Developmentally appropriate curriculum: best practices in early childhood education
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVIII, 530 S. Ill. |
| ISBN: | 9780137035533 |
Internformat
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| 100 | 1 | |a Kostelnik, Marjorie J. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Developmentally appropriate curriculum |b best practices in early childhood education |c Marjorie J. Kostelnik, Anne K. Soderman, Alice P. Whiren |
| 250 | |a 5. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2011 | |
| 300 | |a XVIII, 530 S. |b Ill. | ||
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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 Early childhood education |x Curricula |z United States | |
| 650 | 4 | |a Child development |z United States | |
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| 700 | 1 | |a Soderman, Anne K. |e Verfasser |4 aut | |
| 700 | 1 | |a Whiren, Alice Phipps |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804141230189182976 |
|---|---|
| adam_text | CONTENTS XII INTRODUCTION 1 PART 1 FOUNDATIONSOF EARLY CHILDHOOD
EDUCATION 15 WHY IS THERE A NEED FOR DAP? 17 PROGRAM QUALITY 18 DEALING
WITH PUSHDOWN CURRICULA 18 CLOSING THE ACHIEVEMENT GAP 18 THE EARLY
CHILHDOOD PROFESSION RESPONDS 19 PROFESSIONAL SUPPORT FOR DAP 19 WHAT IT
MEANS TO BE DEVELOPMENTALLY APPROPRIATE 20 DAP IS AGE APPROPRIATE 20 DAP
IS INDIVIDUALLY APPROPRIATE 20 DAP IS SOCIALLY AND CULTURALLY
APPROPRIATE 21 THE ESSENCE OF DEVELOPMENTAL APPROPRIATENESS 22 GENERAL
PRACTICES TYPICALLY ASSOCIATED WITH DAP 23 BRAIN SCIENCE AND DAP 24 1T
REQUIRES JUDGMENT TO DETERMINE DEVELOPMENTAL APPROPRIATENESS 25 DAP HAS
HISTORIE ROOTS 26 THERE IS EMPIRICAL SUPPORT FOR DEVELOPMENTALLY
APPROPRIATE PROGRAMS 27 LETS CONSIDER DIVERSITY 27 DAP PROGRAMS VARY IN
STRUCTURE AND CONTENT 28 DAP IS ADAPTABLE ACROSS PROGRAM SETTINGS 29 DAP
IS ADAPTABLE ACROSS CURRICULUM MODELS 29 THE HIGHSCOPE EARLY CHILDHOOD
CURRICULUM 30 ORIGINS 30 CENTRAL PRINCIPLES 30 WHERE READERS CAN FIND
OUT MORE 31 THE REGGIO EMILIA APPROACH TO EARLY CHILDHOOD EDUCATION 31
ORIGINS 31 GOALS 32 CONTENT/FOCUS 32 METHODS 32 ROLE OF THE TEACHER 32
ROLE OF THE CHILDREN 33 ASSESSMENT 33 WHERE READERS CAN FIND OUT MORE 33
THE ONGOING DISCUSSION ABOUT DAP 33 WHAT DOES THE DAP DISCUSSION MEAN
FOR EARLY CHILDHOOD PRACTITIONERS? 34 IMPLICATIONS OF DAP FOR
PROFESSIONAL PRACTICE 35 SUMMARY 35 KEYWORDS 35 APPLYING WHAT YOU VE
READ IN THIS CHAPTER 36 PRACTICE FOR YOUR CERTIFICATION OR LICENSURE
EXAM 36 CHAPTER 2 TEACHING AND LEARNING IN DEVELOPMENTALLY APPROPRIATE
PROGRAMS 37 EARLY CHILDHOOD EDUCATORS NEED TO KNOW ABOUT CHILD
DEVELOPMENT AND LEARNING 38 CHILDREN DEVELOP HOLISTICALLY 39 CHILD
DEVELOPMENT FOLLOWS AN ORDERLY SEQUENCE 39 CHILDREN DEVELOP AT VARYING
RATES 40 CHILDREN LEARN BEST WHEN THEY FEEL SAFE AND SECURE 40 CHILDREN
ARE ACTIVE LEARNERS 40 CHILDREN LEARN THROUGH PHYSICAL EXPERIENCE,
SOCIAL INTERACTION, AND REFLECTION 41 CHILDREN ARE MOTIVATED TO LEARN
THROUGH A CONTINUOUS PROCESS OF CHALLENGE AND MASTERY 42 CHILDRENS
LEARNING PROFILES VARY 43 CHILDREN LEARN THROUGH PLAY 43
PRACTICALIMPLICATIONS 44 EARLY CHILDHOOD EDUCATORS NEED TO KNOW ABOUT
