Approaches to early childhood education:
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| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson
2013
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| Edition: | 6., internat. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XVII, 428 S. Ill., graph. Darst. |
| ISBN: | 9780132977579 |
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| 245 | 1 | 0 | |a Approaches to early childhood education |c [ed. by] Jaipaul L. Roopnarine ... |
| 250 | |a 6., internat. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2013 | |
| 300 | |a XVII, 428 S. |b Ill., graph. Darst. | ||
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| 650 | 7 | |a Enseignement - Innovations - États-Unis |2 ram | |
| 650 | 4 | |a Éducateurs de jeunes enfants - Formation - États-Unis | |
| 650 | 4 | |a Éducation de la première enfance - États-Unis | |
| 650 | 7 | |a Éducation de la première enfance - États-Unis |2 ram | |
| 650 | 4 | |a Éducatrices de jeunes enfants - Formation - États-Unis | |
| 650 | 4 | |a Early childhood education |z United States | |
| 650 | 4 | |a Early childhood educators |x Training of |z United States | |
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| adam_text | IMAGE 1
BRIEF CONTENTS
PART I PART 111
279
INTRODUCTION
CLW.F*ER1
HISTORY OT EARLY CHILDHOOD EDUCATION IN MULTICULTURAL PERSPECTIVE
DUTP:TER2
THE PROGRAM TOR INTANTJTODDLER CARE CLW.F*ER3
THE HEAD START PROGRAM CIW.F*ER4
HOME VISITING PROGRAMS
PART 11
3
35
61
79
SPECIFIC APPROACHES-UNITED STATES
DUTP:TER 9
THE CREATIVE CURRICULUM 191
CLW.F*ER10
THE HIGHSCOPE MODELOT EARLY CHILDHOOD EDUCATION 217
CLW.F*ER11
TOOLS OT THE MIND: THE VYGOTSKIAN APPROACH TO EARLY CHILDHOOD EDUCATION
241
CLW.F*ER12
THE DEVELOPMENTAL-INTERACTION APPROACH AT BANK STREET COLLEGE OT
EDUCATION 261
DUTP:TER 13
THE PROJECT APPROACH: AN OVERVIEW
CORE THEMES PART IV
167
147
379
355
SPECIFIC APPROACHE5-EUROPE
DUTP:TER 14
THE PIRAMIDE METHOD 299
DUTP:TER 15
REGGIO EMILIA IN THE 21ST CENTURY: ENDURING COMMITMENTS AMID NEW
CHALLENGES 331
DUTP:TER 16
MONTESSORI EDUCATION TODAY DUTP:TER 17
THE WALDORF APPROACH TO EARLY CHILDHOOD EDUCATION
DUTP:TER 5
INCLUDING EVERYONE: A MODEL PRESCHOOL PROGRAM TOR CHILDREN WITH AND
WITHOUT DISABILITIES 99
CLW.F*ER6
MORE THAN THE SUM OT ITS PARTS: CREATING MULTICULTURAL AND
LINGUISTICALLY RESPONSIVE EARLY CHILDHOOD CLASSROOMS 123
CLW.F*ER7
EARLY PREVENTION INITIATIVES DUTP:TER 8
ASSESSMENT TOR LEARNING IN THE EARLY CHILDHOOD CLASSROOM
IMAGE 2
PART I
CONTENTS
SELECTED RESOURCES 28 REFERENCES 28
INTRODUCTION
DW.FTER 1
HISTORY OF EARLY CHILDHOOD EDUCATION IN MULTICULTURAL PERSPECTIVE 3
DW.FTER 2
THE PROGRAM FOR INFANTJTODDLER CARE 35 J. RONALD LALLY AND PETER L.
