| |
| |
| |
The Changing Role of the Teacher in Developing Curriculum for Diverse Populations | |
| |
| |
Chapter Objectives | |
| |
| |
Introduction | |
| |
| |
Who Are the Children Served in Early Childhood Programs? | |
| |
| |
Children in Early Childhood Programs are Diverse | |
| |
| |
Cultural Differences | |
| |
| |
Ethnic Differences | |
| |
| |
Language Differences | |
| |
| |
Differences in Family Environments | |
| |
| |
Differences in Learning Needs | |
| |
| |
Early Childhood Programs and At-Risk Learners | |
| |
| |
Children of Divorced Families | |
| |
| |
Children of Teenage Parents | |
| |
| |
Homeless Children | |
| |
| |
Children Living in Other Stressful Situations | |
| |
| |
Children Who Have Disabilities | |
| |
| |
At-Risk Children May Need Intervention Programs | |
| |
| |
The Complex Nature of Settings for Early Childhood Programs | |
| |
| |
Public School Programs | |
| |
| |
Kindergarten Programs | |
| |
| |
Prekindergtarten Programs | |
| |
| |
Bilingual and English as a Second Language Programs | |
| |
| |
Programs for Children with Special Needs | |
| |
| |
Extended-Care Programs | |
| |
| |
Nonpublic School Programs | |
| |
| |
Head Start | |
| |
| |
Child Care | |
| |
| |
Continuing Complexity in Preschool Programs | |
| |
| |
The Changing Role of the Teacher In Developing Curriculum for Early Childhood Programs | |
| |
| |
The Role of the Teacher in Developing Curriculum for Diverse Populations | |
| |
| |
Multicultural Curriculum | |
| |
| |
Curriculum for Children from Diverse Family Environments | |
| |
| |
Curriculum for Children with Special Needs | |
| |
| |
The Role of the Teacher in Involving Parents in Curriculum Development | |
| |
| |
The Role of the Teacher in Addressing Conflicts Between Theory and Practice in Curriculum Development | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
Historical and Theoretical Bases for Appropriate Programs in Early Childhood Settings | |
| |
| |
Chapter Objectives | |
| |
| |
Historical Roots of Early Childhood Education | |
| |
| |
Rural Schools | |
| |
| |
The Evolution of Early Childhood Education | |
| |
| |
The Progressive Era | |
| |
| |
Nursery School and Child Care Movements | |
| |
| |
The Influence of Maria Montessori | |
| |
| |
Urbanization of Public Schools | |
| |
| |
A Period of Innovation: The 1950s and 1960s | |
| |
| |
The Evolution of Early Childhood Programs for Populations at Risk | |
| |
| |
African American Education | |
| |
| |
Latino Education | |
| |
| |
Native American Education | |
| |
| |
Minority Education During the Depression and War Years | |
| |
| |
Early Childhood Programs for Children with Disabilities | |
| |
| |
Intervention and Compensatory Programs in the 1960s and 1970s | |
| |
| |
Growth and Change in Early Childhood Programs from 1980 through 2006 | |
| |
| |
Theoretical Bases of Development | |
| |
| |
Maturational Theory | |
| |
| |
Psychoanalytic Theory | |
| |
| |
Psychosocial Theory | |
| |
| |
Behaviorist Theory | |
| |
| |
Social Learning Theory | |
| |
| |
Cognitive-Developmental Theory/Constructivism | |
| |
| |
Early Childhood Curriculum Practices Today: Historical Influences Revisited | |
| |
| |
The Expanding roles of Early Childhood Education | |
| |
| |
Parental Interest in Learning in the Early Childhood Years | |
| |
| |
Expansion of Child Care | |
| |
| |
Expansion of Preschool Programs in Public Schools | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
The Need for Quality Programs in Early Childhood Education | |
| |
| |
Chapter Objectives | |
| |
| |
Introduction | |
| |
| |
How Classical and Contemporary Theories Inform Quality Early Childhood Programs | |
| |
| |
Applying Classical Theories | |
| |
| |
Maturational Theory | |
| |
| |
Cognitive-Developmental Theory | |
| |
| |
Psychosocial Theory | |
| |
| |
Behaviorist Theory | |
| |
| |
Theory and Cultural Relevance: Ecological Theory | |