EFFECTIVE TEACHING STRATEGIES 45 WHICH TEACHING STRATEGIES ARE BEST? 46
COMMON TEACHING STRATEGIES 46 SENSORY ENGAGEMENT 46 ENVIRONMENTAL CUES
47 TASK ANALYSIS 47 CHAINING AND SUCCESSIVE APPROXIMATION 47 SCAFFOLDING
48 GUIDED PRACTICE AND REPETITION 48 INVITATIONS 49 BEHAVIOR REFLECTIONS
50 PARAPHRASE REFLECTIONS 50 MODELING AND DEMONSTRATING 50 EFFECTIVE
PRAISE 51 TELLING, EXPLAINING, AND INFORMING 51 DO-IT SIGNALS 52
CHALLENGES 52 QUESTIONS 53 SILENCE 55 THE CYELE OFLEARNING 56 PHASES IN
THE CYCLE OF LEARNING 56 LINKING THE CYELE OFLEARNING TO TEACHING 57
ACCOMMODATING THE NEEDS OF INDIVIDUAL CHILDREN 57 TIMING 58 TEACHING IN
THE ZONE OF PROXIMAL DEVELOPMENT 59 EARLY CHILDHOOD EDUCATORS NEED TO
KNOW ABOUT CONTENT 60 DEVELOPMENTALLY APPROPRIATE 16 CHAPTER 1 PRACTICE
ADDRESSING CONTENT IN EARLY CHILDHOOD EDUCATION 61 BENEFITS OF STANDARDS
61 CHALLENGES IN USING STANDARDS 62 TOO MANY STANDARDS 62 SCATTERED
STANDARDS 63 STANDARDS THAT ARE INAPPROPRIATE FOR YOUNG CHILDREN OR AN
INDIVIDUAL CHILD 63 STANDARDS IMPLEMENTED IN LOCKSTEP FASHION 63
ADDRESSING THE CHALLENGES 63 TEACHING WITH STANDARDS IN MIND 65 SUMMARY
66 KEYWORDS 66 APPLYING WHAT YOU VE READ IN THIS CHAPTER 66 PRACTICE FOR
YOUR CERTIFICATION OR LICENSURE EXAM 67 PART 2 SETTING THE STAGE TOR
LEARNING 69 CHAPTER 3 PLANNING AND IMPLEMENTING EFFECTIVE SMALL-GROUP
ACTIVITIES 70 WHY PLAN? 71 CHARACTERISTICS OF EFFECTIVE PLANNING 72
PLANNING WITH SPECIFIC CHILDREN AND PROGRAMS IN MIND 72 TEACHERS AS
INFORMATION GATHERERS 73 TEACHERS AS GOAL SETTERS 73 TEACHERS AS
INSTRUCTIONAL DESIGNERS 73 TEACHERS AS ORGANIZERS 74 TEACHERS AS
EVALUATORS 75 TEACHERS AS WRITERS 75 PLANNING BASICS 76 CREATING
DEVELOPMENTALLY APPROPRIATE PLANS 77 DOMAIN 77 ACTIVITY NAME 78 GOAL 78
OBJECTIVES 78 CONTENT 79 MATERIALS 79 PROCEDURES 79 SIMPLIFICATIONS 80
EXTENSIONS 81 EVALUATING AND REFLECTING ON THE LESSON 81 ALIGNING ALL
THE PARTS OF THE LESSON PLAN 82 USING PRINCIPLES OF DEVELOPMENTAL
DIRECTION TO ENHANCE YOUR PLANNING 82 KNOWN TO UNKNOWN 83 SELF TO OTHER
83 WHOLE TO PART 83 CONCRETE TO ABSTRACT 84 ENACTIVE TO SYMBOLIC
REPRESENTATION 84 EXPLORATORY TO GOAL DIRECTED 85 LESS ACCURATE TO MORE
ACCURATE 85 SIMPLE TO COMPLEX 86 CONTENTS XIII APPLYING THE PRINCIPLES
OF DEVELOPMENTAL DIRECTION TO YOUR PLANS 86 COMMON ACTIVITIES IN EARLY
CHILDHOOD PROGRAMS 87 EXPLORATORY PLAY 88 GUIDED DISCOVERY 88 PROBLEM
SOLVING 89 DISCUSSIONS 91 DEMONSTRATIONS 91 DIRECT INSTRUCTION 92 MAKING
AND IMPLEMENTING PLANS 93 SUMMARY 95 KEYWORDS 95 APPLYING WHAT YOU VE
READ IN THIS CHAPTER 95 PRACTICE FOR YOUR CERTIFICATION OR LICENSURE
EXAM 97 CHAPTER 4 PLANNING AND IMPLEMENTING EFFECTIVE GROUP- TIME
ACTIVITIES 98 PLANNING EFFECTIVE GROUP TIMES 100 THE OPENING 100 THEBODY
100 THE CLOSING 10 1 GROUP-TIME TRANSITIONS 101 WRITING GROUP- TIME
PLANS 102 GROUP- TIME PREPARATIONS AND STRATEGIES 102 LOCATION 102 FOCUS
103 PACE AND VARIETY 104 MATERIALS 104 PREPARATION 105 ACTIVE
INVOLVEMENT 105 GROUP- TIME TEACHING METHODS 105 PREPARING OTHER ADULTS
TO SUPPORT GROUP- TIME LEARNING 105 VARIATIONS ON GROUP TIMES 106
GREETING TIME 106 PLANNING TIME 106 STORYTELLING TIME 107 MUSIC TIME 108
READ-ALOUD TIME 108 CLASS MEETINGS 108 BRAINSTORMING GROUPS 108
MINILESSONS 109 AUTHORS CHAIR 110 REPORTING TIME 110 COMMON QUESTIONS