MANGIONE ... , WESTED, SAN FRANCISCO, CALIFORNIA
BLYTHE F. HINITZ ... ,THE COLLEGE OF NEW JERSEY
ORIGINS AND HISTORIES OF KEY EARLY EDUCATION
PRO GRAMS 3
AMERICAN INDIAN EARLY CHILDHOOD EDUCATION 3
GUR EUROPEAN ROOTS 7 PROGRESSIVESCHOOLS 11
BLACK EARLY CHILDHOOD EDUCATION 12
ASIAN AND HISPANIC EARLY CHILDHOOD EDUCATION 15
IMMIGRANT AND CITIZEN CHILDREN AND YOUTH 21
THE EDUCATION OFYOUNG ENGLISH LANGUAGE LEARNERS 23
CHALLENGES, SOLUTIONS, AND A LOOK TOWARD THE FUTURE 23
PARENT INVOLVEMENT 24 CURRENT ISSUES IN EARLY CHILDHOOD EDUCATION 25
THE CHILD WELL-BEING INDEX 25
WOMEN S LEADERSHIP IN EARLY EDUCATION 26 CONCLUSION 27
REFLECT ON 27
ENDNOTES 27
BACKGROUND AND STATUS OFINFANT/TODDLER CARE IN THE UNITED STATES 35
PITC- RECOMMENDED PROGRAM POLICIES 38 HISTORY OF PITC 39
THEORETICAL AND RESEARCH FOUNDATIONS OF PITC 42
TEN ATTRIBUTES OF INFANT/TODDLER DEVELOPMENT ON WHICH THE PITC APPROACH
IS BASED 44 THE PITC APPROACH TO CURRICULUM 47 THE PITC COURSE OF STUDY
49
INFANT/TODDLER DEVELOPMENT 49
TBE PRACTICE OF GROUP CARE 49 THE PITC MODULE TRAINING PROCESS 51
PITC REGIONAL CAREGIVER TRAINING SYSTEMS 51 DEMONSTRATION PROGRAMS 52
HOME VISITING THE PITC WAY 52
EARLY HEAD START PITC HOME VISITOR TRAINING 52
PITC PQ-HOME VISITING 53 THE PITC MEDIA-BASED TRAINING APPROACH 53
THE NEEDS ASSESSMENT FOR PITC 53 THE EFFICACY OFPITC 55
IX
IMAGE 3
X CONTENTS
CONCLUSION 56
WHAT CAN BE DONE ABOUT INADEQUATE, DAMAGING CARE? 57 REFLECT ON 58
ENDNOTE 58 SELECTED RESOMCES 58
REFERENCES 58
CHAFTER 3
THE HEAD START PROGRAM 61
1960S 80 1970S 82
1980S 84
1990S 85
2000 87 FUTURE DIRECTIONS: 2010-2020 88
THE QUALITY IN HORNE VISITING 91
CONCLUSIONS AND RECORNRNENDATIONS 93
REFLECT ON 94
REFERENCES 94
DOUGLAS R. POWELL ... ,PURDUE UNIVERSITY
EVOLUTION OFHEAD START 61
WAR ON POVERTY ORIGINS 61
NAIVE ASSUMPTIONS AND POLITICAL REALITIES 63
PROGRAM GOALS 64 CURRENT SCOPEAND ORGANIZATION 66 PROGRARN SERVICES AND
EFFECTIVENESS 67
EARLY CHILDHOOD DEVELOPMENT AND HEALTH SERVICES 68 FAMILY AND COMMUNITY
PARTNERSHIPS 70
PROGRAM PLANNING AND STAFFING 72 PROGRAM EFFECTIVENESS 73 THE FUTURE
OFHEAD START 75
REFLECT ON 76 SELECTED RESOURCES 76
REFERENCES 77
CHAFTER 4
HOME VISITING PROGRAMS 79
BARBARA HANNA WASIK ....,
ADRIENNE VILLAGOMEZ, SHEENA BERRY, AND
PRIYA MULHOLKAR ... , UNIVERSITY OF NORTH
CAROLINA AT CHAPEL HILI
HISTORICAL PERSPECTIVE ON HORNE VISITING IN THE
UNI TED STATES 80 MODERN-DAY HORNE VISITING AND EARLY CHILDHOOD
EDUCATION 80
PART 11
CORE THEMES
CHAPTER S
INCLUDING EVERYONE: A MODEL PRESCHOOL PROGRAM FOR CHILDREN WITH AND