| |
| |
Gardner's Theory of Intelligence | |
| |
| |
Characteristics of Quality Early Childhood Programs | |
| |
| |
Principles of Child Development | |
| |
| |
Balanced Curriculum | |
| |
| |
Parent, Teacher, and Child Relationships | |
| |
| |
Assessment and Accountability | |
| |
| |
Diversity in Children and Families | |
| |
| |
Ethics and Teacher Relationships | |
| |
| |
Models of Quality Early Childhood Programs | |
| |
| |
The Montessori Approach | |
| |
| |
The History of the Montessori Approach | |
| |
| |
Understanding the Montessori Approach | |
| |
| |
The Montessori Controversy | |
| |
| |
Developmentally Appropriate Practices | |
| |
| |
The History of DAP | |
| |
| |
The Initial Development of DAP | |
| |
| |
Guidelines for DAP | |
| |
| |
Revisions in DAP | |
| |
| |
Understanding the DAP Approach | |
| |
| |
High/Scope Curriculum | |
| |
| |
The History of High/Scope | |
| |
| |
Development of the High/Scope Curriculum | |
| |
| |
Understanding the High/Scope Model | |
| |
| |
Adult-Child Interaction | |
| |
| |
Learning Environment | |
| |
| |
Daily Routines | |
| |
| |
Assessment | |
| |
| |
Reggio Emilia | |
| |
| |
History of Reggio Emilia | |
| |
| |
Development of the Reggio Emilia Model | |
| |
| |
Understanding the Reggio Emilia Approach | |
| |
| |
The Environment | |
| |
| |
The Role of the Teaching Staff | |
| |
| |
The Role of the Child | |
| |
| |
The Curriculum | |
| |
| |
Assessment | |
| |
| |
The Project Approach | |
| |
| |
History of the Project Approach | |
| |
| |
Development of the Project Approach | |
| |
| |
The Role of Interaction | |
| |
| |
The Value of Informality | |
| |
| |
Variety of Teaching Methods | |
| |
| |
Understanding the Project Approach | |
| |
| |
The Curriculum: Three Phases of Projects | |
| |
| |
Assessment | |
| |
| |
Challenges to Quality in Early Childhood Programs | |
| |
| |
Differences in Training and Preparation | |
| |
| |
Differences in Salaries | |
| |
| |
The Impact of Frequent Staff | |
| |
| |
Turnover | |
| |
| |
Differences in Funding | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
Developmental Characteristics of Young Children from Birth to 8 Years: Implications for Learning | |
| |
| |
Chapter Objectives | |
| |
| |
Neural Development: Understanding the Implications of Brain Research | |
| |
| |
Neural Development | |
| |
| |
Stress Hormones and Brain Development | |
| |
| |
Deprivation and Brain Development | |
| |
| |
Birth to 2 Years: The Sensorimotor Stage | |
| |
| |
Cognitive Development | |
| |
| |
Physical Development | |
| |
| |
Language Development | |
| |
| |
Social-Emotional Development | |
| |
| |
Characteristics and Competencies: Birth to 6 Months | |
| |
| |
Characteristics and Competencies: 6 to 12 Months | |
| |
| |
Characteristics and Competencies: 12 to 18 Months | |
| |
| |
Characteristics and Competencies: 18 to 24 Months | |
| |
| |
Infant and Toddler Development: Implications for Learning | |
| |
| |
Ages 2 to 5: The Preoperational Stage | |
| |
| |
Cognitive Development | |
| |
| |
Physical Development | |
| |
| |
Language Development | |
| |
| |
Social-Emotional Development | |
| |
| |
Characteristics and Competencies: 2 to 5 Years | |
| |
| |
Development in the Preschool Years: Implications for Learning | |
| |
| |
The Transition from Preoperations to Concrete Operations | |
| |
| |
Cognitive Development | |
| |
| |
Physical Development | |
| |
| |
Language Development | |
| |
| |
Social-Emotional Development | |
| |
| |
Characteristics and Competencies in Children Ages 5 to 8 Years: Implications for Learning and Instruction | |
| |
| |
Cognitive Development | |
| |
| |
Physical Development | |
| |
| |
Social-Emotional Development | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
Organizing Infant-Toddler Programs | |
| |
| |
Chapter Objectives | |
| |
| |
The Evolution of Infant-Toddler Programs | |
| |
| |
