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| Features | |
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| Preface | |
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| Foundations of Early Childhood Learning | |
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| Young Children Growing, Thinking, and Learning | |
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| Developmentally Appropriate Practice | |
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| Theories of Development | |
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| Behaviorist Theory | |
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| Maturationist Theory | |
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| Constructivist Theory | |
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| Multiple Intelligences Theory | |
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| Social Learning Theory | |
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| Ecological Systems Theory | |
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| Theoretical Influences on Teaching | |
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| Theoretical Influences on Observations | |
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| Children's Development | |
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| Physical Development | |
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| Social Development | |
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| Emotional Development | |
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| Intellectual Development | |
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| Child Development and Curriculum Planning: An Example | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Designing Schools for Young Children | |
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| Early Schools for Young Children | |
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| Key People in Early Childhood Education | |
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| Other Influential People in Early Childhood Education | |
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| Changes in Early Childhood Education | |
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| The Child-Care Movement | |
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| Kindergarten | |
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| Head Start | |
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| Programs for Children with Special Needs | |
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| Early Intervention Programs | |
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| Contemporary Models of Early Childhood Programs | |
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| The Montessori Model | |
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| The Behaviorist Model | |
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| The Constructivist Model | |
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| Summaries and Comparisons | |
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| Research on Program Models | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Creating an Environment for Learning | |
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| Planning a Learning Environment | |
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| Structuring the Physical Environment | |
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| Room Arrangement | |
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| Physical Climate | |
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| Assessing the Environment | |
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| Instructional Materials | |
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| Learning Areas | |
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| Beginning the Year | |
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| Managing Learning Areas | |
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| Planning the Outdoor Environment | |
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| Planning for Safety-Inside and Out | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Planning Learning Activities | |
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| Curriculum Design | |
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| Curriculum Organization | |
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| Developmentally Appropriate Curriculum | |
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| Rationale for an Integrated Curriculum | |
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| Selecting a Theme | |
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| Implementing the Theme | |
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| Evaluating the Theme | |
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| Learning Plans | |
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| Mandated Lessons and Goals | |
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| Multicultural Education and Antibias Curriculum | |
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| Computers in Early Childhood Programs | |
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| Teaching and Learning with Computers | |
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| Young Children Online | |
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| Scheduling | |
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| Details of the Schedule | |
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| Simplifying Routines | |
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| Adapting the Schedule | |
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| Kindergarten: Half-Day, Full-Day, and Alternate-Day Programs | |
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| Other Scheduling Issues | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Play: Learning at Its Best | |
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| Defining Play | |
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| Types of Play | |
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| Characteristics of Play | |
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| Levels of Play | |
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| Purposes of Play | |
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| Intellectual Development | |
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| Social and Emotional Development | |
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| Physical Development | |
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| Development of Play Behaviors | |
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| Infancy | |
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| Preschool | |
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| Early Primary Grades | |
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| Middle Childhood | |
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| Play in School Settings | |
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| Roles of the Teacher | |
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| Play in Primary Classrooms | |
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| Benefits of Play at School | |
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| Selecting Materials for Play | |
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| Play as a Teaching Strategy | |
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| Communicating the Benefits of Play | |
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| Play and Academic Learning | |
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| Outdoor Play | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Guiding Behavior | |
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| Defining Discipline, Punishment, and Guidance | |
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| Punishment | |
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| Guidance | |
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| Planning for Guidance in the Classroom | |
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| Preventing Behavior Problems | |
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| Strategies for Guiding Behavior | |
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| Teaching Skills and Behaviors | |
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| Guiding Groups | |
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| Making Guidance Decisions | |
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| Behavior-Management Systems | |
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| Assertive Discipline | |
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| Glasser Model | |
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| Ginott Model | |
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| Dreikurs Model | |
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| Assessing Behavior-Management Systems | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Assessment and Reporting | |
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| Defining Assessment and Testing | |
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| Types of Assessment | |
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| Types of Tests | |
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| Testing Young Children | |
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| High-Stakes Testing | |
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| No Child Left Behind (NCLB) Act | |
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| Strategies for Assessment | |
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| Tallies | |
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| Running Narratives or Logs | |
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| Incident Records | |
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| Narratives | |
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| Anecdotal Records | |
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| Checklists and Rating Scales | |
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| Records of Conversations, Conferences, and Interviews | |
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| Rubrics | |
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| Parent Questionnaires | |
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| Self-Evaluations | |
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| Organizing Assessment Data | |
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| Portfolios | |
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| Reporting Assessment Data | |
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| Report Cards | |
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| Conferences | |
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| Student-Led Conferences | |
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| Narrative Reports | |
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| Telephone Calls | |
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| Casual Conversations | |
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| Newsletters | |
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| Videotapes | |
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| Evaluating Assessment and Reporting | |
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| Program Assessment | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Working with Parents and Paraprofessionals | |
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| Parent Involvement | |
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| Realities of Parent-Teacher Relationships | |
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| Implications for Teachers | |
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| Encouraging Parent Involvement | |
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| Strategies for Teachers and Schools | |
