Effective practices in early childhood education: building a foundation
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | getr. Zählung Ill. |
| ISBN: | 9780205515325 |
Internformat
MARC
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| 245 | 1 | 0 | |a Effective practices in early childhood education |b building a foundation |c Sue Bredekamp |
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2011 | |
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Early childhood education |z United States | |
| 650 | 4 | |a Child development |z United States | |
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Datensatz im Suchindex
| _version_ | 1804141100185681920 |
|---|---|
| adam_text | PART ONE * CHAPTER * CHAPTER 2 * CHAPTER 3 THE EARLY CHILDHOOD EDUCATION
PROFESSION: FOUNDATIONS 1 CONTINUITY AND CHANGE IN EARLY CHILDHOOD
EDUCATION 2 BUILDING ON A TRADITION OF EXCELLENCE 34 UNDERSTANDING AND
APPLYING DEVELOPMENTALLY APPROPRIATE PRACTICE 68 PART TWO LEARNING AND
DEVELOPING FROM BIRTH TO AGE 8: WHO WE TEACH 93 * CHAPTER 4 APPLYING WH
AT WE KNOW ABOUT CHILDREN S LEARNING AND DEVELOPMENT 94 * CHAPTER 5
ADAPTING FOR INDIVIDUAL DIFFERENCES 130 * CHAPTER 6 EMBRACING A
CULTURALLY AND LINGUISTICALLY DIVERSE WORLD 164 PART THREE INTENTIONAL
TEACHING: HOW TO TEACH 197 * CHAPTER 7 BUILDING EFFECTIVE PARTNERSHIPS
WITH FAMILIES 198 * CHAPTER 8 CREATING A CARING COMMUNITY OF LEARNERS:
GUIDING YOUNG CHILDREN 228 * CHAPTER 9 TEACHING TO ENHANCE LEARNING AND
DEVELOPMENT 264 * CHAPTER 10 PLANNING EFFECTIVE CURRICULUM 296 * CHAPTER
11 ASSESSING CHILDREN S LEARNING AND DEVELOPMENT 326 PART FOUR * CHAPTER
12 * CHAPTER 13 * CHAPTER 14 * CHAPTER 15 * CHAPTER 16 . XVI
IMPLEMENTING AN EFFECTIVE CURRICULUM: WHAT TO TEACH 357 TEACHING
CHILDREN TO COMMUNICATE: LANGUAGE, LITERACY, AND THE ARTS 358 TEACHING
CHILDREN TO INVESTIGATE AND SOLVE PROBLEMS: MATHEMATICS, SCIENCE, AND
TECHNOLOGY 394 TEACHING CHILDREN TO LIVE IN A DEMOCRATIC SOCIETY:
SOCIAL-EMOTIONAL LEARNING AND SOCIAL STUDIES 426 TEACHING CHILDREN TO BE
HEALTHY AND FIT: PHYSICAL DEVELOPMENT AND HEALTH 454 PUTTING IT ALL
TOGETHER IN PRACTICE: MAKING A DIFFERENCE FOR CHILDREN 482 PART ONE THE
EARLY CHILDHOOD EDUCATION PROFESSION: FOUNDATIONS 1 * CHAPTER 1
CONTINUITY AND CHANGEIN EARLY CHILDHOOD EDUCATION 2 WHAT IS EARLY
CHILDHOOD EDUCATION? 5 WHY EARLY CHILDHOOD EDUCATION IS A FIELD ON THE
RISE 5 THE LANDSCAPEOF EARLY CHILDHOOD EDUCATION 5 HOW EARLY CHILDHOOD
EDUCATION IS EXPANDING 10 ACCESSTO EARLY CHILDHOOD EDUCATION 11
IMPORTANCE OF QUALITY IN EARLY CHILDHOOD EDUCATION 12 SETTING STANDARDS
FOR OUALITY 12 MEASURING OUALITY IN EARLY CHILDHOOD PROGRAMS 14 WHY
BECOME AN EARLY CHILDHOOD EDUCATOR? 15 THE JOYS OF TEACHINGYOUNG
CHILDREN 15 BECOMING AN EFFECTIVE, INTENTIONAL TEACHER 15 CAREER OPTIONS
FOR EARLY CHILDHOOD EDUCATORS 17 THE CULTURE OF EARLY CHILDHOOD
EDUCATION 20 SHARED VOCABULARY 20 SHARED IDENTITY 21 SHARED VALUES 21
SHARED BELIEFS 22 THE POSITIVE EFFECTS OF EARLY CHILDHOOD EDUCATION 22
BRAIN RESEARCH 22 RESEARCHSUPPORTING THE LASTING BENEFITS OF EARLY
CHILDHOOD EDUCATION 23 THE POSITIVE EFFECTS OF HEAD START, CHILD CARE,
AND PREKINDERGARTEN 24 SOCIAL JUSTICE AND CLOSING THE ACHIEVEMENT GAP 25