Infants and Toddlers Prior to the 20<sup>th</sup> | |
| |
| |
Century | |
| |
| |
Infants and Toddlers in the 20<sup>th</sup> | |
| |
| |
Century | |
| |
| |
Infant-Toddler Programs in the 21<sup>st</sup> | |
| |
| |
Century | |
| |
| |
Infant-Toddler Child Care | |
| |
| |
Family Child Care | |
| |
| |
Child Care Centers | |
| |
| |
Public School Centers | |
| |
| |
Infant-Toddler Intervention Programs | |
| |
| |
Infant-Toddler Enrichment Programs | |
| |
| |
Considerations for Developing Models for Infant-Toddler Programs | |
| |
| |
Implications of Brain Research for Contemporary Programs | |
| |
| |
Implications of Infant-Toddler Developmental Needs | |
| |
| |
Cultural Influences | |
| |
| |
Family Partnership Influences | |
| |
| |
Characteristics of a Quality Infant-Toddler Model | |
| |
| |
The Role of Quality Caregivers | |
| |
| |
The Role of the Environment | |
| |
| |
The Role of Play | |
| |
| |
Physical Play | |
| |
| |
Cognitive Play | |
| |
| |
Social Play | |
| |
| |
The Outdoor Play Environment | |
| |
| |
The Role of Routines | |
| |
| |
Implications of Infant-Toddler Developmental Needs | |
| |
| |
The Role of Parents | |
| |
| |
Planning and Managing Infant-Toddler Developmental Experiences | |
| |
| |
Interactions and Experiences for Physical Development | |
| |
| |
Interactions and Experiences for Social and Emotional Development | |
| |
| |
Interactions and Experiences for Cognitive and Language Development | |
| |
| |
The Role of Thematic Curriculum for Infants and Toddlers | |
| |
| |
The Role of Assessment in Infant-Toddler Programs | |
| |
| |
Assessment of Infant-Toddler Development and Competencies | |
| |
| |
Assessment of Program Components | |
| |
| |
Assessment of Infant-Toddler Experiences and Activities | |
| |
| |
Assessment of the Behavior of Adult Caregivers | |
| |
| |
Assessment of Infants and Toddlers with Special Needs | |
| |
| |
Assessment of Parental Involvement in Infant-Toddler Programs | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
Infant-Toddler Curriculum: Birth to Age 2 | |
| |
| |
Chapter Objectives | |
| |
| |
Curriculum for Physical Development | |
| |
| |
Nurturing Physical Development in Infants and Toddlers | |
| |
| |
Curriculum for Cognitive Development | |
| |
| |
Nurturing Cognitive Development for Infants and Toddlers | |
| |
| |
Curriculum for Language Development | |
| |
| |
Nurturing Language Development in Infants and Toddlers | |
| |
| |
Curriculum for Social Development | |
| |
| |
Nurturing Social Development in Infants and Toddlers | |
| |
| |
Curriculum for the Expressive Arts | |
| |
| |
Nurturing Expressive Arts in Infants and Toddlers | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
A Developmental Model for Preschool Programs | |
| |
| |
Chapter Objectives | |
| |
| |
Introduction | |
| |
| |
The Differences between Theory and Practice | |
| |
| |
Considerations for Developing a Model for Preschool Education | |
| |
| |
Principles of Child Development | |
| |
| |
Cognitive Development | |
| |
| |
Social-Emotional Development | |
| |
| |
Balanced Curriculum | |
| |
| |
Parent, Teacher, and Child Relationships | |
| |
| |
Assessment and Accountability | |
| |
| |
Diversity in Children and Families | |
| |
| |
Characteristics of a Quality Developmental Model | |
| |
| |
Developmentally Appropriate Practices: Using Principles of Development | |
| |
| |
The Inclusive Classroom | |
| |
| |
The Culturally Responsive Classroom | |
| |
| |
The Integrated Classroom | |
| |
| |
The Teacher's Role | |
| |
| |
The Role of the Environment | |
| |
| |
The Role of Technology | |
| |
| |
The Role of Play | |
| |
| |
The Role of the Daily Schedule | |
| |
| |
Planning and Managing Instruction | |
| |
| |
Understanding Developmental-Thematic Curriculum | |
| |
| |
Roles of Developmental-Thematic Curriculum | |
| |
| |
Developmental-Thematic Curriculum as the Basic Framework | |