WITHOUT DISABILITIES 99
DAVID SMUKLER ... , STATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND
ELLEN BARNES ... ,JOWONIO SCHOO/,
SYRACUSE, NEW YORK
JOWONIO S HISTORY 102
PHILOSOPHIE AL BASE OF THE JOWONIO SEHOOL 103
ALL CHILDREN CAN LEARN 103 RIGHT TO PARTICIPATE 103
LEARNING THROUGH RELATIONSHIPS 103
AGE-APPROPRIATE CURRICULUM 104
COMMUNICATION-BASED CLASSROOMS 104
PARENT- TEACHER PARTNERSHIP 105 TEAMING SKILLS 106 HOW TO RESPOND TO
CHALLENGING BEHAVIOR 107
BEHAVIOR AS COMMUNICATION 107
POSITIVE PROGRAMMING 108
REINFORCING POSITIVE BEHAVIORS 108 INTERVENTIONS WITHIN RELATIONSHIPS
108
IMAGE 4
CONTENTS XI
JLE-QI CHEN AND GLLLIAN DOWLEY MCNAMEE - ERLKSON INSTITUTE
KAREN L. BIERMAN, CE/ENE DOMLTROVLCH, AND HARRLET
DARLING - THE PENNSYLVANLA STATE UNLVERSLTY
ABRIEF HISTORY OF CHILD ASSESSMENT
PRACTICES 167
CMPTER8
ASSESSMENT TOR LEARNING IN THE EARLY CHILDHOOD CLASSROOM 167
147
REFLECT ON 140
ENDNOTES 140
REFERENCES 140
CLTAFTER 7
EARLY PREVENTION INITIATIVES
ADEFINITION OF SCHOOL READINESS 148
SOCIAL-EMOTIONAL AND SELF-REGULATORY SKILLS 148
LANGUAGE SKILLS AND A FOUNDATION FOR LITERACY 149
THE PREVENTIVE INTERVENTION APPROACH 150
UNIVERSAL CLASSROOM INTERVENTIONS 150
TBE IMPORTANT ROLE OF PROFESSIONAL DEVELOPMENT AND SUPPORT FOR TEACHERS
153
INTEGRATING SOCIAL-EMOTIONAL INTERVENTIONS WITH CLASSROOM LANGUAGE
ENRICHMENT 154
COMPREHENSIVE APPROACHES TO PREVENTIVE INTERVENTION: HEAD START
RESEARCH-BASED) DEVELOPMENTALLY INFORMED (REDI) PROGRAM 156
STRENGTHENING PREVENTION SERVICESFOR HIGH-RISK CHILDREN: INDICATED
PREVENTION 158 CONCLUSION 160
I MPLICATIONS FOR EDUCATION 160
REFLECT ON 161 SELECTED RESOURCES 161
REFERENCES 161
USING NATURAL CONSEQUENCES 108
AVERSIVE TREATMENT IS UNACCEPTABLE 109 BEHAVIORAL INTERVENTIONS IN AN
INCLUSIVE SETTING 109
PROBLEM-SOLVING APPROACH 109
IMPLEMENTING AN INDIVIDUALIZED EDUCATION PROGRAM 109
THE COMPOSITION OF THE SCHOOL AND ITS CLASSES 110
STRATEGIES FOR ACCOMPLISHING INCLUSION 110
FLEXIBILITY IN SCHEDULING 111
FLEXIBILITY IN GROUPING 112
CURRICULUM ADAPTATION 112 THE PROCESS OFTRANSITIONING TO THE NEXT
ENVIRONMENT 113
IMPLICATIONS FOR TEACHER TRAINING 115
ADDITIONAL INCLUSION EFFORTS 115
CONCLUSION 117
REFLECT ON 117
REFERENCES 117
CMPTER 6
MORE THAN THE SUM OT ITS PARTS: CREATING MULTICULTURAL AND
LINGUISTICALLY RESPONSIVE EARLY CHILDHOOD CLASSROOMS 123
AISHA RAY AND LUISIANA ME/ENDEZ ...*... ERLKSON INSTITUTE
THE BEGINNING OF SCHOOLS FAILING CULTURALLY
AND LINGUISTICALLY DIVERSE CHILDREN AND CHILDREN IN POVERTY 125