WHERE THE GAP BEGINS 25 SCHOOLS CONTRIBUTIONS TO THE GAP 25 EARLY
EDUCATION AND SOCIAL JUSTICE 26 CURRENT TRENDS IN EARLY CHILDHOOD
EDUCATION 27 UNIVERSAL PREKINDERGARTEN MOVEMENT 27 STANDARDS AND
ACCOUNTABILITY 27 ALIGNMENT OF PRESCHOOL AND K-3 28 HIGHER TEACHER
OUALIFICATIONS 29 CONTINUITY AND CHANGE IN EARLY CHILDHOOD EDUCATION 29
RESOLVINGCONTRADICTIONS BETWEEN ENDURING VALUES AND CURRENT TRENDS 30
EMBRACING BOTH/AND THINKING 30 REVISITING CRESTHAVEN CHILD DEVELOPMENT
CENTER 31 CHAPTER SUMMARY 31 * CHAPTER 2 BUILDING ON A TRADITION OF
EXCELLENCE 34 LEARNING FROM THE PAST 37 UNDERSTANDING CURRENT ISSUES 37
AVOIDING GETTING STUCK IN THE PAST 37 ASPIRING TO MAKE A DIFFERENCE FOR
CHILDREN 38 ADVOCATING FOR CHANGE 38 THE CHANGING VIEW OF CHILDREN 39
CHILDREN AS MINIATURE ADULTS 39 CHILDREN IN NEED OF REDEMPTION 39
CHILDREN AS BLANK SLATES 40 CHILDREN AS INNOCENTS 40 CHILDREN S ECONOMIC
VALUE 40 THE COMPETENT CHILD 41 THE CHILD AS A CITIZEN WITH RIGHTS 41
IMAGES OF CHILDHOOD TODAY 41 EUROPEAN INFLUENCES ON AMERICAN EARLY
CHILDHOOD EDUCATION 45 JOHN AMOS COMENIUS 45 JOHANN PESTALOZZI 47
FRIEDRICH FROEBEL 47 MARIA MONTESSORI 49 IMPACT OF MONTESSORI S WORK 50
THE KINDERGARTEN MOVEMENT IN THE UNITED STATES 51 EARLY DAYS OF THE
KINDERGARTEN MOVEMENT 51 SUSAN BLOW S LEADERSHIP 51 PROGRESSIVE
EDUCATION 52 JOHN DEWEY 52 THE CHILD STUDY MOVEMENT 54 THE NURSERY
SCHOOL MOVEMENT 54 PATTY SMITH HILI 55 CAROLINE PRATT 57 LUCY SPRAGUE
MITCHELL 58 PARENT COOPERATIVE PRESCHOOLS 60 .. XVII ... XVIII CONTENTS
THE CHILD CARE MOVEMENT 60 MCMILIAN SISTERS 61 WORKS PROGRESS
ADMINISTRATION NURSERIES 61 THE LANHAMACT 61 AFRICAN AMERICAN LEADERS IN
EARLY CHILDHOOD EDUCATION 62 AFRICAN AMERICAN KINDERGARTENS AND TEACHER
TRAINING 62 AFRICAN AMERICANS AND THE NURSERY SCHOOL MOVEMENT 63 HEAD
START: BRINGING THE STORIES TOGETHER 63 A COMPREHENSIVE PROGRAM 64 AN
EDUCATIONAL PROGRAM 64 A PARENT INVOLVEMENT PROGRAM 65 THE NATIONAL
LABORATORY 65 BUILDING ON A TRADITION OF EXCELLENCE: LESSONS FROM
HISTORY 65 REVISITING THE COLLEGE CLASSROOM 66 CHAPTER SUMMARY 66 *
CHAPTER 3 UNDERSTANDING AND APPLYING DEVELOPMENTALLY APPROPRIATE
PRACTICE 68 DEFINING DEVELOPMENTALLY APPROPRIATE PRACTICE 70 WHAT IS
DEVELOPMENTALLY APPROPRIATE PRACTICE? 70 THE NAEYCPOSITION STATEMENT ON
DEVELOPMENTALLY APPROPRIATE PRACTICE 70 DEVELOPMENTALLY APPROPRIATE
PRACTICE IN THE C1ASSROOM 71 ENGAGING IN INTENTIONAL TEACHING 73 MAKING
PURPOSEFUL DECISIONS 73 UNDERSTANDING AND EXPLAINING DECISIONS 74
DECIDING WHAT IS DEVELOPMENTALLY APPROPRIATE 75 MAKING INFORMED
DECISIONS 77 CONSIDER ALL YOU KNOW WHEN MAKING DECISIONS 81
UNDERSTANDING THE COMPLEX ROLE OF THE TEACHER 83 CREATE A CARING
COMMUNITY OF LEARNERS 84 TEACH TO ENHANCE LEARNING AND DEVELOPMENT 85
PLAN CURRICULUM TO ACHIEVE IMPORTANT GOALS 85 ASSESS CHILDREN S
DEVELOPMENT AND LEARNING 86 BUILD RELATIONSHIPS WITH FAMILIES AND
COMMUNITIES 86 SEEINGTHE TEACHER S ROLE IN CONTEXT 86 WIDENING THE LENS:
MOVING FROM EITHER/OR TO BOTH/AND THINKING 87 EXAMINING THE RESEARCH 88
RESEARCH REVIEWS 88 RESEARCHON ELEMENTS OF DEVELOPMENTALLY APPROPRIATE
PRACTICE 89 THE FUTURE OF DEVELOPMENTALLY APPROPRIATE PRACTICE 90
REVISITING MR. WASHINGTON S CLASSROOM 91 CHAPTER SUMMARY 91 PART TWO
LEARNING AND DEVELOPING FROM BIRTH TO AGE 8: WHO WE TEACH 93 * CHAPTER 4
