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Preface | |
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What Is Curriculum? | |
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Child Development Principles | |
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Best Practices and Accepted Standards in the Field | |
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Developmentally Appropriate Practice | |
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Goals | |
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Experiences and Materials | |
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Two Major Types of Curriculum | |
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Roles of Adults | |
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Infant-Toddler Curriculum | |
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Summary | |
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Self-Study Activities | |
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Resources and Suggested Readings | |
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Curriculum and Child Development | |
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Who Are the Children for Whom Teachers Plan? | |
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What Are Infants Like? | |
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What Are Toddlers Like? | |
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What Are 2-Year-Olds Like? | |
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What Are 3-Year-Olds Like? | |
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What Are 4-Year-Olds Like? | |
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What Are 5-Year-Olds Like? | |
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What Are 6- to 8-Year-Olds Like? | |
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Planning for Children's Health and Well-Being | |
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Health | |
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Safety | |
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Planning for Other Curriculum Goals | |
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Thematic Planning | |
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Basic Planning | |
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Physical Objectives | |
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Creative Arts | |
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Sensory Materials | |
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Summary | |
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Self-Study Activities | |
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Resources and Suggested Readings | |
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The Setting: Where Curriculum Happens | |
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Advocates of the Learning Environment | |
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Learning Centers: General Remarks | |
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Definition | |
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Size | |
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Traffic Flow | |
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Noise Level | |
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Accessibility | |
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Collaborative Play Spaces | |
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Play Slots | |
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Materials | |
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Physical Definitions of Space | |
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Learning Centers in Infant-Toddler Programs, Kindergartens, and Primary Classrooms | |
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Basic Learning Centers in the Setting | |
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Science and Math Discovery Learning | |
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Sensory Learning | |
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Housekeeping and Dramatic Play | |
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Large-Muscle Area | |
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Blocks Area | |
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Small-Muscle Area | |
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Food Experiences Area | |
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Creative Process: Art Media Area | |
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Music and Movement | |
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Literacy and Library Areas | |
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Computer Area | |
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Construction and Woodworking | |
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Outdoor Area | |
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Field Trips and Visitors | |
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Other Considerations in the Setting | |
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Summary | |
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Self-Study Activities | |
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Resources and Suggested Readings | |
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The Schedule: When Curriculum Happens | |
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Schedules as Guidelines | |
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Schedules as Documentation | |
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Critiques of Daily Schedules | |
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Challenges in Scheduling | |
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Time Management | |
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Small-Group Time | |
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Balance | |
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Flow | |
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Summary | |
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Self-Study Activities | |
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Resources and Suggested Readings | |
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Lesson Plans: How Curriculum Happens | |
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Lesson Plans as Tools for Planning | |
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Lesson Plans as Documentation | |
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Elements of a Comprehensive Lesson Plan | |
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Quality Lesson Plans Incorporate Detail | |
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Too Much Detail | |
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Too Little Detail | |
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Assistance in Lesson Planning | |
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Documenting Individualized Teaching | |
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Seven Steps in Effective Lesson Planning | |
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Lesson Plan Examples | |
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Summary | |
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Self-Study Activity | |
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Resources and Suggested Readings | |
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Individualizing: The Why of Curriculum | |
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Assessment | |
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Developmental Screening Tools | |
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IEPs and IFSPs | |
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Developmental Assessment Tools | |
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Outcomes | |
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Considerations in Choosing Screening Instruments | |
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Observation | |
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Definition | |
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Purpose | |
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Methods of Observation | |
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How Do Teachers Observe? | |
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Record Keeping | |
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An Original Observation Form | |
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Evaluating and Organizing Information for Appropriate Planning | |
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Individualizing for Every Child | |
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An Individualization to Outcomes System | |
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Summary Sheets: Using a System for Individualizing and Documentation | |
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Summary | |
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Self-Study Activities | |
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Resources and Suggested Readings | |
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Interest-Based Curriculum: Horizontal Planning | |
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All Curriculum Information | |
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Systems for Using Thematic Curriculum | |
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Horizontal Plan Outlines | |
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Themes: Making Choices | |
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Systems for Using Emergent Curriculum | |
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Projects | |
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Planning Webs | |
