| |
| |
| |
| Art and Woodworking Introduction to Art Activities Ages and Stages | |
| |
| |
| Teachers as Collaborators | |
| |
| |
| Art and Developing Skills | |
| |
| |
| The Art Area | |
| |
| |
| Basic Art Supplies Guidelines for the Safe Use of Art and Craft Materials What the Teacher Can Do Art: Recipes and Activities Easel Paint Recipes | |
| |
| |
| Fingerpainting | |
| |
| |
| Plastic Art | |
| |
| |
| Adhesives | |
| |
| |
| Bubbles | |
| |
| |
| Paintings, Pictures and Collages | |
| |
| |
| Sewing and Dyeing Introduction to Woodworking | |
| |
| |
| The Value of Woodworking | |
| |
| |
| Tools and Materials | |
| |
| |
| Planning the Curriculum | |
| |
| |
| The Woodworking Center | |
| |
| |
| The Teacher's Role Woodworking: Processes and Projects Bibliography of Resources Books | |
| |
| |
| About Art and Other Curriculum Activities | |
| |
| |
| Books About Woodworking Activities | |
| |
| |
| |
| Music, Movement, and Drama Introduction to Music, Movement, and Drama | |
| |
| |
| The Role of Music in Early Childhood | |
| |
| |
| Movement Is Natural | |
| |
| |
| The Importance of Dramatic Play | |
| |
| |
| Educational Values of Music, Movement, and Drama | |
| |
| |
| The Place of Music, Movement, and Drama in the Curriculum | |
| |
| |
| Teachers' Attitudes Set the Stage | |
| |
| |
| Preparation | |
| |
| |
| Introducing Activities | |
| |
| |
| Children with Special Needs | |
| |
| |
| Musical Terms | |
| |
| |
| Comments to the Teacher Music Activities Rhythm | |
| |
| |
| Tone | |
| |
| |
| Melody | |
| |
| |
| Text | |
| |
| |
| Mood | |
| |
| |
| Form Creative Movement Activities Guidelines | |
| |
| |
| Desired Outcomes | |
| |
| |
| Pacing | |
| |
| |
| Body Parts | |
| |
| |
| Movement in Space | |
| |
| |
| Movement with Others Where to Write for Additional Materials Sensorimotor Explorations Body Awareness | |
| |
| |
| Space Awareness | |
| |
| |
| Form Awareness | |
| |
| |
| Locomotor Skills | |
| |
| |
| Balance | |
| |
| |
| Combining Movements Drama and Creative Expression | |
| |
| |
| The Value of Dramatic Play in the Classroom | |
| |
| |
| Planning Dramatic Play Activities | |
| |
| |
| Expressing Feelings | |
| |
| |
| Puppets | |
| |
| |
| Dramatic Play Kits Bibliography of Resources Activity Song Books | |
| |
| |
| Books About Creative Movement | |
| |
| |
| Books About Sensorimotor Explorations | |
| |
| |
| Books About Creative Dramatics | |
| |
| |
| |
| Math Experiences Introduction to Math Experiences | |
| |
| |
| A Foundation for Mathematical Concepts | |
| |
| |
| How Children Develop Math Skills | |
| |
| |
| How Children Construct Logical Mathematical Knowledge | |
| |
| |
| Planning the Curriculum | |
| |
| |
| The Math Center | |
| |
| |
| Mathematical Terms | |
| |
| |
| Suggestions for Making Comparisons Math Activities Nonstandard Measurements | |
| |
| |
| Classification: Sorting and Comparing | |
| |
| |
| Conservation | |
| |
| |
| Seriation and Measurement | |
| |
| |
| Equivalence: Matching and Pairing | |
| |
| |
| Number Concepts | |
| |
| |
| Ordinal Numbers Bibliography of Resources | |
| |
| |
| IV | |
| |
| |
| Introduction to Language Arts Language and Communication | |
| |
| |
| How Language Is Acquired | |
| |
| |
| The Role of the Teacher | |
| |
| |
| Planning the Curriculum | |
| |
| |
| The Language Arts Area Language Arts Activities Speaking | |