APPLYING WHAT WE KNOW ABOUT CHILDREN S LEARNING AND DEVELOPMENT 94
UNDERSTANDING DEVELOPMENT AND LEARNING 97 WHAT IS DEVELOPMENT? 97 WHAT
IS LEARNING? 97 THE ROLE OF THEORY 97 THE RELATIONSHIP BETWEEN THEORY,
RESEARCH, AND PRACTICE 98 WHY STUDY CHILD DEVELOPMENT AND LEARNING? 98
BRAIN DEVELOPMENT AND IMPLICATIONS FOR PRACTICE 99 HOW THE BRAIN
PROMOTES LEARNING 99 IMPLICATIONS OF BRAIN RESEARCH 101 IMPLICATIONS FOR
PRACTICE 101 THEORIES OF CHILD DEVELOPMENT 101 ERIKSON S
PSYCHOSOCIALTHEORY OF HUMAN DEVELOPMENT 103 MASLOW S SELF-ACTUALIZATION
THEORY 105 PIAGET AND COGNITIVE THEORY 106 VYGOTSKY AND SOCIOCULTURAL
THEORY 111 LEARNING THEORIES 11 6 B. F. SKINNER AND BEHAVIORISM 116
ALBERT BANDURA AND SOCIAL COGNITIVE THEORY 118 THE ROLE OF PLAY IN
DEVELOPMENT AND LEARNING 120 TYPES OF PLAY 120 HOW PLAY DEVELOPS 120 THE
BENEFITS OF PLAY 121 PLAY AND MOTIVATION 122 PRINCIPLES OF CHILD
DEVELOPMENT AND LEARNING THAT INFORM DEVELOPMENTALLY APPROPRIATE
PRACTICES 123 THE REGGIO EMILIA APPROACH: THEORY INTO PRACTICE AND
PRACTICE DRIVING THEORY 123 THE SCHOOLS OF REGGIO EMILIA, ITALY 123
PRINCIPLES AND VALUES OF THE REGGIO EMILIA APPROACH 126 THE REGGIO
EMILIA APPROACH: INTEGRATING THEORY AND PRACTICE 127 REVISITING MS.
DONATI S CLASSROOM 128 CHAPTER SUMMARY 128 CONTENTS PLANNING
INDIVIDUALIZED INSTRUCTIONAL STRATEGIES 157 FOSTERING FRIENDSHIPS IN THE
INCLUSIVE CLASSROOM 159 REVISITING MS. CREIGHTON S CLASSROOM 161 CHAPTER
SUMMARY 162 XIX * CHAPTER 5 ADAPTING FOR INDIVIDUAL DIFFERENCES 130
INDIVIDUAL DIFFERENCES AMONG YOUNG CHILDREN 132 WHY PAY ATTENTION TO
INDIVIDUAL DIFFERENCES? 133 WHERE DO INDIVIDUAL DIFFERENCES COME FROM?
133 HOW EXPERIENCE AFFECTS OUTCOMES FOR CHILDREN: RISK OR RESILIENCE 134
WHAT WE KNOW ABOUT INDIVIDUAL DIFFERENCES 136 GENDER DIFFERENCES 136
INDIVIDUAL DIFFERENCES IN COGNITIVE DEVELOPMENT AND ABILITIES 137
INDIVIDUAL DIFFERENCES IN EMOTIONAL AND SOCIAL DEVELOPMENT 138
INDIVIDUAL DIFFERENCES IN APPROACHES TO LEARNING 139 INDIVIDUAL
DIFFERENCES IN PHYSICAL DEVELOPMENT 139 SEEING EACH CHILD AS AN
INDIVIDUAL 140 MULTIPLE INTELLIGENCES AND INDIVIDUAL DIFFERENCES 141 THE
LEARNING CYCLE OF DIFFERENTIATING INSTRUCTION 142 PLANNING THE
ENVIRONMENT 143 DIFFERENTIATING CONTENT 143 THE PROCESS OF TEACHING 143
THE PRODUCTS: ASSESSMENT OF LEARNING 144 RESPONSIVE EDUCATION FOR
DIVERSE LEARNERS 145 RESPONSE TO INTERVENTION 145 RECOGNITION AND
RESPONSE 145 INDIVIDUAL VARIATION BEYOND THE TYPICAL RANGE 147 THE
LANGUAGE OF EARLY CHILDHOOD SPECIAL EDUCATION 148 WHAT TEACHERS SHOULD
KNOW ABOUT CHILDREN WITH DISABILITIES 148 WHAT TEACHERS SHOULD KNOW
ABOUT LEGAL REQUIREMENTS FOR CHILDREN WITH DISABILITIES 150 EMBRACING
NATURAL LEARNING ENVIRONMENTS AND INCLUSION 153 EFFECTIVE PRACTICES FOR
CHILDREN WITH DIVERSE ABILITIES 155 WORKING ON A TEAM 155 ASSESSING
YOUNG CHILDREN OF DIVERSE ABILITIES 155 * CHAPTER 6 EMBRACING A
CULTURALLY AND LINGUISTICALLY DIVERSE WORLD 164 UNDERSTANDING CULTURAL
DIVERSITY 167 DEFINING CULTURE 167 THE ROLE OF CULTURE IN DEVELOPMENT
168 HOW CULTURE FUNCTIONS: PRINCIPLES TO KEEP IN MIND 169 A FRAMEWORK
FOR THINKING ABOUT CULTURE 171 INDIVIDUALISTIC AND COLLECTIVIST CULTURAL
ORIENTATIONS 171 CONTINUUM OF COMMON CULTURAL VALUES 172 UNDERSTANDING
