stress Reactions in Response to Overwhelming Emotional Demands | |
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Promotion of Healthy Self-Esteem in the Early Learning Environment | |
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Current Educational Issues | |
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Purpose and Goals for Affective Development | |
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Affective Teaching Strategies | |
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Activity Suggestions | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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The Cognitive Domain | |
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Cognitive Maturation | |
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Children's Acquisition of a Fundamental Knowledge Base for Cognitive Development | |
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National Expectations and Standards | |
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Current Educational Issues | |
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Purpose and Goals for the Cognitive Domain | |
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Teaching Strategies | |
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Activity Suggestions | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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The Language Domain | |
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Oral Language Development | |
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Children's Acquisition of Literacy: Connections Among Oral Language, Phonological and Phonemic Awareness, and Emerging Reading and Writing | |
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Integration of Language Experiences Across the Curriculum | |
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Current Educational Issues | |
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Purpose and Goals for the Language Domain | |
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Teaching Strategies | |
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Activity Suggestions | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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The Physical Domain | |
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Physical Activity | |
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Health, Safety, and Nutrition | |
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Current Educational Issues | |
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Purpose and Goals | |
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Teaching Strategies | |
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Activity Suggestions | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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The Social Domain | |
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Social Skill Development | |
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Socialization: Children's Behavior and Adult Expectations | |
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Social Responsibility | |
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Social Studies | |
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Relationship Between the Social Domain and Cognition | |
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Current Educational Issues | |
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Purpose and Goals | |
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Teaching Strategies | |
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Activity Suggestions | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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Integrating Curriculum | |
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Integrating Curriculum Through Pretend and Construction Play | |
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Characteristics of Play | |
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Pretend and Construction Play Across the Curriculum and in Development | |
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Integration of Multiple Domains | |
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Teachers' Questions Regarding Pretend and Construction Play | |
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Promotion of Play Skills | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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Integrating Curriculum by Using Themes and Projects | |
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Defining Themes and Projects | |
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How Themes and Projects Contribute to Children's Concept Development | |
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Additional Benefits for Children | |
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Teachers' Benefits | |
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Program Effects | |
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Pitfalls in Theme Teaching | |
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Principles of Effective Theme Teaching | |
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How to Create Thematic Units | |
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Common Questions About Themes and Projects | |
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Summary | |
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Applying What You've Read in This Chapter | |
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Practice for Your Certification or Licensure Exam | |
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Sample Lesson Plans | |
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Field Trips | |
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The Big, Big Turnip | |
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References | |
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Name Index | |
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Subject Index | |