Early Childhood Curriculum A Constructivist Perspective

ISBN-10: 0415895278

ISBN-13: 9780415895279

Edition: 2nd 2014 (Revised)

List price: $77.95
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Early Childhood Curriculumexamines curricular goals such as autonomy, development, and problem solving and links those goals with constructivist principles of learning. The text integrates learning principles with curricular goals, curricular tasks, and teaching strategies. It explores ways teachers can create meaningful learning environments and choose curriculum tasks appropriately#xE2;#xAC;#x1D;in reading, writing, speaking, math#xE2;#xAC;#x1D;that are linked to the learning and development needs of young children. The text provides a wealth of practical detail about integrating constructivist curriculum in early childhood education classrooms. Authors discuss the classroom climate and management, room design, play, and cooperative learning as overarching learning strategies. The text also promotes professional responsibility by examining the early childhood educator's role with community agencies, reform and legal mandates, and public relations. Unlike many competing texts, Early Childhood Curriculumcompletely integrates curriculum with learning principles, representing true-to-the-spirit implementation of developmentally appropriate practice. It also provides a wealth of practical detail about integrating constructivist curriculum in preschool and early elementary classrooms. The constructivist format of this book encourages active involvement on the part of readers by asking them to observe, question, reflect, research, and analyze. This approach allows readers to create their own knowledge through their responses and actions. Special Features Include: Curriculum Strategies highlight models for developing curriculum, including projects, curricular alignment, integration of various subject matter areas, and types of knowledge. Ask Yourself boxes require the reader to reflect on issues as they relate to the reader's own experiences. The questions in this feature can prompt journal writing or class discussions on issues in early curriculum. Constructions promote problem solving by allowing students to explore, revisit, examine, and learn from first-hand experience. Multiple Perspectives from the Field are interviews with teachers and other early childhood professionals that offer students a realistic look at the profession from a diverse group of educators. Teacher Dialogue explore a wide range of student concerns within the context of the early education preparation program. They explore children, curriculum, learning environments, assessment, and documentation, representing a collaborative support group for pre-service teachers and readers. Companion Website with an instructor#xE2;#xAC;"s guide, additional readings and links, activities, and templates for downloads offer a wealth of resources for both the instructor and student.
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Book details

List price: $77.95
Edition: 2nd
Copyright year: 2014
Publisher: Routledge
Publication date: 8/9/2013
Binding: Paperback
Pages: 392
Size: 7.00" wide x 10.00" long x 0.75" tall
Weight: 1.540
Language: English

Kathryn Castle is a professor in the School of Curriculum and Educational Leadership at Oklahoma State University. She teaches the following classes in the early childhood/elementary and curriculum supervision programs: Kindergarten-Primary Curriculum, Classroom Management, Fundamentals of Teaching, and Analysis of Teaching. Kathryn's research interests include children's invented games, children's knowledge of rules, teacher autonomy, and the life world of the teacher.

Anne G. Dorsey is Professor Emeritus at the University of Cincinnati. She began her ECE career working in the Child Life Department at Cincinnati Children's Hospital. Three sons later, she taught both preschool and college courses while attending graduate school. Locally, Professor Dorsey served on the Committee of Management of YMCA Child Development and continues to serve on the UC Early Learning Center Board, the Promoting Resilient Children Advisory Board, and the SPARK Advisory Board of the Children's Home. She was a member of the NAEYC Ethics Panel, the NAEYC Professional Practice Panel, and the Ohio Association for the Education of Young Children Board. Professor Dorsey visited many colleges and universities as a member of the National Council for Accreditation of Teacher Education Board of Examiners. As a strong supporter of the National Association of Early Childhood Teacher Educators, she served as secretary, program chair, president, and editor of the Journal of Early Childhood Teacher Education in its very early format, and served as president of the NAECTE Foundation. She received the OAEYC Teacher Education Award and the NAECTE Outstanding Early Childhood Teacher Educator Award.

