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Preface | |
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Acknowledgments | |
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About the Author | |
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Introduction | |
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Working With Young Children | |
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Major Findings From Brain Research | |
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"Whole Child" Perspective | |
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Developmentally Appropriate Practice | |
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Cycles of Learning | |
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Awareness | |
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Exploration | |
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Inquiry | |
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Utilization or Application | |
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Environmental Considerations | |
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Testing and Labeling of Young Children | |
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Working With Parents | |
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Teaching From the Heart | |
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Inclusion: The Right to Equal Educational Experiences | |
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Children With Special Needs | |
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Types of Special Needs | |
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Labeling of Young Children | |
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Legislation That Supports Inclusion | |
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Inclusion | |
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Benefits of Inclusive Education | |
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Barriers to Inclusive Education | |
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Summary | |
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General Strategies for Working With Young Children | |
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Expectations | |
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Time | |
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Environmental Conditions | |
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Nutrition and Learning | |
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Multi-Sensory Activities | |
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Basic Categories of Modification | |
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Brain Balancing | |
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Communication Strategies | |
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Basic Communication Strategies | |
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Attending Strategies | |
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Listening Strategies | |
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Attaching Meaning to Print and Words | |
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Strategies for Children With a Hearing Impairment | |
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Strategies for Children With a Visual Impairment | |
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Strategies and Information for Children With Limited Speech and Expressive Language | |
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Large and Small Motor Development | |
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Strategies for Large Motor Development | |
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Strategies for Small Motor Development | |
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Emotional/Social Development | |
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Strategies for Supporting Emotional Development | |
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Strategies for Supporting Social Development | |
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Guiding and Modifying Children's Behavior | |
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General Strategies for Guiding Children's Behavior | |
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Strategies for Modifying Children's Behavior | |
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Strategies for Children With Attention Problems | |
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Strategies for Aggressive and Withdrawn Behaviors | |
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Strategies for Problem Solving | |
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Preparatory Writing, Reading, and Math Skills | |
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Preparatory Writing and Reading Skills | |
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Preparatory Math Skills | |
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Assessing Young Children | |
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Characteristics of Young Children That Affect Assessment | |
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Developmental Patterns | |
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Purposes for Assessing Young Children | |
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Assessment Tools and Techniques | |
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Observation | |
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Interviews | |
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Standardized Tests | |
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Other Assessment Procedures | |
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Assessment of Children With Special Needs | |
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Summary | |
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Learning in the 21st Century | |
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Brain Research | |
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Nutrition and Learning | |
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Other Needs of the Brain and Body | |
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Environmental Factors and Learning | |
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Expanded View of Intelligence | |
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Responsibility | |
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Forms and Activities | |
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Profile of Development | |
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Cycles of Learning | |
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Behavior as a Function of the Interaction of the Child in His Environment | |
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General Strategies for Working With Young Children | |
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Categories of Modifications | |
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Creating a Personal Dictionary of Familiar Objects | |
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Mazes | |
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Learning About Feelings Through Working With Animals | |
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Sharing and Talking About Feelings | |
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Learning About Feelings Through Dramatic Play | |
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Learning About Empathy | |
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Settling Conflicts Peacefully | |
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Steps for Problem Solving | |
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Steps in Changing Behaviors | |
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Charting Frequency of Behaviors | |
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Child Observation Form | |
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Examples of Observation Forms | |
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Interview About the Child | |
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Bibliography | |
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Resources | |
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Glossary | |
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Index | |