YOUR OWN CULTURAL PERSPECTIVE 174 BECOME AWARE OF YOUR OWN CULTURAL
EXPERIENCES 174 LEARN ABOUT THE PERSPECTIVES OF OTHER CULTURAL GROUPS
175 TEACHING IN A CULTURALLY AND LINGUISTICALLY DIVERSE WORLD 176 WHY
DOES CULTURE MATTER TO TEACHERS? 177 LINGUISTICALLY APPROPRIATE PRACTICE
180 EFFECTIVE PRACTICES FOR CULTURALLY AND LINGUISTICALLY DIVERSE
CHILDREN 181 BECOMING CULTURALLY COMPETENT: THE KEY TO EFFECTIVE
TEACHING 183 CULTURAL COMPETENCE 183 CROSS-CULTURAL COMMUNICATION 184
DEVELOPMENTALLY AND CULTURALLY APPROPRIATE PRACTICE 186 THE CULTURE OF
EARLY CHILDHOOD EDUCATION 186 RESOLVING CONTRADICTIONS 187 CULTURALLY
RESPONSIVE LEARNING GOALS 188 FOSTER CHILDREN S POSITIVE IDENTITY WITHIN
THEIR OWN GROUP 189 EXPERIENCE AND VALUE DIVERSITY 190 THINKING
CRITICALLY AND COUNTERING BIASES AND STEREOTYPES 192 REVISITING MS.
GRIFFIN S CLASSROOM 194 CHAPTER SUMMARY 195 XX CONTENTS PART THREE
INTENTIONAL TEACHING: HOW TO TEACH 197 * CHAPTER 7 BUILDING EFFECTIVE
PARTNERSHIPS WITH FAMILIES 198 UNDERSTANDING TODAY S FAMILIES 201
WELCOMING DIVERSE FAMILY TYPES 201 UNDERSTANDING FAMILY DYNAMICS 202
UNDERSTANDING FAMILY CIRCUMSTANCES AND CHALLENGES 204 BUILDING
RECIPROCAL RELATIONSHIPS WITH FAMILIES 207 CLARIFYING ROLES OF TEACHERS
AND PARENTS 207 DEFINING RECIPROCAL RELATIONSHIPS 208 COMMUNICATING WITH
FAMILIES 211 BARRIERS TO EFFECTIVE COMMUNICATION 211 COMMUNICATING
EFFECTIVELY WITH FAMILIES 212 INVOLVING FAMILIES IN PROGRAMS AND SCHOOLS
219 BENEFITS OF FAMILY INVOLVEMENT 219 PROVIDING OPPORTUNITIES FOR
MEANINGFUL FAMILY INVOLVEMENT 220 BUILDING PARTNERSHIPS WITH FAMILIES: A
FRAMEWORK 221 CLARIFYING PREFERENCES 222 COMMUNICATING PREFERENCES 222
NEGOTIATING SUCCESSFULLY 223 DEMONSTRATING A WILLINGNESS TO LEARN AND
CHANGE 225 REVISITING MS. SUAREZ S CLASSROOM 226 CHAPTER SUMMARY 226 *
CHAPTER 8 CREATING A CARING COMMUNITY OF LEARNERS: GUIDING YOUNG
CHILDREN 228 BUILDING A CARING COMMUNITY OF LEARNERS 230 INTEGRATING
CARE AND EDUCATION 231 ESTABLISHING A COMMUNITY WHERE CHILDREN LEARN
TOGETHER 233 THE VALUE OF A CARING COMMUNITY OF LEARNERS 234 HELPING
CHILDREN DEVELOP POSITIVE SOCIAL SKILLS AND EMOTIONAL SELF-REGULATION
234 PREVENTING SOCIAL AND BEHAVIORAL DIFFICULTIES 234 SOCIAL-EMOTIONAL
DEVELOPMENT AND ACADEMIC SUCCESS 235 THE TEACHING PYRAMID MODEL FOR
CREATING A CARING COMMUNITY 235 UNDERSTANDING THE PYRAMID 236 THE
PYRAMID S EFFECTIVENESS 237 ESTABLISHING POSITIVE RELATIONSHIPS WITH
CHILDREN 237 STRATEGIES FOR BUILDING RELATIONSHIPS WITH CHILDREN 237
EXAMINING PERSONAL, FAMILY, AND CULTURAL VIEWS OF CHILDREN S BEHAVIOR
237 EXAMININGADULTS ATTITUDES TOWARD CHALLENGING BEHAVIOR 238
ORGANIZING HIGH-QUALITY SUPPORTIVE ENVIRONMENTS 239 ORGANIZING THE
LEARNING ENVIRONMENT 239 ORGANIZING THE DAY 241 SUPPORTING CHILDREN TO
DO THEIR BEST 244 PROMOTING SODAL COMPETENCE AND POSITIVELY GUIDING
BEHAVIOR 246 UNDERSTANDING GUIDANCE AND PUNISHMENT 246 FOSTERING
EMOTIONAL LITERACY 246 TEACHING SOCIAL SKILLS 247 TEACHING CHILDREN TO
NEGOTIATE SOCIAL CONFLICTS 250 INDIVIDUALIZED INTERVENTIONS FOR CHILDREN
WITH CHALLENGING BEHAVIORS 251 UNDERSTANDING CHALLENGING BEHAVIORS 251
ASSESSINGAND ADDRESSING THE FUNCTION OF THE CHILD S BEHAVIOR 252 TEAMING