EARLY CHILDHOOD CLASSROOMS-CULTURALLY AND LINGUISTICALLY UNEQUAL 126
CULTURALLY AND LINGUISTICALLY RESPONSIVE SCHOOLING 128
PRINCIPLES OF CULTURALLY COMPETENT PRACTICE IN EARLY CHILDHOOD 129
RESEARCH ON CULTURALLY RESPONSIVE TEACHING AND PEDAGOGY 131 CONCLUSION
139
IMAGE 5
XII CONTENTS
EARLY TESTING TRADITION 168
ALTERNATIVE ASSESSMENT ERA 168
THE EMERGING ISSUES IN CHILD ASSESSMENT PRACTICES 169
DEVELOPMENT OF EARLY LEARNING STANDARDS 169 GREATER EMPHASIS ON SUBJECT
MATTER 169
FOCUSON ACCOUNTABILITY 170 THE THEORY AND PRACTICE OF ASSESSMENT FOR
LEARNING 171
GOAL-ESTABLISHING THE ZONE OF PROXIMAL DEVELOPMENT 171
APPROACH-FOCUSING ON ASSISTED PERFORMANCE 173 PROCEDURE-BEING RESPONSIVE
TO THE CHILD S BEHAVIOR 173
CONTENT-ATTENDING TO LEARNING STANDARDS AND KEY CONCEPTS 174
CONTEXT-EMPHASIZING ECOLOGICAL VALIDITY 175 THE DISTINCTIVE FEATURES OF
BRIDGING 176
USING FAMILIAR ACTIVITIES AND ACCESSIBLE MATERIALS 176 ATTENDING TO KEY
CONCEPTS AND SKILLS IN CURRICULAR AREAS 178
CONSIDERING ACTIVITY AS THE UNIT OF ANALYSIS IN CHILD ASSESSMENT 178
LINKING ASSESSMENT RESULTS WITH TEACHING AND LEARNING PROCESSES 180 USE
OFBRIDGING IN TEACHER DEVELOPMENT 180
WORKING WITH PRESERVICE TEACHER CANDIDATES 180 WORKING WITH IN-SERVICE
TEACHERS 181 CONCLUSION 183
REFLECT ON 185
REFERENCES 185
PART 111
SPECIFIC APPROACHE5-UNITED STATES CLW.FTER 9
THE CREATIVE CURRICULUM 191
OIANE TRISTER OODGE, CATE HEROMAN, AND KAI-LEE BERKE .. ..,TEACHING
STRATEGIES,
LLC, WASHINGTON, OC
PHILOSOPHY AND RESEARCH FOUNDATION OF TBE CREATIVE CURRICULUM 192
POSITIVE INTERACTIONS AND RELATIONSHIPS ARE FUNDAMENTAL TO CHILDREN S
SUCCESSIN SCHOOL AND IN LIFE 192 SOCIAL-EMOTIONAL COMPETENCE IS A
SIGNIFICANT
FACTOR IN SCHOOLSUCCESS 192
CONSTRUCTIVE, PURPOSEFUL PLAY SUPPORTS ESSENTIAL LEARNING 193
TBE PHYSICALENVIRONMENT AFFECTS CHILDREN S BEHAVIOR AND THE TYPE AND
QUALITY OF LEARNING INTERACTIONS 193
TEACHER-FAMILY PARTNERSHIPS PROMOTE DEVELOPMENT AND LEARNING 193
THE CONSISTENT FRAMEWORK OF THE CREATIVE CURRICULUM 193 KNOWING HOW
CHILDREN DEVELOP AND LEARN 194
TBE LEARNING ENVIRONMENT 194 WHAT CHILDREN ARE LEARNING 196
CARING AND TEACHING 197
PARTNERING WITH FAMILIES 198 OBJECTIVES FOR DEVELOPMENT AND LEARNING 199
TBE CREATIVE CURRICULUM FOR PRESCHOOL AS A SYSTEM 201
KNOWLEDGE-BUILDING RESOURCES 201
DAILY PRACTICE RESOURCES 202 HOW THE SYSTEM CONNECTS TO FAMILIES 204
IMAGE 6
AUTHENTIC, ONGOING ASSESSMENT IN THE CREATIVE
CURRICULUM 205
HOW TEACHERS USE THE ASSESSMENT CYDE 206
THE CREATIVE CURRICULUM INDUDES ALL CHILDREN 207
ENGLISH AND DL LEARNERS 207