Elaine Surbeck is an associate professor in Early Childhood Education in the Division of Curriculum and Instruction at Arizona State University. Her current research interests include constructivism, reflective thinking, inter professional collaboration and international partnerships in higher education.

What Are Constructivist Aims and Assumptions?
The Aims of Constructivist Curriculum
What Is Curriculum?
Teachers Plan Curriculum
Curriculum Development Is a Shared Enterprise
Curriculum Is Based on Standards
What Does Constructivism Mean?
Learners Revise Their Thinking
Learning as a Community Activity
Learners Support One Another
Individuals Are Responsible for Their Own Learning
Constructivist Curriculum
Teachers Consider the Processes Through Which Children Learn
An Example: Learning to Read
Constructing Curriculum
Constructivist Teachers Address Problem Solving
Teachers Organize Materials
Teachers Take an Active Role Throughout the Day
Curriculum Relates to Context
Multiple Perspectives: From a Teacher and Researcher
Constructivist Curriculum Focuses on the Development of Autonomy
Identifying One's Own Developing Autonomy
Doing What One Believes Takes Courage
How Constructivist Assumptions Guide Practice
Children Learn as They Engage in Authentic Tasks They Have Chosen
Children Learn as They Act on Objects and Internet With Others
Encouraging Children to Act on Objects
Children Learn When They Are Surprised and Intrigued About Phenomena
Children Learn as They Refine and Coordinate Old Ways of Thinking
Children Represent What They Know to Others
Examples of Representation
Children Learn From Other People in Their Culture and Society
Multiple Perspectives: From Graduate Students
Carol Ensminger
Barry Jurgens
Learning and the Three Kinds of Knowledge
Using Theory and Research
Jean Piaget's Work
Constructivist Theory
Stages of Development
Three Kinds of Knowledge
Logico-Mathematical Knowledge
Physical Knowledge
Social Knowledge
Representational Thought
What Are Key Components of Constructivist Curriculum?
Authentic Tasks, Choice, and Decision Making
The Role of Theory
Authentic Tasks
Why We Need to Learn to Write: A Scenario From Barbara Thompson�s Kindergarten Classroom
Why Authentic Tasks Are Essential for Children, Teachers, and Families
Authentic Tasks Foster the Motivation for Learning
Multiple Perspectives: From the Classroom
Authentic Tasks Foster Intellectual Development
Authentic Tasks Allow for the Construction of All Three Kinds of Knowledge
The Kinds of Authentic Tasks That Should Be Considered
How We Use Authentic Tasks in the Integrated Curriculum at School and at Home
Authentic Tasks to Foster Letter Writing in the Second-Grade Classroom
Authentic Tasks Foster a Deeper Understanding of Propulsion in a Kindergarten Classroom
Authentic Tasks Foster Balance in the Infant and Toddler Classroom
Why Choice Is an Essential Component for Children, Teachers, and Families
Multiple Perspectives: From the Classroom
Exclusion From the Social Group
Natural Consequences
Depriving the Transgressor of the Thing Misused
Doing to the Child What He or She Has Done
Censure Only
The Kinds of Choices That Should Be Considered
How We Use Choice in the Integrated Curriculum at School and at Home
Decision Making
Why Decision Making Is Essential for Children, Teachers, and Families
Multiple Perspectives: From the Classroom
Decision Making Fosters Concepts of Fairness
Decision Making Fosters Self-Regulation
Decision Making Fosters Responsibility
Decision Making Fosters Mutual Respect Among Teachers, Parents, and Children
The Kinds of Decision-Making Opportunities We Should Consider
How We Use Decision Making in the Integrated Curriculum at School and at Home
Social Interaction, Play, and Projects
The Role of Social Interaction, Play, and Projects in Children's Learning
Social Interaction
When Perspectives Clash
Piaget's Social Theory and Children's Development
The Interrelationship of Social, Cognitive, and Moral Development