ABOUT GROUP TIME 110 SHOULD ALL CHILDREN BE REQUIRED TO PARTICIPATE IN
GROUP TIME? 110 HOW CAN I FACILITATE CONVERSATIONS AMONG A LARGE GROUP
OFCHILDREN? 110 WHAT SHOULD I DO WHEN CHILDREN INTERRUPT A STORY OR A
PRESENTATION? 111 WHAT CAN BE DONE TO SUPPORT EASILY DISTRACTIBLE
CHILDREN? 111 XIV CONTENTS WHAT SHOULD THE GROUP LEADER DO WHEN CHILDREN
BECOME UNHAPPY OR ANGRY DURING GROUP TIME? 112 WHAT ABOUT SHOW-AND-
TELL? 113 INCLUDING CHILDREN OFDIFFERENT AGES AND ABILITIES IN
WHOLE-GROUP INSTRUCTION 113 PITFALLS TO AVOID DURING GROUP- TIME
PLANNING 114 FAILING TO PREPARE ADEQUATELY 114 RELYING ON WHOLE-GROUP
INSTRUCTION TO MEET GOALS BETTER ADDRESSED IN SMALLER GROUPS 117
SELECTING INAPPROPRIATE MATERIALS 117 INCORPORATING TOO MANY ROUTINIZED
ACTIVITIES 118 WAITING TOO LONG TO ENGAGE CHILDREN IN ACTIVE LEARNING
118 ALLOWING GROUP TIMES TO GO ON TOO LONG 119 SUMMARY 119 KEY WORDS 119
APPLYING WHAT YOU VE READ IN THIS CHAPTER 120 PRACTICE FOR YOUR
CERTIFICATION OR LICENSURE EXAM 120 CHAPTER 5 ORGANIZING SPACE)
MATERIALS) AND TIME 122 PRINCIPLES OF ORGANIZING THE PHYSICAL
ENVIRONMENT 123 SAFETY 124 COMFORT 125 SPACE 125 SOUND 126 EQUIPMENT AND
MATERIAL SIZE 126 MOBILITY 126 ATTRACTIVENESS 127 STORAGE 128 ARRANGING
THE CLASSROOM 128 ARRANGING OUTDOOR ENVIRONMENTS 128 LEARNING CENTERS
132 CREATING AND USING LEARNING CENTERS 134 EXAMPLES OF CENTERS 135
LANGUAGE ARTS CENTER 136 CREATIVE ARTS AND CONSTRUCTION CENTER 137
SCIENCE AND COLLECTIONS CENTER 137 MATH AND MANIPULATIVE MATERIALS
CENTER 138 BLOCKS CENTER 138 PRETEND-PLAY CENTER 139 LARGE-GROUP CENTER
140 SAND AND WATER CENTERS 140 NATURE STUDY CENTER 141 IMPLEMENTATING
LEARNING CENTERS 141 GETTING STARTED 142 STRUCTURING SELF-SUSTAINING
CENTERS 142 DECIDING HOW MANY CENTERS TO MAKE AVAILABLE 143 MONITORING
CHILDRENS USE OF CENTERS 143 EVALUATING CHILDRENS SKILL DEVELOPMENT
DURING CENTER TIME 144 ADJUSTING THE PHYSICAL ENVIRONMENT 144 ADDING TO
THE ENVIRONMENT 145 REMOVING SOMETHINGFROM THE ENVIRONMENT 146 ALTERING
THE ENVIRONMENT 147 SELECTING MATERIALS FOR EACH CURRICULAR DOMAIN 147
GENERAL GUIDELINES FOR THE SELECTION AND USE OF MATERIALS 147 PROVIDE
FOR FIRSTHAND EXPERIENCES WITH REAL THINGS 148 PROVIDE COMPLETE, SAFE,
AND USABLE MATERIALS 148 PROVIDE LITERACY-RELATED MATERIALS IN ALL
CENTERS 148 PROVIDE MATERIALS REPRESENTING NATIONAL AND LOCAL DIVERSITY
149 DEMONSTRATE PROPER USE OF MATERIALS AND EQUIPMENT 149 PUREHASE
STURDY, HIGH-QUALITY EQUIPMENT AND MATERIALS 149 DEMONSTRATE PROPER CARE
AND STORAGE OF MATERIALS AND SUPERVISE CHILDREN AS THEY TAKE ON
ORGANIZATIONAL TASKS 149 INCORPORATE LOOSE PARTS FROM THE NATURAL
ENVIRONMENT AND FROM DISCARDS 149 ENSURE A VARIETY OF MATERIALS TO
SUPPORT EACH DOMAIN 150 GIVE REASONS FOR THE STANDARDS YOU SET FOR
CHILDRENS USE OF MATERIALS 150 USE THE SAME MATERIALS FOR MANY PURPOSES
150 CREATING A DAILY SCHEDULE 151 ROUTINES 151 PACE 151 VARIETY 152
BALANCE 153 ADAPTING A SCHEDULE THAT WORKS FOR YOUR CHILDREN 154
INTEGRATION 154 SCHEDULE PREPARATION: A GUIDE 154 SCHEDULE
IMPLEMENTATION 155 SAMPIE SCHEDULES 155 SUMMARY 158 KEY WORDS 158
APPLYING WHAT YOU VE READ IN THIS CHAPTER 158 PRACTICE FOR YOUR
CERTIFICATION OR LICENSURE EXAM 159 CHAPTER 6 CHILD GUIDANCE IN EARLY