CHILDREN WITH DISABILITIES 208
CHILDREN WITH ADVANCED KNOWLEDGE AND SKILLS 208
THE CREATIVE CURRICULUM AND PROFESSIONAL DEVELOPMENT 208
EMBEDDED PROFESSIONALDEVELOPMENT SUPPORT 208
BUILDING CAPACITY 209
RESEARCH ON AND USE OF THE CREATIVE CURRICULUM AND TEACHING STRATEGIES
GOLD 210
RESEARCH ON THE CURRICULUM 210 RESEARCH ON THE ASSESSMENT SYSTEM 211
SCOPEOF USE 212 CONDUSION 212
REFLECT ON 212
SELECTED RESOURCES 213
REFERENCES 213
ER10
THE HIGHSCOPE MODEL OF EARLY CHILDHOOD EDUCATION 217
LAWRENCE J. SCHWEINHART AND DAVID P. WEIKART (DECEASED) ...*..*
HIGHSCOPE EDUCATIONAF RESEARCH
FOUNDATION, YPSILANTI, MICHIGAN
THE HISTORY OF THE HIGHSCOPE MODEL 218
ACTIVE LEARNING BY THE CHILD 219
THE ROLE OFTHE TEACHER IN CREATING ACTIVE LEARNING 220
THE DAILY ROUTINE THAT SUPPORTS ACTIVE LEARNING 221
CONTENTS XIII
PLANNING TIME: STATING AN INTENTION 221
WORK TIME: EXECUTING THE INTENTION 221 CLEANUP TIME 222 RECALL TIME:
REFLECTING ON ACCOMPLISHMENTS 222
SMALL-GROUP TIME 222 LARGE-GROUP TIME 222
THE KEY DEVELOPMENTAL INDICATORS 223 THE PRESCHOOL CHILD OBSERVATION
RECORD 224
ROLE OFPARENTS AND COMMUNITY 225
TRAINING IN THE HIGHSCOPE MODEL 225
RESEARCH SUPPORT FOR THE HIGHSCOPE MODEL 226
HIGHSCOPE PERRY PRESCHOOLSTUDY 226
HIGHSCOPE PRESCHOOLCURRICULUM COMPARISON STUDY 228 THE TRAINING FOR
QUALITY STUDY 231 THE IEA PREPRIMARY PROJECT 233 THE RELATIONSHIP OF
RESEARCH TO THE HIGHSCOPE MODEL 235
CONDUSION 237
REFLECT ON 237
SELECTED RESOURCES 237
REFERENCES 238
CLW.PTER 11
TOOLS OF THE MIND: THE VYGOTSKIAN APPROACH TO EARLY CHILDHOOD EDUCATION
241
EFENA BODROVA ...*..* MID-CONTINENT RESEARCH FOR EDUCATION AND LEARNING
DEBORAH J. LEONG ...*..*
ROOFS OF THE MIND, INC.
THE THEORETICAL FOUNDATIONS OF THE VYGOTSKIAN
APPROACH 241
CULTURAL-HISTORICAL VIEW OF DEVELOPMENT 241 THE CONCEPT OFTOOLS 242
LOWER AND HIGHER MENTAL FUNCTIONS 243
IMAGE 7
XIV CONTENTS
THE VYGOTSKIAN VIEW OF LEARNING AND TEACHING 245
LEARNING CAN LEAD DEVELOPMENT 245
ZONE OF PROXIMAL DEVELOPMENT 245 TBE ROLE OFTHE TEACHER IN CHILDREN)S
LEARNING AND DEVELOPMENT 247 THE VYGOTSKIAN VIEW OF CHILD
DEVELOPMENT 248
SOCIAL SITUATION OF DEVELOPMENT AS THE MAIN MECHANISM OF DEVELOPMENT 248
DEVELOPMENTAL ACCOMPLISHMENTS AND LEADING ACTIVITY 248
TBE VYGOTSKIAN APPROACH TO SCHOOL READINESS 249
THE APPLICATIONS OF THE VYGOTSKIAN THEORY IN THE EARLY CHILDHOOD
CLASSROOM 249
FOSTERING CHILD DEVELOPMENT BY ENGAGING CHILDREN IN THE LEADING
ACTIVITIES 250 PROMOTING CHILDREN)S ACQUISITION OF MENTAL TOOLSAND
HIGHER MENTAL FUNCTIONS 252
RE-MEDIATION AS THE CORE PRINCIPLE OF SPECIAL EDUCATION 255 CONCLUSION