WITH FAMILIESAND PROFESSIONALS TO IMPLEMENT INDIVIDUALIZED PLANS 253
IMPLEMENTING AN INDIVIDUALIZED PLAN USING POSITIVE BEHAVIOR SUPPORT 254
USING THE PYRAMID MODEL TO TEACH BOYS MORE EFFECTIVELY 254 TEACHING BOYS
255 BUILDING POSITIVE RELATIONSHIPS WITH BOYS 256 RETHINKING THE
ENVIRONMENT FOR BOYS 256 ADAPTING TEACHING AND INTERVENTION STRATEGIES
FOR BOYS 256 USING THE PYRAMID MODEL TO ADDRESS BITING 258 WHY AND WHEN
YOUNG CHILDREN BITE 258 APPLYING THE TEACHING PYRAMID TO BITING 259
USING THE PYRAMID MODEL TO ALLEVIATE BULLYING 260 WHAT CAN TEACHERS DO
ABOUT BULLYING? 260 PREVENTING AND INTERVENING IN BULLYING 260
REVISITING MS. BRADY AND MS. DONAHUE S CLASSROOM 261 CHAPTER SUMMARY 262
CONTENTS . XXI * CHAPTER 9 TEACHING TO ENHANCE LEARNING AND DEVELOPMENT
264 DEFINING TEACHING: BOTH A SCIENCE AND AN ART 266 THE SCIENCE OF
TEACHING 267 THE ART OF TEACHING 268 BUILDING A REPERTOIRE OF EFFECTIVE
TEACHING STRATEGIES 269 WHAT ARE TEACHING STRATEGIES? 269
TEACHER-INITIATED AND CHILD-INITIATED EXPERIENCES 269 USING AN ARRAY OF
TEACHING STRATEGIES 270 THE POWER OF SCAFFOLDING: AN INTEGRATED APPROACH
276 CONNECTING TEACHING AND LEARNING 278 REFLECTING ON YOUR OWN LEARNING
278 MAKING CONNECTIONS: STRATEGIES TO MAKE LEARNING MEANINGFUL 280
DEVELOPING CONCEPTS: STRATEGIES TO BUILD CHILDREN S UNDERSTANDING 281
PROMOTING HIGHER-LEVELTHINKING AND PROBLEM SOLVING 283 USING GROUPING AS
AN INSTRUCTIONAL STRATEGY 285 ORGANIZING THE ENVIRONMENT FOR LEARNING
285 PLAYAS A TEACHING STRATEGY 288 TEACHERS INVOLVEMENT DURING PLAY 289
TEACHER S ROLES DURING PLAY 290 TEACHING WITH TECHNOLOGY 291 USING
COMPUTERS TO TEACH 291 USINGASSISTIVETECHNOLOGYFOR CHILDREN WITH
DISABILITIES 293 REVISITING MS. HANSON S CLASSROOM 293 CHAPTER SUMMARY
294 * CHAPTER 10 PLANNING EFFECTIVE CURRICULUM 296 DEFINING CURRICULUM
299 WHAT IS CURRICULUM? 299 WRITTEN CURRICULUM PLANS 299 WHY USE A
WRITTEN CURRICULUM PLAN? 300 APPROACHES TO PLANNING CURRICULUM 301
EMERGENT CURRICULUM 301 INTEGRATED CURRICULUM 302 THEMATIC CURRICULUM
303 WEBBING 303 THE PROJECT APPROACH 304 SCOPE AND SEQUENCE 308
INDICATORS OF EFFECTIVE CURRICULUM 309 EVALUATING CURRICULUM 309 THE
ROLE OF STANDARDS IN CURRICULUM 309 WHAT ARE STANDARDS? 310 HOW DO
STANDARDS AFFECT CURRICULUM? 310 PLANNING CURRICULUM FOR DIFFERENT AGE
GROUPS 313 UNDERSTANDING CURRICULUM MODELS 314 CURRICULUM MODELS,
APPROACHES, AND FRAMEWORKS 315 HIGHSCOPE CURRICULUM 315 CREATIVE
CURRICULUM 316 CORE KNOWLEDGE 316 TOOLS OF THE MIND 317 RESEARCHON
PRESCHOOL CURRICULUM 318 A MODEL FOR PLANNING EFFECTIVE CURRICULUM 31 9
THE CHILD IN THE SOCIOCULTURAL CONTEXT 319 SOURCES OF CURRICULUM 320
APPLYING THE CURRICULUM MODEL IN PRACTICE 321 ADAPTING FOR INDIVIDUAL
DIFFERENCES 322 REVISITING MS. AMAS AND MS. KADOTA S CLASSROOM 323
CHAPTER SUMMARY 324 * CHAPTER 11 ASSESSING CHILDREN S LEARNING AND
DEVELOPMENT 326 LEARNING THE LANGUAGE OF ASSESSMENT 328 UNDERSTANDING
ASSESSMENT 329 UNDERSTANDING STANDARDIZED TESTING 330 TYPES OF
STANDARDIZED TESTS 332 INDICATORS OF EFFECTIVE ASSESSMENT 333 EFFECTIVE
ASSESSMENT PRACTICES 333 DEVELOPMENTALLY APPROPRIATE ASSESSMENT 333
CULTURALLY AND LINGUISTICALLY RESPONSIVE ASSESSMENT 336 INDIVIDUALLY
APPROPRIATE ASSESSMENT FOR CHILDREN WITH SPECIAL NEEDS 338 PURPOSES OF