CHILDHOOD CLASSROOMS 160 WHAT CHILDREN NEED TO KNOW 161 SELF-REGULATION
162 HOW SELF-REGULATION EVOLVES 163 THE EARLIEST DAYS 163 ADHERENCE
(EXTERNAL REGULATION) 163 IDENTIFICATION (SHARED REGULATION) 164
INTERNALIZATION (SELF-REGULATION) 164 DEGREES OFSELF-REGULATION AMONG
CHILDREN AND WITHIN THE SAME CHILD 165 DEVELOPMENTAL INFLUENEES ON
SELF-REGULATION 165 EMOTIONAL DEVELOPMENT 165 COGNITIVE DEVELOPMENT 166
LANGUAGE DEVELOPMENT 167 MEMORY SKILLS 168 HOW EXPERIENEE INFLUENEES
SELF-REGULATION 168 MODELING 168 INSTRUCTION 169 CONSEQUENCES 169 HOW
ADULT DISEIPLINE STYLES INFLUENEE CHILDREN S SELF- REGULATION 170 THE
UNINVOLVED DISCIPLINE STYLE 171 THE PERMISSIVE DISCIPLINE STYLE 171 THE
AUTHORITARIAN DISCIPLINE STYLE 171 THE AUTHORITATIVE DISCIPLINE STYLE
172 ADOPTING AN AUTHORITATIVE APPROACH TO CHILD GUIDANCE 172 THE
RELATION BETWEEN AUTHORITATIVE TEAEHING AND DAP 179 AUTHORITATIVE
TEAEHING AND THE IMPORTANEE OF TEAMWORK AMONG STAFF 180 QUESTIONS ADULTS
ASK ABOUT PROMOTING SEIF-DISEIPLINE IN CHILDREN 181 ISN T JUST SAYING
NO FASTER AND BETTER? 181 SHOULDN T CHILDREN ALREADY KNOW HOW TO
BEHAVE BY THE TIME THEY GET TO KINDERGARTEN AND FIRST AND SECOND GRADE?
182 WHATS THE STORY ON REWARDS? J VE HEARD SOME PEOPLE SAY THEY ARE NOT
DEVELOPMENTALLY APPROPRIATE. 183 HOW CAN WE PROMOTE CONSISTENCY BETWEEN
THE WAY GUIDANCE IS HANDLED IN THE EARLY CHILDHOOD SETTING AND HOW IT IS
ADDRESSED AT HORNE? 183 WHAT CAN BE DONE WHEN CONFLICTS EXIST BETWEEN
THE TEACHERS AND FAMILIES APPROACHES TO DISCIPLINE? 184 SUMMARY 184 KEY
WORDS 185 APPLYING WHAT YOU VE READ IN THIS CHAPTER 185 PRAETICE FOR
YOUR CERTIFIEATION OR LICENSURE EXAM 186 CHAPTER 7 AUTHENTIE ASSESSMENT
FOR EVALUATING AND GUIDING CHILDREN S PROGRESS 187 THE CHANGING FAEE OF
EARLY CHILDHOOD ASSESSMENT 188 RESPONSIBLE EARLY CHILDHOOD ASSESSMENT
AND EVALUATION 189 EXAMINING THE EVALUATOR S SUBJECTIVITY-OBJECTIVITY
AND SKILLS 190 OBTAINING THE CHILDS BEST RESPONSE 190 CHOOSING AN
EVALUATION SETTING 190 CONTENTS XV DETERMINING THE TIMING OF THE
EVALUATION 190 SELECTING DATA COLLECTION STRATEGIES AND TOOLS 191
STANDARDIZED TESTING: WHAT PART SHOULD IT PLAY IN EVALUATING CHILDREN S
PROGRESS? 191 THE CONEEPT OF AUTHENTIE ASSESSMENT 193 STRATEGIES FOR
AUTHENTIE ASSESSMENT IN THE EARLY CHILDHOOD CLASSROOM 193 SCREENING AND
READINESS PROCEDURES 194 STRUCTURED AND NONSTRUCTURED OBSERVATION 195
ORAL READING TESTS: RUNNING RECORDS 202 TEACHER-CHILD MINICONFERENCES
204 THE ECOMAP 204 SELF-APPRAISAL BY THE CHILD 205 ORGANIZATION AND USE
OF AUTHENTIE ASSESSMENT AND EVALUATION DATA: PORTFOLIOS AND STUDENT-LED
CONFERENEES 206 PORTJOLIOS: MATCHING ASSESSMENT WITH HOW CHILDREN LEARN
206 STUDENT-LED CONFERENCES: BRINGING PARENTS AND OTHERS INTO THE
PROCESS 208 ASSESSING AND EVALUATING CHILDREN S PROGRAMS 210 SUMMARY 210
KEY WORDS 211 APPLYING WHAT YOU VE READ IN THIS CHAPTER 211 PRAETIEE FOR
YOUR CERTIFICATION OR LIEENSURE EXAM 212 CHAPTER 8 STRENGTHENING
DEVELOPMENTALLY APPROPRIATE PROGRAMS THROUGH FAMILY ENGAGEMENT 213 THE
CHANGING NATURE OF FAMILY ENGAGEMENT IN EARLY CHILDHOOD EDUEATION 214
BARRIERS TO FAMILY ENGAGEMENT 216 CHARAETERISTIES OF EFFEETIVE FAMILY
ENGAGEMENT 217 COLLABORATION 218 VARIETY 218 INTENSITY 219 INDIVIDUATION