258
REFLECT ON 258
ENDNOTE 258
SELECTED RESOURCES 258
REFERENCES 259
ER12
THE DEVELOPMENTAL-INTERACTION APPROACH AT BANK STREET COLLEGE OF
EDUCATION 261 HARR/ETT K. CUFFARO AND NANCY NAGER BANK STREET
COLLEGE OF EDUCAT/ON
HISTORY AND EVOLUTION 261
BASIC PRINCIPLES 263
CURRICULUM 264
TBE LEARNER 265
KNOWLEDGE AND EXPERIENCE 265
TBE TEACHER 266
TBE LEARNING ENVIRONMENT 266
EXPERIENCING AND INTEGRATING KNOWLEDGE 267 TBE FAMILY 268
TBE COMMUNITY 268
COMMUNITIES OFTHE PAST 270 ASSESSMENT 271
IMPLICATIONS FOR TEACHER EDUCATION 273 CONCLUSION 274
REFLECT ON 275
ENDNOTE 275
SELECTED RESOURCES 275
REFERENCES 275
ER13
THE PROJECT APPROACH:AN OVERVIEW 279 LLLLAN G. KATZ UN/VERS/TY OF
III/NO/S
SY/V/A C. CHARD UN/VERS/TY OF A/BERTA, CANADA
DEFINITION OF A PROJECT 280
PROJECT WORK AND OTHER PARTS OFTHE CURRICULUM 281
THE THEORETICAL RATIONALE FOR THE PROJECT APPROACH 282
FOUR TYPESOF LEARNING GOALS 282
PRINCIPLES RELATED TO THE ACQUISITION OF KNOWLEDGE 282
IMPLICATIONS FOR PRACTICE 284
TBE DEVELOPMENT OF SOCIAL COMPETENCE 285 HOW TO IMPLEMENT THE PROJECT
APPROACH 285
SELECTING TOPICSFOR PROJECTS 285
RESPONDING TO CHILDREN)S INTERESTS 286
PREPARATION FOR PARTICIPATION IN A DEMOCRATIC SOCIETY 287
CRITERIA FOR SELECTING TOPICS 288 THE PHASES OFPROJECT WORK 288
PHASE 1: GETTING STARTED ON A PROJECT 288
PHASE 2: DEVELOPING A PROJECT 289 PHASE 3: CONCLUDING A PROJECT 290
IMAGE 8
A KINDERGARTEN PROJECT ON SHOES 291
PHASE 1: GETTING STARTED ON THE PROJEET 291 PHASE 2: DEVELOPING THE
PROJEET 291
PHASE 3: CONCLUDING THE PROJEET 293 CONCLUSION 294
REFLECT ON 294 SELECTED RESOURCES 294
REFERENCES 294
PART IV
SPECIFIC APPROACHES-EUROPE DW.PTER 14
THE PIRAMIDE METHOD 299
JEF J. VAN KUYK - R FOUNDER PLRAMIDE METHOD, CITO CORPORATION, ARNHEM,
THE NETHERLANDS
THE FOUNDATION OF THE PIRAMIDE
METHOD 301
THE BASIC CONCEPTS IN COHERENCE 303 RELATIONAL COMPONENT 303
EDUEATIONAL COMPONENT 304
HOW TO OPTIMIZE THE TWO SOURCES OF DEVELOPMENT 305
THE CONTENT OF THE PIRAMIDE METHOD 306 THREE INTELLIGENEES 306 THE
LEVELS OF ACTION AND THINKING 308
BASIE LEVEL 308
CREATIVE LEVEL 308
METAEOGNITIVE LEVEL 308
THE PRACTICES THAT OPTIMIZE CHILDREN S DEVELOPMENT 308
THE THREE LEVELS OF INTERVENTION 309 LOW LEVEL 310
MIDDLE LEVEL 310 HIGH LEVEL 310
HOW THE PRACTICE IS EXECUTED 310 WELEOMEPROGRAM 310
PLAY AND LEARNING ENVIRONMENT 310
CONTENTS XV
SIX FEATURES OF THE PIRAMIDE METHOD 311
PLAY 311
INITIATIVE LEARNING 312 PROJEETS 314
SEQUENTIAL FRAMEWORK 320 THE TUTOR PROGRAM AND AETIVITIES FOR BRIGHT
CHILDREN 320