ASSESSMENT: WHY ASSESS? 338 ASSESSINGTO INFORM TEACHING AND PROMOTE
LEARNING 339 IDENTIFYING CHILDREN WITH SPECIAL LEARNING OR DEVELOPMENTAL
NEEDS 340 EVALUATING PROGRAM OUALITY 341 ASSESSINGFOR ACCOUNTABILITY 341
CONNECTING PURPOSES AND TYPES OF ASSESSMENT 342 ASSESSMENT TO IMPROVE
TEACHING AND LEARNING 342 OBSERVING AND GATHERING EVIDENCE 343 RECORDING
WHAT CHILDREN KNOW AND CAN DO 345 INTERPRETING AND USING EVIDENCE TO
IMPROVE TEACHING AND LEARNING 350 XXII CONTENTS STANDARDIZED TESTING OF
YOUNG CHILDREN 352 APPROPRIATE USES OF STANDARDIZED TESTING 352 CONCERNS
ABOUT STANDARDIZED TESTING 353 REVISITING MS. BURUSS S CLASSROOM 354
CHAPTER SUMMARY 355 PART FOUR IMPLEMENTING AN EFFECTIVE CURRICULUM: WHAT
TO TEACH 357 * CHAPTER 12 TEACHING CHILDREN TO COMMUNICATE: LANGUAGE,
LITERACY, AND THE ARTS 358 UNDERSTANDING CHILDREN S LANGUAGE DEVELOPMENT
361 THE CRITICAL IMPORTANCE OF LANGUAGE DEVELOPMENT 361 UNDERSTANDING
TYPES OF LANGUAGE 361 WORKING WITH LANGUAGE DIFFERENCES IN CHILDREN 362
THE DEVELOPMENTAL CONTINUUM OF LANGUAGE ACQUISITION 362 SUPPORTING
CHILDREN S LANGUAGE DEVELOPMENT 364 FOSTERING LANGUAGE DEVELOPMENT WITH
BABIES AND TODDLERS 364 PROMOTING PRESCHOOLERS LANGUAGE AND VOCABULARY
365 USING PLAY TO PROMOTE LANGUAGE AND EARLY LITERACY 369 USING
INTERACTIVE BOOK READING 369 LEARNING A SECOND LANGUAGE 371
DEVELOPMENTAL SEQUENCE OF SECOND LANGUAGE ACQUISITION 371 SUPPORTING
DUAL LANGUAGE LEARNERS 373 PROMOTING EARLY LITERACY IN CHILDREN: BIRTH
THROUGH AGE FIVE 374 THE CONTINUUM OF EARLY LITERACY LEARNING 374
CREATING A LITERACY-RICH ENVIRONMENT 375 EARLY LITERACY SKILLS AND
ABILITIES FROM BIRTH TO KINDERGARTEN 375 PHONOLOGICAL AWARENESS AND
LETTER KNOWLEDGE 376 DEVELOPING PRINT AWARENESS 378 DEVELOPING EARLY
WRITING SKILLS 378 PROMOTING BOOK APPRECIATION AND MOTIVATION TO READ
379 INTEGRATING LITERACY AND BUILDING BACKGROUND KNOWLEDGE 380 LEARNING
TO READ AND WRITE IN THE PRIMARY GRADES 381 LEARNING TO READ 381
CONTINUUM OF LITERACY LEARNING IN THE PRIMARY GRADES 382 EVIDENCE-BASED
READING INSTRUCTION 382 COMMUNICATING THROUGH THE ARTS 384 THE VALUE OF
CREATIVE ARTS 384 VISUAL ARTS 387 MUSIC, MOVEMENT, AND DANCE 389 DRAMA
390 SEEING THE ARTS WITH NEW EYES 391 REVISITING THURGOOD MARSHALL
SCHOOL 391 CHAPTER SUMMA{Y 392 * CHAPTER 13 TEACHING CHILDREN TO
INVESTIGATE AND SOLVE PROBLEMS: MATHEMATICS, SCIENCE, AND TECHNOLOGY 394
THE IMPORTANCE OF MATHEMATICS AND SCIENCE 396 THE NEED FOR AN EDUCATED
WORKFORCE 396 ADDRESSING THE MATHEMATICS ACHIEVEMENT GAP 397 THE ROLE OF
COGNITIVE DEVELOPMENT 398 INFORMAL, BASIC MATHEMATICS 398 CHILDREN S
INTERESTS 398 CHILDREN S THINKING 398 THE ROLE OF LANGUAGE AND COGNITION
400 MATHEMATICAL LANGUAGE AND THE ACHIEVEMENT GAP 401 LEARNING TO
MATHEMATIZE EXPERIENCE 401 HELPING CHILDREN LEARN MATHEMATICS 402 THE
CONTENT OF EARLY CHILDHOOD MATHEMATICS CURRICULUM 402 MATHEMATICS
TEACHING-LEARNING PATHS 402 MATHEMATICS PROCESS SKILLS 406 EFFECTIVE
MATHEMATICS CURRICULUM AND TEACHING 409 INTENTIONAL TEACHING OF EARLY
CHILDHOOD MATHEMATICS 409 THE ROLE OF PLAY IN TEACHING AND LEARNING
MATHEMATICS 412 HELPING CHILDREN LEARN ABOUT SCIENCE 41 4 SCIENCE AND
TECHNOLOGY IN THE EARLY CHILDHOOD CURRICULUM 414 THE EARLY CHILDHOOD
SCIENCE CURRICULUM 415 EFFECTIVE SCIENCE TEACHING 417 TEACHING AND