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Teachable Moments | |
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Summary | |
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Self-Study Activities | |
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Resources and Suggested Readings | |
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Skill-Based Curriculum: Vertical Planning | |
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The Systematic Management Of Skill-based Activities | |
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Why a Management System Is Needed | |
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Skill-Based Activities | |
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Developmentally Sequenced Activities | |
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Natural Sequencing | |
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Guided Sequencing | |
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Planned Sequencing: Motor Skills | |
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Planned Sequencing: Perceptual Skills | |
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A System for Skill-Based Planning | |
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Vertical Planning | |
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Learning Domains Addressed in This System | |
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A Planning System That Incorporates Sequenced Time Blocks | |
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General Notes on Format | |
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General and Specific Activity Ideas | |
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Manner of Sequencing | |
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Placement of Activities within Categories | |
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Individualizing the Use of the System | |
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The Pace of the Teacher or Group | |
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Integrating Themes with Skill-Based Activities | |
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Using the System in Lesson Planning | |
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Parent Partnerships: Sharing Information and Time Blocks with Parents | |
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Summary | |
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Self-Study Activities | |
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Resources and Suggested Readings | |
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Putting It All Together: Integrated Curriculum and Integrated Learning | |
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Simple Integrated Curriculum and Webs | |
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Playdough | |
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Dramatic Play | |
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Bean Bags | |
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Complex Integrated Curriculum and Webs | |
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An Apple Snack | |
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Newspapers | |
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Earth | |
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Water | |
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Integrating Web Information with Horizontal and Vertical Planning | |
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Linking Web Information with Curriculum Objectives | |
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Large Group | |
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Small Group | |
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Free Choice--Planned Activity Time | |
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Outdoor Time | |
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Summary | |
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Self-Study Activities | |
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Resources and Suggested Readings | |
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Classroom Management: Social-Emotional Outcomes | |
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Preventive Management and Guidance | |
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Schedule | |
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Materials | |
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Room Arrangement | |
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Play Slots or Play Spaces | |
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Balance of Stimulation | |
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Stress Reducers | |
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Accessibility | |
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Ratio | |
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Parents as Staff | |
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Management and Guidance in Action | |
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Rules | |
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Positive Guidance | |
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Positive Modeling | |
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Diffusion and Redirection | |
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Transitions | |
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Circle Time | |
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Positive Expectations--Positive Reinforcement | |
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Choices | |
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Problem Solving | |
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Consequences | |
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Contracts | |
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Be Consistent | |
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Say No and Say Why | |
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Do More and Say Less | |
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Help Children Calm Down | |
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Time-Out | |
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Peer Reinforcement and Challenging Behaviors: A Case Study | |
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Summary | |
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Self-Study Activities | |
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Resources and Suggested Readings | |
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Trends and Priorities in Early Childhood Education | |
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Current Trends | |
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Developmental Continuity | |
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Programs for Children under Age Three | |
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Partnerships | |
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Assessment: Reporting Children's Progress | |
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Cultural Diversity and Inclusion as Curriculum Priorities | |
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Curriculum Challenges | |
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Language and Literacy | |
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Language and Literacy with Infants and Toddlers | |
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Language and Literacy in Preschool Programs | |
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The Teacher's Role | |
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The Setting | |
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Open Questions | |
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Active Listening | |
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Dictation and Experience Stories | |
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Journals | |
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Reading and Writing Centers | |
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Dramatic Play and Props | |
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Puppets | |
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Blocks | |
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Sharing Conversations in Groups | |
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Nonverbal Communication | |
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The Art, Sensory, and Woodworking Areas | |
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The Computer Center | |
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Discovery Learning: Math and Science | |
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Divergent Thinking | |
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Art, Sensory, and Woodworking | |
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Manipulatives | |
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Blocks | |
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Food Experiences | |
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Math Activities | |
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Science and Nature | |
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Physical Science | |
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Summary | |
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Self-Study Activities | |
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Resources and Suggested Readings | |
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Skill-Based Learning Experiences: September to May | |
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Program Curriculum Examples | |
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Developmental Profiles: Birth to Age Eight | |
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Index | |