THE PARENT PROGRAM 320
HOW THE PIRAMIDE METHOD IS EVALUATED 321 CHILD ASSESSMENT 321
AUTHENTIE AND INDIVIDUAL ASSESSMENT 321 SYSTEMATIE AND COMMUNAL
ASSESSMENT 322
INSTRUMENTS 322 DAILY EVALUATION 322
SEMIANNUAL EVALUATION 323
TEACHER EVALUATION 324
TRAINING 324 AFTER THE TRAINING 324
PRO GRAM EVALUATION 325 INTERNAL EVALUATION 325
TUTOR EVALUATION 326
EXTERNAL EVALUATION 326 CONCLUSION 327
REFLECT ON 328
ENDNOTE 328 SELECTED RESOURCES 328
REFERENCES 329
DW.PTER 15
REGGIO EMILIA IN THE 21ST CENTURY: ENDURING COMMITMENTS AMID NEW
CHALLENGES 331
REBECCA S. NEW - R UNIVERSITY OF NORTH CAROLINA, CHAPEL HILI
REBECCA KANTOR - R UNIVERSITY OF COLORADO, DENVER
THE REGGIO EMILIA STORY 331
ITALIAN EARLY CARE AND EDUCATION: CHILDREN S RIGHT AND SOCIETY S
RESPONSIBILITY 332
IMAGE 9
XVI CONTENTS
REGGIO EMILIA S MUNICIPAL COMMITMENT TO YOUNG CHILDREN 333 PUTTING
PRINCIPLES INTO PRACTICE: AN ONGOING PROCESS OF COLLABORATION AND
INQUIRY 334
LA BELLA FIGURA: AN ENVIRONMENT THAT WELCOMES,NURTURES, IMPRESSES,AND
INSPIRES 335 CURRICULUM AS A PROJECTION OFPOSSIBILITIES 337
PARTECIPAZIONE: RAISING THE BAR ON FAMILY ENGAGEMENT 340
THE REGGIO EMILIA APPROACH: AN ORIENTATION TO EARLY CHILDHOOD EDUCATION
AS A PRINCIPLED WAY 01 LIVING 341
NEW CHANGES AND CHALLENGES IN ITALY AND REGGIO EMILIA 342
TEACHER EDUCATION: CHANGING CONCEPTS 01 COMPETENCE 342 REGGIO EMILIA AND
THE DNITED STATES: NEW CHALLENGES AND NEW POSSIBILITIES 345
THAT WAS THEN, THIS IS NOW 346 CONCLUSION 348
REFLECT ON 349
SELECTED RESOURCE 349
ENDNOTES 349
REFERENCES 350
CKAP:TER 16
MONTESSORI EDUCATIONTODAY 355
FREEDOM 361 STRUCTURE AND ORDER 362
REALITY AND NATURE 363
BEAUTY AND ATMOSPHERE 363
MONTESSORI LEARNING MATERIALS 363
TBE DEVELOPMENT OFCOMMUNITY LIFE 365
THE CURRICULUM AREAS 365
PRACTICAL LIFE 365 SENSORIAL 366
LANGUAGE 367
MATHEMATICS 368
ARTISTIC EXPRESSION 369
MUSIC 369
TBE CULTURAL SUBJECTS:GEOGRAPHYAND SCIENCE 370
THE ROLE OFTHE TEACHER 370
MONTESSORI EDUCATION IN THE ELEMENTARY YEARS 372
RESEARCH ON MONTESSORI 373 CONCLUSION 375
REFLECT ON 375 SELECTED RESOURCES: MONTESSORI WEB RESOURCES 375
MAJOR D.S. MONTESSORI ORGANIZATIONS 376 REFERENCES 376
MARTHA TORRENCE...*... CAMBRIDGEMONTESSORISCHOO/
LOHN CHATTIN-MCNICHO/S...*... SEATT/E UNIVERS/TY
THE BACKGROUND AND KEY TENETS OFTHE MONTESSORI METHOD 357 MONTESSORI S
VIEW OFHUMAN DEVELOPMENT 359
THE ABSORBENT MIND 360
DISCIPLINE: THE DEVELOPMENT OLTHE WILL 360 THE PRO GRAM CHARACTERISTICS
361
TBE PREPARED ENVIRONMENT 361
ER17 THE WALDORF APPROACHTO EARLYCHILDHOOD EDUCATION 379 CHRISTYL.