LEARNING WITH TECHNOLOGY 420 A DEVELOPMENTALLY AND TECHNOLOGICALLY
APPROPRIATE C1ASSROOM 422 CHOOSING APPROPRIATE INTERACTIVE MEDIA 422
PROMOTING LEARNING WITH TECHNOLOGY 422 ENSURING ACCESS FOR ALL CHILDREN
422 CONTENTS XXIII REVISITING MR. BURNS AND MS. MORENO S CLASSROOM 423
CHAPTER SUMMARY 424 * CHAPTER 14 TEACHINGCHILDREN TO LIVE IN A
DEMOCRATIC SODETY: SODAL-EMOTIONAL LEARNING AND SODAL STUDIES 426
SOCIAL-EMOTIONAL DEVELOPMENT AND LEARNING 428 UNDERSTANDING SOCIAL
DEVELOPMENT AND LEARNING 429 UNDERSTANDING EMOTIONAL DEVELOPMENT AND
LEARNING 429 VALUING INDIVIDUAL AND CULTURAL DIVERSITY 429 SUPPORTING
CHILDREN WITH DISABILITIES 430 THE ROJE OF PLAY IN SOCIAL-EMOTIONAL
LEARNING 431 SOCIAL DEVELOPMENT AND PLAY 431 EMOTIONAL DEVELOPMENT AND
PLAY 432 THE CONTINUUM OF SOCIAL AND EMOTIONAL DEVELOPMENT 433 INFANTS
AND TODDLERS 433 PRESCHOOL AND KINDERGARTEN 434 PRIMARY GRADES:
FOSTERING SOCIAL-EMOTIONAL DEVELOPMENT 436 TEACHING AND LEARNING SOCIAL
PROBLEM SOLVING 438 TEACHING PROBLEM-SOLVING SKILLS 438 SUPPORTING
CHILDREN TO SOLVE PROBLEMS IN THE MOMENT 440 THE SOCIAL STUDIES
CURRICULUM 440 WHAT IS SOCIAL STUDIES? 441 SOCIAL STUDIES CONTENT GOALS
442 DEVELOPMENTALLY APPROPRIATE SOCIAL STUDIES TEACHING 448
ENGAGINGCHILDREN IN PLAY AND ACTIVE LEARNING EXPERIENCES 449 AN
INTEGRATED APPROACH TO TEACHING SOCIAL STUDIES 450 USING TECHNOLOGY TO
TEACH SOCIAL STUDIES 451 REVISITING JEFFERSON ELEMENTARY SCHOOL 451
CHAPTER SUMMARY 452 * CHAPTER 15 TEACHINGCHILDREN TO BE HEALTHY AND FIT:
PHYSICAL DEVELOPMENT AND HEALTH 454 THE IMPORTANCE OF PHYSICAL FITNESS
AND HEALTH 456 THE BENEFITS OF PHYSICAL FITNESS 456 ADDRESSING THE
CHILDHOOD OBESITY CRISIS 457 UNDERSTANDING PHYSICAL DEVELOPMENT 458 THE
NATURE OF PHYSICAL DEVELOPMENT 458 TYPES OF PHYSICAL DEVELOPMENT 459
CHARACTERISTICS OF PHYSICAL DEVELOPMENT 459 THE CONTINUUM OF MOTOR SKILL
DEVELOPMENT 459 PHASESOF MOTOR DEVELOPMENT 459 FOSTERING GROSS-MOTOR
DEVELOPMENT 460 FOSTERING FINE-MOTOR DEVELOPMENT 465 FOSTERING
PERCEPTUAL-MOTOR DEVELOPMENT FROM BIRTH THROUGH THE PRIMARY GRADES 469
THE IMPORTANT ROLE OF PLAY 471 CHILDHOOD EXPERIENCES WITH THE NATURAL
ENVIRONMENT 471 CHARACTERISTICS OF OUTDOOR ENVIRONMENTS 472 PROMOTING
HEALTH AND PREVENTING IIINESS AND INJURY 473 KEEPING CHILDREN HEALTHY
AND SAFE 473 THE TEACHER S ROLE IN PREVENTING ILINESS 474 THE TEACHER S
ROLE IN INJURY PREVENTION 475 BALANCING RISK AND CHALLENGE 475
CURRICULUM TO PROMOTE PHYSICAL FITNESS AND HEALTH 475 PLANNING
MEANINGFUL CURRICULUM 475 TEACHING MOTOR SKILLS 476 PLANNING CURRICULUM
TO SUPPORT HEALTH AND WELLNESS 477 REVISITING MS. PEREZ AND MS. ALIOTE S
CLASSROOM 480 CHAPTER SUMMARY 480 * CHAPTER 16 PUTTING IT ALL TOGETHER
IN PRACTICE: MAKING A DIFFERENCE FOR CHILDREN 482 EXPERIENCING LIFE AS
AN EARLY CHILDHOOD EDUCATOR 484 CARING FOR AND EDUCATING INFANTS AND
YOUNG TODDLERS 484 TEACHING THE WHOLE CHILD IN THE PRESCHOOL 486
TEACHING THE WHOLE CHILD IN THE KINDERGARTEN 488 TEACHINGTHE WHOLE CHILD
IN THE PRIMARY GRADES 490 BEGINNING YOUR JOURNEY AS AN EARLY CHILDHOOD
PROFESSIONAL 492 BECOMING A PROFESSIONAL 492 JOINING A PROFESSION THAT
MAKES A DIFFERENCE 496 CHAPTER SUMMARY 498 GLOSSARY G-1 REFERENCES R-1
NAME INDEX N-1 SUBJECT INDEX S-L