| |
| |
| Listening | |
| |
| |
| Reading Readiness | |
| |
| |
| Writing Bibliography of Language Activity Books for the Teacher | |
| |
| |
| Bibliography of Books and Recordings for Children | |
| |
| |
| All-Time Favorites | |
| |
| |
| Picture Books Without Words | |
| |
| |
| Poetry and Nursery Rhymes | |
| |
| |
| Books About ABC's | |
| |
| |
| Books About Babies and Siblings | |
| |
| |
| Holiday Stories | |
| |
| |
| Books for Teaching Diversity in the Classroom | |
| |
| |
| Concept Books: Colors, Shapes, Numbers, and Time | |
| |
| |
| Books About Science and Ecology | |
| |
| |
| Books About Special Needs, Situations, and Events | |
| |
| |
| Books About Social and Emotional Events | |
| |
| |
| Recordings | |
| |
| |
| |
| The Physical World/Science Introduction to the Physical World/Science | |
| |
| |
| A Foundation for Science in the Early Years | |
| |
| |
| How Young Children Learn | |
| |
| |
| Guiding Children to Learn About the Physical World | |
| |
| |
| Planning the Curriculum | |
| |
| |
| The Science Center Physical World Science/Science Activities Sensory Perception | |
| |
| |
| Physical Properties and Energy | |
| |
| |
| Nature | |
| |
| |
| Machines | |
| |
| |
| Ecology Field Trips Planning Field Trips | |
| |
| |
| Practical Guidelines | |
| |
| |
| Ideas for Field Trips Bibliography of Resources | |
| |
| |
| |
| Health and Safety Introduction to Health and Safety | |
| |
| |
| The Importance of Health and Safety | |
| |
| |
| Effects on Classroom Behavior | |
| |
| |
| Four Aspects of Health and Safety | |
| |
| |
| HIV and AIDS | |
| |
| |
| Planning for Teaching Health and Safety Health Activities Safety Activities Personal Safety Activities Bibliography of Resources Where to Write for More Information | |
| |
| |
| |
| Cooking and Nutrition Introduction to Cooking and Nutrition Cognitive and Sensory Experiences | |
| |
| |
| Social and Cultural Gains | |
| |
| |
| Learning Where Foods Come From | |
| |
| |
| Nutrition | |
| |
| |
| Planning the Curriculum | |
| |
| |
| Planning for Successful Cooking Projects | |
| |
| |
| Guidelines for Feeding Young Children | |
| |
| |
| What You Should Know About Sweeteners Activities for Teaching About Food Healthful Recipes | |
| |
| |
| Baking Breads | |
| |
| |
| Cup Cooking | |
| |
| |
| Making Spreads | |
| |
| |
| Making Salads | |
| |
| |
| Cooking Eggs | |
| |
| |
| Preparing Grains and Legumes | |
| |
| |
| Cooking Meat, Poultry, and Fish | |
| |
| |
| Preparing Vegetables and Dips | |
| |
| |
| Making Desserts and Snacks Bibliography of Resources | |
| |
| |
| |
| Computers Introduction Young Children and Computers | |
| |
| |
| The Teacher's Role | |
| |
| |
| Introducing the Computer to Children | |
| |
| |
| Helping Children with Special Needs | |
| |
| |
| Are Computers Good for Young Children? | |
| |
| |
| The NAEYC Position Statement Setting up the Computer Area Appropriate Hardware and Software | |
| |
| |
| Guide to Selecting Software Computer Activities Specialized Software Art: Drawing, Painting, and Creating Patterns | |
| |
| |
| Math: Numbers and Problem Solving | |
| |
| |
| Language: Reading, Writing, and ABC's | |
| |
| |
| Science: Nature and Ecology | |
| |
| |
| Contact Information | |
| |
| |
| Glossary of Computer Terms | |
| |
| |
| Bibliography of Resources | |
| |
| |
| Complete List of Activities and Resources | |