219 EFFEETIVE FAMILY ENGAGEMENT TEEHNIQUES 220 ESTABLISHING
RELATIONSHIPS WITH FAMILIES 220 GATHERING INFORMATION FROM FAMILIES 223
KEEPING FAMILIES INFORMED 226 ESTABLISHING TWO- WAY COMMUNICATION
BETWEEN FAMILIES AND THE PROGRAM 228 INTEGRATING FAMILIES INTO THE
PROGRAM 234 INVOLVING MEN IN EARLY CHILDHOOD PROGRAMS 236 PROVIDING
FAMILY EDUCATION 237 HELPING FAMILIES AND CHILDREN MAKE A SUEEESSFUL
TRANSITION 239 FACILITATING FAMILY-TO-FAMILY SUPPORT 240 SUMMARY 241
KEYWORDS 241 APPLYING WHAT YOU VE READ IN THIS CHAPTER 241 PRAETIEE FOR
YOUR CERTIFIEATION OR LIEENSURE EXAM 242 XVI CONTENTS DEFINING THE
CURRICULUM 244 WHY USE THE CHILDRENS COMPREHENSIVE CURRICULUM? 244 WHY
EMPHASIZE DEVELOPMENTAL DOMAINS OVER SUBJECTS? 244 WHY EMPHASIZE
DEVELOPMENTAL DOMAINS OVER MATERIALS? 245 DESCRIBING THE STRUCTURE OF
CHAPTERS 9 THROUGH 14 245 RECONCILING THE USE OF DOMAINS WITH OTHER
CURRICULAR APPROACHES 247 PART 3 THE CURRICULUM 243 DON T HURRY CHILDREN
271 DON T WASTE CHILDRENS TIME 271 AVOID OVERDIRECTING 271 DON T
REINFORCE ONLY A REAIISTIC APPROACH 271 USE PRAISE SPARINGLY 271
APPROACHES TO TEACHING THE ARTS 272 ACTIVITY SUGGESTIONS 273 SUMMARY 278
KEY WORDS 278 APPLYING WHAT YOU VE READ IN THIS CHAPTER 278 PRACTICE FOR
YOUR CERTIFICATION OR LICENSURE EXAM 279 CHAPTER 9 THE AESTHETIC DOMAIN
248 AESTHETICS DEFINED 249 THE ARTS DEFINED 250 SCOPE OFTHIS CHAPTER 250
AESTHETIC EDUCATION FOR YOUNG CHILDREN 250 IMPORTANCE OF AESTHETIC
LEARNING 252 RELATIONSHIP BETWEEN AESTHETIC LEARNING AND KNOWING 253
PHYSICAL KNOWLEDGE THROUGH AESTHETIC ACTIVITIES 253 LOGICAL-MATHEMATICAL
KNOWLEDGE THROUGH AESTHETIC ACTIVITIES 254 REPRESENTATIONAL KNOWLEDGE
THROUGH AESTHETIC ACTIVITIES 254 SOCIAL-CONVENTIONAL KNOWLEDGE THROUGH
AESTHETIC ACTIVITIES 254 METACOGNITION IN AESTHETIC LEARNING 256
CHILDREN S ACQUISITION OF A FUNDAMENTAL KNOWLEDGE BASE FOR AESTHETIC
DEVELOPMENT 257 DEVELOPMENT OF AESTHETIC PREFERENCES 257 DEVELOPMENT OF
MUSICAL INTERESTS 257 DEVELOPMENT OF VOCAL MUSIC (SINGING) BEHAVIORS 257
DEVELOPMENT OF INSTRUMENTAL MUSIC LNTERESTS 258 DEVELOPMENT OF CREATIVE
MOVEMENT AND DANCE INTERESTS 258 DEVELOPMENT OF VISUAL ART EXPRESSION
258 DEVELOPMENT OF ENACTMENT OR DRAMATIC BEHAVIORS 260 AESTHETIC
LEARNING AND THE TEACHER S ROLE 260 CURRENT EDUCATIONAL ISSUES 261
TEACHING THE ARTS WITHOUT SPECIAL TRAINING 261 TEACHING THE ARTS BY
USING ADULT-DESIGNED PRODUCTS 261 RESPONDING TO CHILDRENS CREATIVE
PRODUCTS 262 PURPOSE AND GOALS 263 PURPOSE 263 GOALS 263 TEACHING
STRATEGIES 264 PITFALLS TO AVOID 270 DON T FOCUS ON MAKING A MODEL WHEN
DEMONSTRATING 270 CHAPTER 10 THE AFFECTIVE DOMAIN 280 EMERGENCE OF THE
EMOTIONAL SELF 282 SELF- AWARENESS AND SENSE OF COMPETENCE 283 CONCEPTS
OFEMOTIONAL INTELLIGENCE 285 STRESS AND RESILIENCE: HOW CHILDREN REACT
TO OVERWHELMING EMOTIONAL DEMAND 286 COPING WITH NORMAL LIFE STRESSORS
286 CHILDREN IN TOXIC AND VIOLENT ENVIRONMENTS 286 DEVELOPING RESILIENCE
288 AFFECTIVE DEVELOPMENT IN CHILDREN WITH SPECIAL NEEDS 290 AUTISM 290
ATTENTION DEFICIT HYPERACTIVITY DISORDER 291 SENSORY PROCESSING
DISORDERS 291 ENGIISH LANGUAGE LEARNERS 292 CURRENT EDUCATIONAL ISSUES
293 INCLUDING AFFECTIVE EDUCATION IN THE CURRICULUM 293 POTENTIAL LACK
OF PROFESSIONAL COMPETENCE 293 APPROPRIATE AND INAPPROPRIATE TOUCH IN