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV036058033 |
| callnumber-first | L - Education |
| callnumber-label | LB1140 |
| callnumber-raw | LB1140.23 |
| callnumber-search | LB1140.23 |
| callnumber-sort | LB 41140.23 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CX 6000 DK 2002 |
| ctrlnum | (OCoLC)465364197 (DE-599)BVBBV036058033 |
| dewey-full | 372.210973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.210973 |
| dewey-search | 372.210973 |
| dewey-sort | 3372.210973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| format | Book |
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| geographic_facet | USA |
| id | DE-604.BV036058033 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:10:30Z |
| institution | BVB |
| isbn | 9780205515325 |
| language | English |
| lccn | 2009039793 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018949581 |
| oclc_num | 465364197 |
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| owner_facet | DE-29 |
| physical | getr. Zählung Ill. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
| record_format | marc |
| spelling | Effective practices in early childhood education building a foundation Sue Bredekamp Boston ; Munich [u.a.] Pearson 2011 getr. Zählung Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Early childhood education United States Child development United States Kleinkinderziehung (DE-588)4073498-5 gnd rswk-swf Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Kleinkinderziehung (DE-588)4073498-5 s DE-604 Vorschulerziehung (DE-588)4064016-4 s Bredekamp, Sue Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018949581&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Effective practices in early childhood education building a foundation Early childhood education United States Child development United States Kleinkinderziehung (DE-588)4073498-5 gnd Vorschulerziehung (DE-588)4064016-4 gnd |
| subject_GND | (DE-588)4073498-5 (DE-588)4064016-4 (DE-588)4078704-7 |
| title | Effective practices in early childhood education building a foundation |
| title_auth | Effective practices in early childhood education building a foundation |
| title_exact_search | Effective practices in early childhood education building a foundation |
| title_full | Effective practices in early childhood education building a foundation Sue Bredekamp |
| title_fullStr | Effective practices in early childhood education building a foundation Sue Bredekamp |
| title_full_unstemmed | Effective practices in early childhood education building a foundation Sue Bredekamp |
| title_short | Effective practices in early childhood education |
| title_sort | effective practices in early childhood education building a foundation |
| title_sub | building a foundation |
| topic | Early childhood education United States Child development United States Kleinkinderziehung (DE-588)4073498-5 gnd Vorschulerziehung (DE-588)4064016-4 gnd |
| topic_facet | Early childhood education United States Child development United States Kleinkinderziehung Vorschulerziehung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018949581&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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