| |
| |
Developmental-Thematic as One of Several Approaches | |
| |
| |
Developmental-Thematic Curriculum as an Occasional Resource | |
| |
| |
Designing Developmental-Thematic Curriculum Units | |
| |
| |
Selecting a Theme Topic | |
| |
| |
Brainstorming a Topic | |
| |
| |
Developing a Brainstorming Web | |
| |
| |
Selecting Unit Activities | |
| |
| |
Determining Concepts, Skills, and Processes | |
| |
| |
Describing Developmental-Thematic Unit Objectives | |
| |
| |
Aligning Objectives with State Standards | |
| |
| |
Describing Integrated Unit Activities | |
| |
| |
Adapting Lesson Plans for Diversity | |
| |
| |
Planning for Assessment | |
| |
| |
Assessment of the Activity | |
| |
| |
Assessment of Student Learning | |
| |
| |
Scheduling Unit Activities | |
| |
| |
Implementing Developmental-Thematic Curriculum | |
| |
| |
Gathering Resources | |
| |
| |
Arranging the Environment | |
| |
| |
Planning with the Children | |
| |
| |
The Role of Assessment in Preschool Programs | |
| |
| |
Assessment of Child Development and Learning | |
| |
| |
Assessment of Children in Preschool Programs | |
| |
| |
Assessment of Program Components | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
Preschool Curriculum: Ages 3 to 5: Language and Cognitive Development | |
| |
| |
Chapter Objectives | |
| |
| |
Introduction | |
| |
| |
Curriculum for Language Development | |
| |
| |
How Young Children Develop Language | |
| |
| |
Forms of Language | |
| |
| |
Language Differences in the Preschool Years | |
| |
| |
Planning for Language Development | |
| |
| |
The Role of Play in Language Development | |
| |
| |
The Role of the Teacher in Language Development and Literacy | |
| |
| |
The Role of Parents in Language Development | |
| |
| |
The Role of an Environment in Language Development | |
| |
| |
Designing Curriculum for Language Development | |
| |
| |
Experiences That Promote Expressive Language | |
| |
| |
Experiences That Promote Receptive Language | |
| |
| |
Developing Foundations for Literacy | |
| |
| |
Resolving the Issues in Beginning Literacy Instruction | |
| |
| |
What Does the Young Child Need to Know to Develop Literacy? | |
| |
| |
Goals for Literacy | |
| |
| |
Essential Early Literacy Strategies | |
| |
| |
Emergent Writing | |
| |
| |
Activities for Promoting Emergent Writing | |
| |
| |
Taking Dictation and Developing Language Experience Stories | |
| |
| |
Emergent Reading | |
| |
| |
Designing Language Curriculum for Children with Language Differences | |
| |
| |
Designing Language Curriculum for Children with Disabilities | |
| |
| |
Curriculum for Cognitive Development | |
| |
| |
How Young Children Develop Concepts | |
| |
| |
Planning for Cognitive Development | |
| |
| |
Goals for Cognitive Development: Mathematics and Science | |
| |
| |
The Role of the Teacher in Cognitive Development | |
| |
| |
The Role of the Environment and Play in Cognitive Development | |
| |
| |
Designing Curriculum for Cognitive Development | |
| |
| |
The Integrated Curriculum | |
| |
| |
Development and Integrated Curriculum | |
| |
| |
Creativity and Integrated Curriculum | |
| |
| |
Using Thematic Units as a Focus for Integrated Curriculum | |
| |
| |
A Project Unit on Pizzas | |
| |
| |
An Emergent Curriculum Based on the Reggio Emilia Approach | |
| |
| |
Designing Cognitive Curriculum for Children with Disabilities | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
Preschool Curriculum: Ages 3 to 5: Social and Physical Development | |
| |
| |
Chapter Objectives | |
| |
| |
Curriculum for Social Development | |
| |
| |
Understanding Social Development | |
| |
| |
Life Changes That Affect Social Development | |
| |
| |
Child Abuse | |
| |
| |
Violence | |
| |
| |
Serious Illness and Death | |
| |
| |
Planning for Social Development | |
| |
| |
Goals for Social Development | |
| |
| |
Goals for Social Science | |
| |
| |
Psychology | |