HUSEK ...*... FAIRBROOKFIRSTSTEPS
CHRIST/ANPRESCHOO/
LAMES E.LOHNSON ...*... THEPENNSY/VAN/ASTATE UNLVERSLTY
RUDOLPH STEINER AND ANTHROPOSOPHY 379
STEINERJS THEORY 01 CHILD DEVELOPMENT 380
CONTEXT 01 WALDORL EDUCATION 381
IMAGE 10
THE WALDORF PROGRAM S CHARAETERISTIES 384
CREATING A CARING COMMUNITY OF LEARNERS 384
TEACHING TO ENHANCE DEVELOPMENT AND LEARNING 385 CONSTRUCTING
APPROPRIATE CURRICULUM 389
HOW TO ASSESS CHILDREN S LEARNING 392 THE WAL DORF RELATIONSHIP WITH
FAMILIES 394
WALDORF AND OTHER APPROAEHES 394
HOW DOES WALDORF APPROACH SPECIAL EDUCATION? 397
CRITICISMS OF WALDORF EDUCATION 398
CONTENTS XVII
CAN WALDORF EDUCATION BE REPLICATED IN PUBLIC SCHOOLS? 399 CONCLUSION
400
REFLEET ON 401
SELEETED RESOMEES: WEBSITES OFINTEREST 401
INTERNATIONAL WALDORF SEHOOLS ON THE INTERNET 401
BOOKS RELATED TO WALDORFEDUEATION 402
REFERENEES 402
AUTHOR INDEX 405
SUBJECT INDEX 413
|
| any_adam_object | 1 |
| author2 | Roopnarine, Jaipaul L. |
| author2_role | edt |
| author2_variant | j l r jl jlr |
| author_facet | Roopnarine, Jaipaul L. |
| building | Verbundindex |
| bvnumber | BV040025450 |
| 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 | CX 6000 DK 2002 |
| ctrlnum | (OCoLC)796191177 (DE-599)BVBBV040025450 |
| 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 Psychologie |
| edition | 6., internat. ed. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV040025450 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:16:23Z |
| institution | BVB |
| isbn | 9780132977579 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024882459 |
| oclc_num | 796191177 |
| open_access_boolean | |
| owner | DE-29 DE-473 DE-BY-UBG |
| owner_facet | DE-29 DE-473 DE-BY-UBG |
| physical | XVII, 428 S. Ill., graph. Darst. |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
| record_format | marc |
| spelling | Approaches to early childhood education [ed. by] Jaipaul L. Roopnarine ... 6., internat. ed. Boston ; Munich [u.a.] Pearson 2013 XVII, 428 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Enseignement - Innovations - États-Unis ram Éducateurs de jeunes enfants - Formation - États-Unis Éducation de la première enfance - États-Unis Éducation de la première enfance - États-Unis ram Éducatrices de jeunes enfants - Formation - États-Unis Early childhood education United States Early childhood educators Training of United States Educational innovations United States Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Kleinkinderziehung (DE-588)4073498-5 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Vorschulerziehung (DE-588)4064016-4 s Kleinkinderziehung (DE-588)4073498-5 s DE-604 Roopnarine, Jaipaul L. edt V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024882459&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Approaches to early childhood education Enseignement - Innovations - États-Unis ram Éducateurs de jeunes enfants - Formation - États-Unis Éducation de la première enfance - États-Unis Éducation de la première enfance - États-Unis ram Éducatrices de jeunes enfants - Formation - États-Unis Early childhood education United States Early childhood educators Training of United States Educational innovations United States Vorschulerziehung (DE-588)4064016-4 gnd Kleinkinderziehung (DE-588)4073498-5 gnd |
| subject_GND | (DE-588)4064016-4 (DE-588)4073498-5 (DE-588)4078704-7 |
| title | Approaches to early childhood education |
| title_auth | Approaches to early childhood education |
| title_exact_search | Approaches to early childhood education |
| title_full | Approaches to early childhood education [ed. by] Jaipaul L. Roopnarine ... |
| title_fullStr | Approaches to early childhood education [ed. by] Jaipaul L. Roopnarine ... |
| title_full_unstemmed | Approaches to early childhood education [ed. by] Jaipaul L. Roopnarine ... |
| title_short | Approaches to early childhood education |
| title_sort | approaches to early childhood education |
| topic | Enseignement - Innovations - États-Unis ram Éducateurs de jeunes enfants - Formation - États-Unis Éducation de la première enfance - États-Unis Éducation de la première enfance - États-Unis ram Éducatrices de jeunes enfants - Formation - États-Unis Early childhood education United States Early childhood educators Training of United States Educational innovations United States Vorschulerziehung (DE-588)4064016-4 gnd Kleinkinderziehung (DE-588)4073498-5 gnd |
| topic_facet | Enseignement - Innovations - États-Unis Éducateurs de jeunes enfants - Formation - États-Unis Éducation de la première enfance - États-Unis Éducatrices de jeunes enfants - Formation - États-Unis Early childhood education United States Early childhood educators Training of United States Educational innovations United States Vorschulerziehung Kleinkinderziehung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024882459&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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