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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| What We Know About Approaches to Learning | |
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| Why a Book on Approaches to Learning? Why Now? | |
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| Using This Book | |
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| Getting Started | |
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| Setting the Stage for Action: Four Questions to Consider | |
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| What Are Positive Approaches to Learning? | |
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| The Concept of Approaches to Learning-Some Historical Background | |
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| Comparing Approaches to Learning with Other Umbrella Terms | |
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| Steps Toward a Concept of Young Children's Approaches to Learning | |
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| Enthusiasm and Engagement: Two Primary Dimensions of Positive Approaches to Learning | |
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| Using This Framework | |
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| Looking Back and Looking Forward | |
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| Why Do Positive Approaches to Learning Matter? | |
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| Enthusiasm and Engagement Have Intrinsic Value | |
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| Enthusiasm and Engagement Form a Foundation | |
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| Why Would You Expect Academic and Social Benefits? | |
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| Looking Back and Looking Forward | |
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| How Do Children Develop Positive Approaches to Learning? | |
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| What Influences Children's Approaches to Learning? An Ecological Perspective | |
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| Individual Differences in Children's Characteristics | |
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| Approaches to Learning Grow Up: The Influence of Development | |
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| Family Influences | |
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| The Influence of School | |
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| Cultural Influences | |
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| Political and Policy Influences | |
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| Looking Back and Looking Forward | |
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| What Undermines Children's Positive Approaches to Learning? | |
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| Becoming Discouraged and Disengaged-The Downward Spiral | |
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| What May Contribute to Children's Negative Approaches to Learning? | |
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| Beyond Symptoms to Underlying Causes | |
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| Impact on the Most Vulnerable Children | |
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| Looking Back and Looking Forward | |
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| Transforming Risks into Opportunities: Evidence-Based Tools to Support Positive Approaches to Learning | |
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| Tools to Build Closer Relationships with All Children | |
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| Connections with Children | |
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| Community-Where Children Are Accepted, Acknowledged, and Appreciated | |
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| Critical Times When Relationships Can Make the Difference | |
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| Looking Back and Looking Forward | |
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| Tools to Find and Use More Effective Curriculum | |
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| Why Do We Care About Curriculum? | |
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| Analysis of Curriculum Models | |
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| Adaptations to Curriculum | |
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| Curriculum Targeted to Approaches to Learning | |
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| Looking Back and Looking Forward | |
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| Tools to Teach in Ways That Promote Positive Approaches to Learning | |
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| Effective Environments | |
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| Specific Teaching Practices | |
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| When More Intentional Strategies May Be Needed | |
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| Looking Back and Looking Forward | |
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| Tools to Assess Children's Approaches to Learning | |
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| Good Early Childhood Assessment: A Reminder of Basic Principles | |
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| Familiar Assessments Used in Some New Ways | |
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| Specialized Assessments of Approaches to Learning | |
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| A Plan to Use the Results | |
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| Reducing the Risks and Maximizing the Potential of Assessing Children's Approaches to Learning | |
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| Looking Back and Looking Forward | |
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| Tools That Tap the Power of Families | |
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| Relationships with Families | |
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| Approaches-to-Learning Conversations with Families | |
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| Practical Ideas to Share with Families | |
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| Looking Back and Looking Forward | |
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| Tools to Create Change | |
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| A Theory of Change and a Logic Model to Get There | |
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| Relevant, Persuasive Research | |
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| New Approaches to Professional Development | |
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| Effective Advocacy | |
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| Strategies to Implement Knowledge About Approaches to Learning | |
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| Looking Back and Looking Forward: Concluding Thoughts | |
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| Examples of Developmental Changes in Children's Approaches to Learning | |
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| Action Planning Form | |
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| References | |
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| Index | |
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| About the Author | |