EARLY CHILDHOOD SETTINGS 294 ACQUIRING SELF-ESTEEM: CAN IT BE TAUGHT OR
MUST IT BE DEVELOPED? 294 PURPOSE AND GOALS FOR AFFECTIVE DEVELOPMENT
294 PURPOSE 294 GOALS 295 AFFECTIVE TEACHING STRATEGIES 295 ACTIVITY
SUGGESTIONS 300 SUMMARY 303 KEY WORDS 304 APPLYING WHAT YOU VE READ IN
THIS CHAPTER 304 PRACTICE FOR YOUR CERTIFICATION OR LICENSURE EXAM 305
CHAPTER 11 THE COGNITIVE DOMAIN 306 COGNITIVE MATURATION 307
CONTRIBUTIONS OFNEUROSCIENCE TO UNDERSTANDING CHILDRENS COGNITIVE
DEVELOPMENT 307 BRAIN TO MIND: NEURAL DEVELOPMENT AND COGNITIVE
PROCESSING 310 CHILDREN S ACQUISITION OF A FUNDAMENTAL KNOWLEDGE BASE
FOR COGNITIVE DEVELOPMENT 312 ENGAGING CHILDREN S THINKING 314 THE YOUNG
CHILD AS SCIENTIST 314 THE YOUNG CHILD AS MATHEMATICIAN 318 CURRENT
EDUCATIONAI ISSUES 320 USING A CONSTRUCTIVIST APPROACH VERSUS DIRECT
INSTRUCTION 320 USING CALCULATORS AND COMPUTERS IN THE EARLY CHILDHOOD
CLASSROOM 321 USING WORKSHEETS AND WORKBOOKS AS A PRIMARY TEACHING MODE
FOR MATHEMATICS 321 CONSTRUCTING OPTIMAL ENVIRONMENTS 322 NATIONAL
EXPECTATIONS AND STANDARDS 322 PURPOSE AND GOALS FOR THE COGNITIVE
DOMAIN 323 PURPOSE 324 GOALS FOR SCIENCE AND OTHER COGNITIVE FUNCTIONS
324 GOALS FOR MATHEMATICS 324 TEACHING STRATEGIES 325 ACTIVITY
SUGGESTIONS 327 SUMMARY 332 KEY WORDS 332 APPLYING WHAT YOU VE READ IN
THIS CHAPTER 332 PRACTICE FOR YOUR CERTIFICATION OR LICENSURE EXAM 333
CHAPTER12 THE LANGUAGE DOMAIN 334 ORAL LANGUAGE DEVELOPMENT 335 RED
FLAGS IN EARLY SPEECH AND LANGUAGE DEVELOPMENT 336 CHILDREN S
ACQUISITION OFLITERACY 338 THE IMPORTANCE OF PHONOLOGICAL AWARENESS 339
ENHANCING AND SEAFFOLDING CHILDREN S EMERGENT LITERACY 341 A BALANCED
LITERACY PROGRAM 344 INTEGRATION OF LANGUAGE EXPERIENCES ACROSS THE
CURRICULUM 345 TEACHING CHILDREN WHO HAVE LIMITED ENGLISH PROFICIENCY
346 CURRENT EDUCATIONAL ISSUES 349 SCRIP TED READING INSTRUCTION 349
CORRECTING CHILDREN S JOURNAL WRITING 350 TAKING DICTATION FROM CHILDREN
350 PURPOSE AND GOALS 351 PURPOSE 351 GOALS 351 TEACHING STRATEGIES 353
ACTIVITY SUGGESTIONS 357 SUMMARY 361 KEY WORDS 361 APPLYING WHAT YOU VE
READ IN THIS CHAPTER 362 PRACTICE FOR YOUR CERTIFICATION OR LICENSURE
EXAM 362 CHAPTER13 THE PHYSICAL DOMAIN 363 PHYSICAL ACTIVITY 364
IMPORTANCE OF PHYSICAL ACTIVITY 364 CONTENTS XVII PRINCIPLES OF MOTOR
DEVELOPMENT 365 FUNDAMENTAL MOTOR SKILLS 365 PERCEPTUAL-MOTOR SKILLS 368
FINE-MOTOR SKILLS 370 MOVEMENT CONCEPTS 374 PHYSIEAL ACTIVITY OF
CHILDREN WHO HAVE SPECIAL NEEDS 375 HEALTH, SAFETY, AND NUTRITION 376
FITNESS 376 COMPREHENSIVE HEALTH CURRICULUM 378 SELECTED HEALTH TOPICS
379 CURRENT EDUCATIONAL ISSUES 380 EDUEATIONAL STANDARDS 382 PURPOSE AND
GOALS 382 PURPOSE 382 GOALS 382 TEACHING STRATEGIES 384 GROSS- AND
FINE-MOTOR SKILLS 384 PERCEPTUAL-MOTOR SKILLS 386 HEALTH, NUTRITION, AND
SAFETY 387 ACTIVITY SUGGESTIONS 388 SUMMARY 393 KEY WORDS 393 APPLYING
WHAT YOU VE READ IN THIS CHAPTER 394 PRACTICE FOR YOUR CERTIFICATION OR
LICENSURE EXAM 395 CHAPTER14 THE SODAL DOMAIN 396 THE IMPORTANCE OF THE
SODAI DOMAIN 398 SODAI SKILL DEVELOPMENT 398 SOCIAL COMPETENCE 398 EARLY
SOCIAL DEVELOPMENT 399 CHILDREN S FRIENDSHIPS 399 PROSOCIAL BEHAVIOR:
ACTING POSITIVELY TOWARD OTHERS 403 SOCIALIZATION: CHILDREN S BEHAVIOR
