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Preface | |
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Global Issues Concerning Infants, Toddlers, and Young Children | |
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Health and Fitness Concerns of Infants, Toddlers, and Young Children | |
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Health Indicators | |
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Reversing Health indicators | |
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Ecological Systems Theory | |
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The Early Childhood Educator and Reversing Health Indicators | |
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Health Education and the Early Childhood Educator's Concerns | |
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Summary | |
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Change and Advocacy | |
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References | |
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Developmentally Appropriate Foundations for Infants, Toddlers, and Young Children | |
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Developmentally Appropriate Philosophy | |
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Development | |
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Developmentally Appropriate Guidelines | |
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Developmental Perspective | |
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Individual Differences | |
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Maturation | |
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Learning | |
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Motivation | |
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Cultural Influences | |
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Summary | |
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Change and Advocacy | |
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References | |
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Health and Safety Issues Concerning Infants, Toddlers, and Young Children | |
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Nutrition and the Healthy Child | |
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Nutritional Preferences and Guidelines | |
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Guidelines for Nutritional Planning | |
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Shopping for a Healthy Lifestyle | |
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The Food Guide Pyramid | |
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Nutrition for a Lifetime | |
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Prenatal Development | |
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Early Childhood Development | |
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Nutritional Programs to Aid Development | |
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Summary | |
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Change and Advocacy | |
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References | |
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Principles of Environmental Hygiene and Infection Control | |
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Environmental Hazards | |
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Biological Hazards | |
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Physical Hazards | |
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Chemical Hazards | |
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Ergonomic Hazards | |
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Focus on Health Promotion | |
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Preventive Practices and Services | |
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Steps to Prevention | |
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Current Problems Facing Today's Children | |
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Reduction in Health-Care Differences | |
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Child Abuse | |
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Rural Environment | |
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Homeless | |
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Disabilities | |
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Summary | |
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Change and Advocacy | |
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References | |
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Safety in the Early Childhood Learning Environment | |
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Psychological Safety | |
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Bioenvironmental Reciprocity Model | |
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Emotional Intelligence | |
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Oppositions to High Emotional Intelligence | |
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Physical Safety | |
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Poisoning | |
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Falls | |
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Burns | |
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Suffocation | |
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Drowning | |
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Cuts | |
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Electrocutions | |
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Injury Prevention | |
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Supervision | |
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Equipment Inspection | |
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Additional Hazards | |
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Emergency Procedures | |
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Summary | |
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Change and Advocacy | |
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References | |
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Physical Fitness | |
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Importance of Physical Fitness | |
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Types of Physical Fitness | |
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Skill-Related Fitness | |
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Health-Related Fitness | |
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Health-Related Fitness | |
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Cardiovascular Endurance | |
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Muscular Strength and Endurance | |
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Flexibility | |
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Body Composition | |
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Temperature Regulation | |
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Participation for a Lifetime | |
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Physically Educated Children | |
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Summary | |
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Change and Advocacy | |
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References | |
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Movement Issues Concerning Infants, Toddlers, and Young Children | |
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Movement Development | |
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General Intratask Developmental Sequence | |
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Reflexes and Reactions | |
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Rudimentary Movement | |
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Movement Concepts | |
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Fundamental Motor Patterns | |
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Proficiency Barrier | |
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Transitional Skills | |
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Sport-Specific Skills and Fitness | |
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Intratask Sequences | |
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Classical Stage Theory | |
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Probability Theory | |
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Component versus Whole Body Analysis | |
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Skill Progression, Task Complexity, and Task Analysis | |
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Task Analysis | |
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Summary | |
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Change and Advocacy | |
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References | |
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Movement Programs for Infants, Toddlers, and Young Children | |
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Planning Learning Activities | |
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Learning Assumptions | |
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Philosophy of the Program | |
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Planning Developmentally Appropriate Movement Programs | |
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Understand the Learner | |
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Select Developmentally Appropriate Content | |
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Learning Hierarchy | |
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Develop Criteria | |
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Structure the Learning Environment | |
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Interaction with the Learner | |
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Summary | |
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Change and Advocacy | |
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References | |
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Programmatic Development | |
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Developing Healthy Lifestyles | |
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Play | |
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Types of Play | |
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Social Role of Play | |
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Decision Making | |
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Developing Appropriate Decision Making | |
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Meal and Snack Planning | |
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Eat a Variety of Foods | |
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Prepare Foods Safely | |
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Maintain a Healthy Weight | |
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Disease Prevention | |
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Safety Promotion | |
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Activity Planning | |
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Teacher and Parent Physical Activity Plan | |
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Summary | |
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Change and Advocacy | |
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References | |
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Parents and Community Partnerships | |
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Education Triad | |
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Teachers as Partners | |
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Families as Partners | |
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Communities as Partners | |
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Expansion of the Partnerships | |
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Communication | |
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Family and Teacher Communication | |
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Summary | |
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Change and Advocacy | |
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References | |
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Appendix A | |
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Appendix B | |
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Appendix C | |
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Appendix D | |
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Appendix E | |
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Appendix F | |