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| Parent Roles | |
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| Activities for Involving Parents | |
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| Communicating with Parents | |
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| School Handbooks | |
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| Home Visits | |
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| Parent Visits to School | |
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| Letters and Notes | |
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| Telecommunication | |
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| Community Resources | |
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| Volunteers in the Classroom | |
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| Working with Paraprofessionals | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| The Curriculum Chapters | |
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| Celebrating the Magic of Language | |
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| Defining Language | |
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| Characteristics of Language | |
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| Systems of Language | |
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| Learning Language | |
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| Sequence of Language Development | |
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| Theoretical Models of Language Learning | |
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| Teaching Language | |
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| Creating an Effective Environment | |
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| Standards for Language Development | |
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| Observing Language Learners | |
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| Providing Activities That Encourage Language Growth | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Developing Literacy | |
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| Defining Literacy | |
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| Teacher Qualities That Support Literacy | |
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| Evaluating the Research | |
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| Understanding How Literacy Develops | |
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| Standards for Reading Teachers | |
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| Program Elements That Support Literacy | |
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| Goals for Literacy Instruction | |
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| Standards for Literacy Development | |
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| Providing a Supportive Classroom Environment | |
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| Oral Language and Listening Skills | |
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| Music as a Literacy Activity | |
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| Reading Aloud and Storytelling | |
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| Learning about Print | |
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| Attending to Sound | |
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| Presenting Selected Text | |
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| Commercial Programs for Literacy Instruction | |
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| Helping All Children Feel Successful as Literacy Learners | |
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| Learning to Write | |
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| Development of Writing | |
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| Conventions of Written Language | |
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| The Writing Process with Young Children | |
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| Assessing the Development of Literacy | |
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| Observing Oral Language | |
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| Observing Writing | |
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| Determining Knowledge of Books and Print | |
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| Observing Reading | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Manipulation and Discovery through Mathematics | |
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| Defining Mathematics | |
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| Learning Mathematics | |
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| Teaching Mathematics | |
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| Standards for Mathematics Education | |
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| The Strand Model | |
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| Materials for Mathematics Instruction | |
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| Manipulates | |
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| Calculators and Computers | |
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| Integrating Mathematics into the Curriculum | |
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| Mathematics and Play | |
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| Mathematics and Literacy | |
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| Mathematics and Literature | |
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| Assessment of Mathematics | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Manipulation and Discovery through Science | |
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| Defining Science | |
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| Learning Science | |
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| Manipulation, Observation, and Discovery | |
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| The Scientific Process | |
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| Teaching Science | |
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| Ensuring Safety | |
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| Teaching Basic Concepts and Encouraging Positive Attitudes | |
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| Planning the Sequence of Activities | |
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| Standards for Science Education | |
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| Integrating Science into the Curriculum | |
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| Science and Literacy | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Encouraging the Creative Arts | |
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| The Importance of Arts Experiences | |
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| Goals of Arts Education | |
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| Standards for Arts Education | |
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| Visual Arts | |
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| Stages in Development | |
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| Goals of Visual Arts Experiences | |
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| Standards for Visual Arts Education | |
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| Suggested Visual Arts Experiences | |
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| Art versus Craft Activities | |
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| Music | |
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| Goals of a Music Program | |
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| Standards for Music Education | |
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| Singing | |
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| Playing Instruments | |
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| Listening Experiences | |
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| Approaches to Music Instruction | |
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| Movement and Dance | |
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| Movement Experiences | |
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| Dance Education | |
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| Standards for Dance Education | |
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| Drama | |
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| Encouraging Drama | |
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| Standards for Drama Education | |
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| Roles of Specialists | |
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| Assessing Experiences in the Arts | |
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| Integrating the Arts into the Curriculum | |
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| Children With Special Needs | |
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| Celebrating diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Living Together: The Social Studies | |
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| Defining Social Studies | |
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| Learning Social Studies | |
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| A Constructivist View | |
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| Teaching Social Studies | |
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| Multiple Views of the Social Studies Curriculum | |
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| Current Expectations | |
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| Standards for Social Studies Education | |
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| Planning Social Studies Experiences | |
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| Integrating Social Studies into the Curriculum | |
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| Social Studies Themes | |
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| Celebrating Holidays | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Promoting Wellness: Physical Education and Health, Nutrition, and Safety Education | |
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| Physical Education | |
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| Encouraging Motor Development | |
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| Goals of Physical Development Programs | |
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| Standards for Physical Education | |
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| Physical Education Activities | |
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| Health, Nutrition, and Safety Education | |
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| Health Education | |
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| Nutrition Education | |
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| Safety Education | |
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| Integrating Physical Education and Health, Nutrition, and Safety Education into the Curriculum | |
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| Children With Special Needs | |
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| Celebrating Diversity | |
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| Summary | |
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| Reflections | |
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| Explorations and Activities | |
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| Glossary | |
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| Resources for Further Reading | |
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| Children's Books | |
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| References | |
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| Index | |