AND ADULT EXPECTATIONS 404 SODAI RESPONSIBILITY 405 CELEBRATING
DIVERSITY 405 BECOMING ENVIRONMENTALLY AWARE 408 SOCIAL STUDIES 409
STANDARDS AND GOALS FOR SOCIAL STUDIES 409 THE RELATIONSHIP BETWEEN
SOCIAL STUDIES STANDARDS/THEMES AND TRADITIONAL SUBJECT MATTER 410
SOCIAL STUDIES IN THE CLASSROOM 411 THE RELATIONSHIP BETWEEN THE SODAI
DOMAIN AND COGNITION 411 CURRENT EDUCATIONAI ISSUES 413 TEACHING PEACE
THROUGH CONFLICT MEDIATION 413 EMBRACING DIVERSITY: INTERPRETATIONS AND
MISINTERPRETATIONS 413 DETERMINING HOW THE SOCIAL DOMAIN FITS INTO THE
DAILY ROUTINE 414 XVIII CONTENTS PURPOSE AND GOALS 414 PURPOSE 414 GOALS
415 TEACHING STRATEGIES 415 ACTIVITY SUGGESTIONS 418 SUMMARY 424 KEY
WORDS 425 APPLYING WHAT YOU VE READ IN THIS CHAPTER 425 PRACTICE FOR
YOUR CERTIFICATION OR LICENSURE EXAM 426 PART 4 INTEGRATINGCURRICULUM
427 CHAPTER 15 INTEGRATING CURRICULUM THROUGH PRETEND AND CONSTRUCTION
PLAY 428 CHARACTERISTICS OF PLAY 429 THE PLAY FRAME 430 ELEMENTS OF
PRETEND PLAY 430 APPLICATIONS OF PRETEND PLAY 431 CONSTRUCTION PLAY 434
TYPES OF CONSTRUCTION PROJECTS 436 COMPARISON OF CONSTRUCTION AND OTHER
RELATED ACTIVITIES 437 CONSTRUCTION AND MATERIALS OFCHOICE 439
INDEPENDENCE OF MATERIALS FROM THE IDEAS THEY REPRESENT 440 INDIVIDUAL
DIFFERENCES IN CHILDRENS PRETEND AND CONSTRUETION PLAY 440 PRETEND AND
CONSTRUCTION PLAY ACROSS THE CURRICULUM AND IN DEVELOPMENT 443 COGNITIVE
DOMAIN 444 AESTHETIE DOMAIN 444 AFFECTIVE DOMAIN 445 LANGUAGE DOMAIN 445
PHYSICAL DOMAIN 446 SOCIAL DOMAIN 447 INTEGRATION OFMULTIPLE DOMAINS 447
TEACHERS QUESTIONS REGARDING PRETEND AND CONSTRUCTION PLAY 448
PROMOTION OF PLAY SKILLS 452 CUSTOMARY STRATEGIES TO ENHANCE PLAY 452
SUMMARY 457 KEY WORDS 457 APPLYING WHAT YOU VE READ IN THIS CHAPTER 457
PRACTICE FOR YOUR CERTIFICATION OR LICENSURE EXAM 458 CHAPTER 16
INTEGRATING CURRICULUM THROUGH THEMATIC PLANNING AND PROJECTS 459
DEFINING THEMES AND PROJECTS 460 HOW THEMES AND PROJECTS CONTRIBUTE TO
CHILDREN S CONCEPT DEVELOPMENT 461 CONCEPTUAL DEVELOPMENT 461 LINK
BETWEEN CONCEPTS AND THEMATIC TEACHING 461 ADDITIONAL BENEFITS FOR
CHILDREN 461 TEACHERS BENEFITS 462 PROGRAM EFFECTS 463 FOCUSING ON
CONTENT 463 FOCUSING ON PROCESS 464 INTEGRATING CONTENT AND PROCESS 464
PITFALLS IN THEMATIC TEACHING 464 PRINCIPLES OFEFFECTIVE THEMATIC
TEACHING 465 HOW TO CREATE THEMATIC UNITS 466 SOURCES OF IDEAS 466
CONSIDERING ESSENTIAL THEME CRITERIA 467 THE PROJECT APPROACH 470
ORIGINS 470 METHODS 470 THREE PHASES IN THE LIFE OF A PROJECT 470
ASSESSMENT 470 DISTINCTIVE FEATURES 471 WHERE READERS CAN FIND OUT MORE
471 CREATING AN INFORMATION BASE 471 DEVELOPING ACTIVITY IDEAS 471
MAKING A PLAN 472 IMPLEMENTING THE THEME 473 ADAPTING APPLES IN THE
SCHOOLYARD ; AN APPLE THEME 477 COMMON QUESTIONS ABOUT THEMES AND
PROJECTS 481 MUST EVERY ACTIVITY RELATE TO THE THEME OR PROJECT? 481 HOW
LONG DOES A TYPICAL THEMATIC UNIT OR PROJECT LAST? 481 IS THERE A
DIFFERENCE BETWEEN PLANNING THEMES FOR 3- AND 4-YEAR-OLDS AND PLANNING
THEMES FOR 6- TO 8- YEAR-OLDS? 481 HOW DO I USE THEMES AND PROJECTS WITH
SO MUCH REQUIRED CONTENT TO COVER? 483 WHAT ABOUT REPEATING THEMES? 483
HOW CAN I DOCUMENT CHILDRENS PARTICIPATION IN THEMES AND PROJECTS? 484
WHAT ABOUT HAVING ALL MY THEMES AND PROJECTS REVOLVE AROUND HOLIDAYS?
