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Foreword | |
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Preface | |
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Acknowledgments | |
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About the Authors | |
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Addressing Preschool Standards in Developmentally Appropriate Ways | |
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Defining the Standards | |
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Meeting the Needs of All Children | |
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Addresssing Standards Through Engaging Experiences and Activities | |
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Assessing Progress Toward Meeting the Standards | |
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Summary | |
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Designing the Environment With the Child in Mind | |
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Creating a Welcoming Environment | |
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Building Relationships | |
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The Power of Choice | |
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Arranging the Room for Exploration and Learning | |
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Materials for Creating Engaging Interest Areas | |
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Scheduling the Day for Play and Learning | |
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Summary | |
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Developing Positive Approaches to Learning and Social-Emotional Development | |
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Developing Curiosity and Eagerness; Initiative and Persistence; Problem Solving and Reflection; Invention and Imagination; Self-Concept and Self-Confidence; Regulating Emotions; Respect and Appreciation; and Pro-Social Behaviors and Cooperation | |
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Sample Early Learning Guidelines for Approaches to Learning | |
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Sample Early Learning Guidelines for Social-Emotional Development | |
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Developing Positive Approaches to Learning and Social-Emotional Development Through Projects | |
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Designing the Environment | |
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Addressing Standards Through Engaging Experiences and Activities | |
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Supporting Children Who Are Bilingual Learners | |
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Working With Children's Individual Needs | |
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Summary | |
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Exploring the World Through Science | |
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Sample Early Learning Guidelines for Science | |
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Science as Inquiry; Physical Science; Life Science; Earth and Space Science; Science and Technology; Science, Environment, and Society | |
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Exploring the World and Science Through Projects | |
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Designing the Environment | |
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Addressing Standards Through Engaging Experiences and Activities | |
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Supporting Children Who Are Bilingual Learners | |
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Working With Children's Individual Needs | |
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Summary | |
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Learning About Our Community Through Social Studies | |
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Families/Cultures; Community/Civics; History/Time; Geography/Places, People, and Environments; and Economics | |
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Sample Early Learning Guidelines for Social Studies | |
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Learning About Our Community and Social Studies Through Projects | |
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Designing the Environment | |
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Addressing Standards Through Engaging Experiences and Activities | |
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Supporting Children Who Are Bilingual Learners | |
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Working With Children's Individual Needs | |
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Summary | |
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Engaging Children in Meaningful Literacy | |
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Reading; Writing; Listening and Phonological Awareness; Speaking/Communicating and Oral Language Development; and Learning New Languages | |
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Sample Early Learning Guidelines for Language and Literacy | |
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Engaging Children in Meaningful Literacy Through Projects | |
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Designing the Environment | |
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Addressing Standards Through Engaging Experiences and Activities | |
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Supporting Children Who Are Bilingual Learners | |
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Working With Children's Individual Needs | |
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Summary | |
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Making Mathematics Inviting | |
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Number Sense and Operations; Shapes/Geometry; Measurement; Data Analysis and Probability; and Patterns/Algebra | |
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Sample Early Learning Guidelines for for Mathematics | |
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Making Mathematics Meaningful Through Projects | |
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Designing the Environment | |
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Addresssing Standards Through Engaging Experiences and Activities | |
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Supporting Children Who Are Bilingual Learners | |
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Working With Children's Individual Needs | |
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Summary | |
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Fostering Creativity Through the Arts | |
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Visual Arts; Music; Creative Movement; and Dramatic Play | |
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Sample Early Learning Guidelines for Creative Arts | |
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Fostering Creativity in the Arts Through Projects | |
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Designing the Environment | |
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Addressing Standards Through Engaging Experience and Activities | |
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Supporting Children Who Are Bilingual Learners | |
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Working With Children's Individual Needs | |
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Summary | |
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Promoting Physical Development and Healthy Lifestyles | |
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Gross Motor; Fine Motor; and Health and Safety | |
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Sample Early Learning Guidelines for Physical Development and Health | |
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Promoting Physcial Development and Healthy Lifestyles Through Projects | |
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Designing the Environment | |
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Addressing Standards Through Engaging Experiences and Activities | |
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Supporting Children Who Are Bilingual Learners | |
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Working With Children's Individual Needs | |
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Summary | |
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Putting It All Together | |
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Addressing Standards in Developmentally Appropriate Ways | |
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Addressing Standards and Benchmarks Through Projects, Studies, and Themes | |
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Supporting the Transition to Kindergarten | |
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Final Thoughts | |
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Resources | |
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Sample Signs for Interest Areas | |
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Assessing Children's Progress Toward Standards | |
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Sample Group Observation Tool for Language and Literacy | |
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Sample Individual Child Observation Tool for Language and Literacy | |
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Children's Books and Music | |
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Resources for Teaching Bilingual Learners | |
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Assessment Materials | |
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Helpful Websites | |
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References | |
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For Further Reading | |
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Index | |