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Preface | |
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Acknowledgments | |
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Our Response to the Current Challenge | |
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Two Curriculum Models, One Common Academic Goal | |
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Our Big Ideas for a Successful Action-Based Learning Environment That Addresses the Standards | |
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Children's Interests Drive Learning | |
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Strengthening Content Learning | |
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Summary | |
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Defining Content: Addressing the Challenge to Expand Content and Strengthen Skills | |
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The Way Young Children Learn | |
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Addressing the Deficiencies in the Early Childhood Standards Movement | |
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Organizing Teacher Content Knowledge | |
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Key Content Ideas in Science | |
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Key Content Ideas in Mathematics | |
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Key Content Ideas in Social Studies | |
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Key Content Ideas in Language and Literacy | |
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Summary | |
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The Teacher Role in Strengthening Content and Meeting the Standards | |
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Steps in the Process of Expanding the Teacher Role | |
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Identifying Emerging Key Content Ideas Through Observation During Center Time | |
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Initiating and Extending Conversation During Center Time | |
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The Use of Recording Forms for Professional Reflection | |
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Expanding the Curriculum Within the Centers | |
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Expanding the Content Through Group-Time Activities and Themes | |
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Assessing and Documenting Children's Learning | |
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Summary | |
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Strengthening Content in the Block Center | |
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Stages of Block Building | |
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Expanding the Content During Center Time | |
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Seeding and Leading in the Block Center | |
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Moving with Content Beyond the Block Center | |
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Summary | |
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Strengthening Content in the Water and Sand Center | |
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Developmental Stages in Learning About Water and Sand | |
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Expanding the Content During Center Time | |
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Structured Learning Opportunities | |
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Summary | |
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Strengthening Content in the Manipulatives Center | |
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Categories of Manipulative Materials | |
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Using Materials in Different Ways | |
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Progression in Levels of Use of Materials | |
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Content Inherent in the Use of Single-Purpose Materials | |
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Content Inherent in the Use of Sorting and patterning Materials | |
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Content Inherent in the Use of Construction Materials | |
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Role of the Teacher | |
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The Interplay Between Adult-and Child-Driven Activities | |
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Curricular Connections | |
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Topic: Animals and Their Characteristics | |
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Summary | |
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Strengthening Content in the Drama Center | |
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Forms of Dramatic Play | |
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Views About Adult Involvement | |
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Enriching Curriculum Through Focused Program Experiences | |
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Content Focus in Theme Development | |
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Supermarket Theme | |
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Teacher Reflection | |
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Summary | |
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Strengthening Content in the Expressive Arts and Literacy Centers | |
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Literacy Content | |
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Expressive Art Content | |
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A Developmental Perspective | |
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Standards in Language and Literacy and the Expressive Arts | |
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Setting Up and Seeding the Literacy and Expressive Arts Centers | |
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Experimenting and Discovering with Media Materials | |
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From Discovery to Expressing with Media Materials | |
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Promoting Communication in Curriculum Activities | |
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Stimulating Creative Expression | |
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Sample Developmental Experiences | |
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Expressing Ideas in Response to Science Events | |
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Summary | |
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Assessing Children's Learning: Documenting Results for Accountability Purposes | |
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The Assessment progression | |
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Sources of Assessment Data | |
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Collecting Observational Data: Phase 1 in the progression | |
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Designing Assessment Tasks in Management and Curriculum Activities: Phase 2 in the progression | |
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Teacher-Designed Standard Tasks: Phase 3 in the Progression | |
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Disseminating Assessment Information | |
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Summary | |
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Next Steps for Strengthening Content and Teaching practice in the Action-Based learning Environment | |
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Meeting the Challenges | |
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Our Challenge for the Future | |
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Physical Science Content | |
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Life Sciences Content | |
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Earth and Environmental Science Content | |
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Mathematics Content | |
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Social Studies Content | |
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Language and Literacy Content | |
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Guide for Planning and Implementing Themes | |
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Focused Curriculum Planning Form | |
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Sample Theme: Shoes | |
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Developmental Continuum for Visual Discrimination | |
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Developmental Continuum for Auditory Discrimination | |
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Developmental Continuum for Developing Number Sense | |
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Mathematics Observation Recording Form | |
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Physical Science Observation Recording Form | |
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Sample Checklist: Alphabetic Knowledge | |
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Visual Discrimination Observation Recording Form | |
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References | |
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Sources for Publication of Curriculum Standards | |
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Children's Books Used in the Shoe Theme | |
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Index | |
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About the Authors | |