484 HOW DO I KNOW THAT CHILDREN ARE DEVELOPING MORE SOPHISTICATED,
COMPLEX CONCEPTS? 485 SUMMARY 486 KEY WORDS 486 APPLYING WHAT YOU VE
READ IN THIS CHAPTER 487 PRACTICE FOR YOUR CERTIFICATION OR LICENSURE
EXAM 487 APPENDIX A SAMPIE LESSON PLANS 488 APPENDIX B FIELD TRIPS 495
APPENDIX C THE BIG, BIG TURNIP 498 GLOSSARY 499 REFERENCES 503 NAME
INDEX 518 SUBJECT INDEX 523
|
| any_adam_object | 1 |
| author | Kostelnik, Marjorie J. Soderman, Anne K. Whiren, Alice Phipps |
| author_facet | Kostelnik, Marjorie J. Soderman, Anne K. Whiren, Alice Phipps |
| author_role | aut aut aut |
| author_sort | Kostelnik, Marjorie J. |
| author_variant | m j k mj mjk a k s ak aks a p w ap apw |
| building | Verbundindex |
| bvnumber | BV036122505 |
| callnumber-first | L - Education |
| callnumber-label | LB1139 |
| callnumber-raw | LB1139.25 |
| callnumber-search | LB1139.25 |
| callnumber-sort | LB 41139.25 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DK 2002 |
| ctrlnum | (OCoLC)441947473 (DE-599)BVBBV036122505 |
| dewey-full | 372.21 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.21 |
| dewey-search | 372.21 |
| dewey-sort | 3372.21 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 5. ed. |
| format | Book |
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| geographic_facet | USA |
| id | DE-604.BV036122505 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:12:34Z |
| institution | BVB |
| isbn | 9780137035533 |
| language | English |
| lccn | 2009039846 |
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| physical | XVIII, 530 S. Ill. |
| publishDate | 2011 |
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| spelling | Kostelnik, Marjorie J. Verfasser aut Developmentally appropriate curriculum best practices in early childhood education Marjorie J. Kostelnik, Anne K. Soderman, Alice P. Whiren 5. ed. Boston ; Munich [u.a.] Pearson 2011 XVIII, 530 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Early childhood education United States Early childhood education Curricula United States Child development United States Curriculumplanung (DE-588)4148410-1 gnd rswk-swf Kleinkinderziehung (DE-588)4073498-5 gnd rswk-swf Curriculumentwicklung (DE-588)4070157-8 gnd rswk-swf Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Vorschulerziehung (DE-588)4064016-4 s Curriculumentwicklung (DE-588)4070157-8 s DE-604 Kleinkinderziehung (DE-588)4073498-5 s Entwicklungspsychologie (DE-588)4014963-8 s Curriculumplanung (DE-588)4148410-1 s 1\p DE-604 Soderman, Anne K. Verfasser aut Whiren, Alice Phipps Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019012455&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Kostelnik, Marjorie J. Soderman, Anne K. Whiren, Alice Phipps Developmentally appropriate curriculum best practices in early childhood education Early childhood education United States Early childhood education Curricula United States Child development United States Curriculumplanung (DE-588)4148410-1 gnd Kleinkinderziehung (DE-588)4073498-5 gnd Curriculumentwicklung (DE-588)4070157-8 gnd Vorschulerziehung (DE-588)4064016-4 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd |
| subject_GND | (DE-588)4148410-1 (DE-588)4073498-5 (DE-588)4070157-8 (DE-588)4064016-4 (DE-588)4014963-8 (DE-588)4078704-7 |
| title | Developmentally appropriate curriculum best practices in early childhood education |
| title_auth | Developmentally appropriate curriculum best practices in early childhood education |
| title_exact_search | Developmentally appropriate curriculum best practices in early childhood education |
| title_full | Developmentally appropriate curriculum best practices in early childhood education Marjorie J. Kostelnik, Anne K. Soderman, Alice P. Whiren |
| title_fullStr | Developmentally appropriate curriculum best practices in early childhood education Marjorie J. Kostelnik, Anne K. Soderman, Alice P. Whiren |
| title_full_unstemmed | Developmentally appropriate curriculum best practices in early childhood education Marjorie J. Kostelnik, Anne K. Soderman, Alice P. Whiren |
| title_short | Developmentally appropriate curriculum |
| title_sort | developmentally appropriate curriculum best practices in early childhood education |
| title_sub | best practices in early childhood education |
| topic | Early childhood education United States Early childhood education Curricula United States Child development United States Curriculumplanung (DE-588)4148410-1 gnd Kleinkinderziehung (DE-588)4073498-5 gnd Curriculumentwicklung (DE-588)4070157-8 gnd Vorschulerziehung (DE-588)4064016-4 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd |
| topic_facet | Early childhood education United States Early childhood education Curricula United States Child development United States Curriculumplanung Kleinkinderziehung Curriculumentwicklung Vorschulerziehung Entwicklungspsychologie USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019012455&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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