| |
| |
Normal 0 false false false MicrosoftInternetExplorer4 | |
| |
| |
| |
| |
| |
| |
What Is Good Education for Young Children? | |
| |
| |
Realize You Are Part of a Noble Profession Can Early Childhood Make a Difference? | |
| |
| |
Brain Development Research | |
| |
| |
Effects of Early Childhood Education | |
| |
| |
Research Implications for Teaching Theoretical Foundations of Early Childhood Education | |
| |
| |
Developmental Approaches Psychoanalytical | |
| |
| |
Theory Family-Ecological | |
| |
| |
Theory Active Learning, Constructivist Theories | |
| |
| |
Behaviorist or Learning Theory | |
| |
| |
From Theory to Practice Types of Early Childhood Education | |
| |
| |
All Programs Include Children with Special Needs | |
| |
| |
Center-Based Care | |
| |
| |
Family Child Care | |
| |
| |
Public School Programs A Final Thought About Programs Basic Premises of This Book Putting Premises Into Practice | |
| |
| |
Planning a Good Day For Children Good Human Relationships Are a Fundamental | |
| |
| |
Ingredient of a Good Day Families | |
| |
| |
Must Be Included as Part of the Life of the School High-Quality Education | |
| |
| |
Must Be Developmentally Appropriate High-Quality Education | |
| |
| |
Is Individualized High-Quality Education | |
| |
| |
Honors Diversity in Its Many Forms High-Quality Education | |
| |
| |
Uses Reasonable and Authentic Methods of Assessment to Find Out More About the Children High-Quality Education | |
| |
| |
Has a Balance Between Self-Selection and Teacher Direction; Both Approaches Are Valuable High-Quality Education | |
| |
| |
Should Be Comprehensive High-Quality Education | |
| |
| |
Has Stability and Regularity Combined with Flexibility High-Quality Education | |
| |
| |
Has Variety Learning Must Be Based on Actual Experience and Participation The Program Should Be Reflected on Daily High-Quality Education | |
| |
| |
Promotes Ethical Standards for Teachers High-Quality Education | |
| |
| |
Should Encourage Advocacy The Day Should Be Pleasurable | |
| |
| |
| |
Working with Families | |
| |
| |
Opening the Door to Good Communication | |
| |
| |
Understanding Families | |
| |
| |
Family Diversity Challenges to Working with Families | |
| |
| |
Suggestions for Establishing a Good Relationship Between Family and Teacher | |
| |
| |
What If The Relationship Is Not Good? | |
| |
| |
The Preamble: What to Do Before the Situation Arises Coping with the Initial Encounter | |
| |
| |
What to Do When That Button Is Pushed What to Do After the Complainer Departs | |
| |
| |
The Return Engagement Maintaining Good Relationships | |
| |
| |
Keeping the Lines of Communication | |
| |
| |
Open Counseling with Families Practical | |
| |
| |
Pointers about Conducting a Conference | |
| |
| |
Avoid Interruptions Beginning the Conference | |
| |
| |
During the Conference, Stay as Relaxed as Possible | |
| |
| |
Drawing the Conference to a Close | |
| |
| |
What to Do After the Conference Finally, Remember | |
| |
| |
That Information Shared by Parents | |
| |
| |
During a Conference | |
| |
| |
Is Confidential Limits to Guidance Work Beyond the Conference | |
| |
| |
Further Strategies for Involving | |
| |
| |
Families Families in Crisis What Constitutes a Crisis? | |
| |
| |
Some General Principles for Helpin | |