Levels of Interpersonal Understanding
Multiple Perspectives: From the Classroom
Friendships and Social Interactions
Teaching to Promote Social Interaction
Play Is an Important Part of the Curriculum
The Role of Play in Learning
Play Is Important for Children and Adults
Play and the Three Types of Knowledge
Kindergarten Play: A Discussion
Play Issues
Play Advocates and Guidelines
Project Work From a Constructivist Perspective
Examples of Projects
Second-Grade Project: The Human Body
Problem Posing, Problem Solving, and Reflection
Awareness, Disequilibration, and Learning
Problem Posing and Problem Solving
Problem Posing
Problem Solving
Problem Posing, Problem Solving and Curriculum
Curriculum Sources
Creating Curriculum
Multiple Perspectives: From the Classroom
Building Curriculum From Children's Questions
Building Curriculum From Teachers' Interests
Building and Balancing Curriculum: Standards, Core Content, and Accessing Information With Young Children
Children and Reflection
Teachers and Reflection
Teacher Advocacy and Autonomy
Developing Autonomous Teaching
The Role of Community
What Is Community?
Multiple Perspectives: From the Classroom
Kristi Dickey's Second-Grade Classroom Community
Creating Classroom Community
Where to Begin?
Caring Communities
The Absence and Presence of Community
Creating a Safe Community
Physical Safety
Professional Guidelines for Classroom Safety
Sharing Experiences and Forming Bonds
Spontaneous and Planned Shared Experiences
Reflecting on Shared Experiences
Creating Community Through Story
Creating Community Through Shared Decision Making
Multiple Perspectives: From a Teacher
World War II in Second Grade?
Rule Creating
Multiple Perspectives: From a Teacher
Class Discussions
Planning the Classroom Environment
Planning Involves Making Many Decisions
Who Plans?
Multiple Perspectives: From a Teacher
Making Adaptations for Children With Special Needs
Community Beyond the Classroom
Forming Bonds With Families
Forming Bonds With Other Classrooms
Buddy Programs
Collaborative Projects
Community Beyond the School
Service-Learning Projects
What Are Constructivist Practices?
Building a Constructivist Curriculum
Expectations of Teachers
Ethical Behavior
Knowledge Related to Content
Knowledge About Policies and Procedures
Organizing Furniture and Materials
Help Children Understand Expectations
Focus on Independent Thinking
Provide Continuous Support
Multiple Perspectives: From the Classroom
Introduce a Constructivist Approach Gradually
Elicit Ideas From Children
Helping Children Develop Investigations
Use Established Constructivist Strategies
Multiple Perspectives: From the Classroom
Shared Reading
Literature Log
Classroom Library
Reading Parties
Journal Writing
Games Created by Children or Teachers
Working With Curriculum Mandates
Stay Focused on Content
Multiple Perspectives: How One Teacher Uses Standards
Consider the Needs of Each Child
Teachers' Responsibility in a Diverse World
Children's Needs in a Multicultural World
Guide All Children's Learning
Collaboration With Other Adults
Working With Other Staff
Multiple Perspectives: From the Classroom
Communicate Your Approach to Administrators
Discuss Your Approach With Families
Constructivist Models of Instruction
What Are Educational Models?
What Is a Constructivist Model?
A Close Look at Selected Constructivist Models
High Scope Model
Multiple Perspectives: From a Teacher of 1-Year-Olds
Kamii and DeVries's Approaches
Resnick's and Papert's Approaches
Constructivists' Approaches to Children With Intellectual Disabilities
Constructivist Evaluation: Assessment and Documentation
Purposes of Assessment
Assessment Instruments
Assessment Issues
Authentic Assessment in the Early Childhood Curriculum
Advocacy for Developmentally Appropriate Assessment
Documentation to Support Student Learning
Documentation for Informing Practice
Multiple Perspectives: Documentation in the Kindergarten
Documentation for Communication
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