| |
| |
Geography | |
| |
| |
Sociology | |
| |
| |
Anthropology | |
| |
| |
The Role of Play in Social Development | |
| |
| |
The Role of the Environment in Social Development | |
| |
| |
The Role of the Teacher in Social Development | |
| |
| |
Designing Curriculum for Social Development | |
| |
| |
Fostering Social Development | |
| |
| |
Designing Curriculum for Social Science | |
| |
| |
Designing Integrated Curriculum in Social Science | |
| |
| |
Designing Integrated Curriculum for Children's Life Changes | |
| |
| |
Curriculum for Physical Development | |
| |
| |
Understanding Physical Development | |
| |
| |
Components of Perceptual-Motor Development | |
| |
| |
Planning for Physical Development | |
| |
| |
The Role of Play in Physical Development | |
| |
| |
The Role of the Environment in Physical Development | |
| |
| |
The Indoor Environment | |
| |
| |
The Outdoor Environment | |
| |
| |
The Role of the Teacher in Physical Development | |
| |
| |
Physical Development and Physical Fitness: Childhood Obesity | |
| |
| |
Designing Curriculum for Physical Development | |
| |
| |
The Integrated Curriculum for Physical Development | |
| |
| |
Designing Physical Development Activities for Children with Disabilities | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
Planning Programs for Children Ages 5 to 8 | |
| |
| |
Chapter Objectives | |
| |
| |
The Significance of Developmental Changes in the Primary Grades | |
| |
| |
Physical Development | |
| |
| |
Cognitive Development | |
| |
| |
Social and Emotional Development | |
| |
| |
The Role of Play in the Primary Grades | |
| |
| |
Describing Appropriate Curriculum for Children Ages 5 to 8 | |
| |
| |
Describing a Curriculum for Continuing Developmental Needs | |
| |
| |
Planning Programs for Children Ages 5 to 8 in the Primary Grades | |
| |
| |
The British Infant School Model | |
| |
| |
Team Teaching | |
| |
| |
Multiage Grouping | |
| |
| |
Characteristics of Primary Programs | |
| |
| |
Developmental Curriculum | |
| |
| |
Integrated Curriculum | |
| |
| |
Systematic Instruction | |
| |
| |
Cooperative Learning Groups | |
| |
| |
Peer Teaching | |
| |
| |
Planning and Managing Instruction | |
| |
| |
The Role of the Environment | |
| |
| |
The Role of the Teacher | |
| |
| |
Designing Thematic Curriculum | |
| |
| |
Selecting a Theme Topic | |
| |
| |
Brainstorming a Topic and Developing a Brainstorming Web | |
| |
| |
Planning with Students and Selecting Unit Activities | |
| |
| |
Determining Concepts, Skills, and Processes | |
| |
| |
Aligning Objectives with State Standards | |
| |
| |
Planning Lesson Activities and Projects | |
| |
| |
Planning for Assessment | |
| |
| |
Implementing Thematic Curriculum | |
| |
| |
Planning with Students and Parents | |
| |
| |
Scheduling | |
| |
| |
Incorporating Systematic Instruction | |
| |
| |
Managing Systematic Instruction | |
| |
| |
Balancing Thematic and Systematic Instruction | |
| |
| |
The Role of Assessment in Kindergarten and Primary Grades | |
| |
| |
The Purposes of Assessment in Kindergarten and Primary Grades | |
| |
| |
Assessing and Reporting Progress in Learning | |
| |
| |
Teacher-Designed Assessments | |
| |
| |
Commercially Designed Assessments | |
| |
| |
Interviews | |
| |
| |
Directed Assignments | |
| |
| |
Work Samples | |
| |
| |
Project Work | |
| |
| |
Portfolios | |
| |
| |
Reporting Progress to Parents | |
| |
| |
Identifying and Addressing Learning Problems | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
The Transitional Curriculum: Ages 5 to 8: Language Arts | |
| |
| |
Chapter Objectives | |
| |
| |
Curriculum for Language Arts | |
| |
| |
The Continuing Process of Language Development | |
| |
| |
Addressing the Language Needs of Diverse Speakers | |
| |
| |
Designing Curriculum for Language Development | |
| |
| |
Group Discussions | |
| |
| |
Class Projects | |
| |
| |
Dramatic Productions | |
| |
| |
Field Trips | |
| |
| |
Children's Literature | |
| |
| |
Cooperative Learning Groups | |
| |
| |
The Continuing Process of Literacy Development | |
| |
| |
Trends and Issues in Learning to Read in Kindergarten and the Primary Grades | |
| |
| |
The Role of the Environment | |
| |
| |
The Role of the Teacher | |
| |
| |
The Role of Technology | |
| |
| |
Stages of Literacy Acquisition | |
| |
| |
| |
Setting Foundations for Literacy | |
| |
| |
| |
Learning About Print and Understanding Printed Language | |
| |
| |
| |
Becoming Independent Readers | |
| |
| |
Organizing the Language Arts Program | |
| |
| |
A Non-Ability-Grouped, Multilevel, First-Grade Classroom | |
| |
| |
Content-Area Grouping | |
| |
| |
The Reading Workshop | |
| |
| |
Accommodating the Learning Differences of Students with Special Needs | |
| |
| |
The Integrated Curriculum | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
The Transitional Curriculum: Ages 5 to 8: Mathematics and Science | |
| |
| |
Chapter Objectives | |
| |
| |
Curriculum for Mathematics | |
| |
| |
Trends and Issues in Mathematics | |
| |
| |
Planning the Mathematics Program | |
| |
| |
Goals for the Mathematics Program | |
| |
| |
The Role of the Environment and the Teacher | |
| |
| |
The Role of Technology in the Mathematics Program | |
| |
| |
Organizing the Mathematics Program | |
| |
| |
Designing Curriculum for the Mathematics Program | |
| |
| |
Accommodating Learning Differences Among Students | |
| |
| |
Curriculum for Science | |
| |
| |
How Young Children Learn About Science | |
| |
| |
Trends and Issues in Science | |
| |
| |
Planning the Science Program | |
| |
| |
Goals for the Science Program | |
| |
| |
Incorporating the Science Process | |
| |
| |
The Role of the Environment | |
| |
| |
The Role of the Teacher | |
| |
| |
Organizing the Science Program | |
| |
| |
Components of the Science Program | |
| |
| |
Designing Curriculum for the Science Program | |
| |
| |
Integrated Experiences That Promote Science | |
| |
| |
The Integrated Curriculum | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
The Transitional Curriculum: Ages 5 to 8: Social Studies and Physical Education | |
| |
| |
Chapter Objectives | |
| |
| |
Curriculum for Social Studies | |
| |
| |
Social Development of Ages 5 to 8 | |
| |
| |
Activities for Nurturing Continued Social Development | |
| |
| |
Class Discussions | |
| |
| |
Cooperative Learning Groups | |
| |
| |
Democratic Decision Making | |
| |
| |
Social Studies Curriculum in Kindergarten and the Primary Grades | |
| |
| |
Goals for Social Studies | |
| |
| |
History | |
| |
| |
Geography | |
| |
| |
Economics | |
| |
| |
Sociology and Anthropology | |
| |
| |
Current Issues | |
| |
| |
Designing Curriculum for Social Studies | |
| |
| |
The Integrated Curriculum for Social Studies | |
| |
| |
Cross-Cultural E-Mail | |
| |
| |
Toys | |
| |
| |
Communities | |
| |
| |
Biographies of Global Leaders | |
| |
| |
Children's Literature and Social Studies | |
| |
| |
Learning About Time Through Literature | |
| |
| |
Holiday Celebrations | |
| |
| |
Addressing Community Needs | |
| |
| |
Learning About the Legislative Process | |
| |
| |
Understanding Children with Disabilities | |
| |
| |
Curriculum for Physical Education | |
| |
| |
Physical Development of Children Ages 5 to 8 | |
| |
| |
Planning for Physical Development | |
| |
| |
Designing Curriculum for Physical Development and Education | |
| |
| |
The Role of the Teacher | |
| |
| |
The Role of the Physical Education Teacher | |
| |
| |
The Integrated Curriculum for Physical Development | |
| |
| |
Summary | |
| |
| |
Study Questions | |
| |
| |
| |
Teaching in the Real World | |
| |
| |
Beth | |
| |
| |
Renee | |
| |
| |
Yolanda | |
| |
| |
Susan | |
| |
| |
Rollo and Nancy | |
| |
| |
Gladys | |
| |
| |
Hector | |
| |
| |
Loretta | |
| |
| |
Loisa | |
| |
| |
References | |