Meaningful curriculum for young children:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2013
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes index. |
| Beschreibung: | XXV, 502 S. Ill. |
| ISBN: | 9780135026908 0135026903 |
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MARC
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| 245 | 1 | 0 | |a Meaningful curriculum for young children |c Eva Moravcik, Sherry Nolte, Stephanie Feeney |
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Datensatz im Suchindex
| _version_ | 1804149064208482304 |
|---|---|
| adam_text | IMAGE 1
CORRELATIONMATRIX OF NAEYC STANDARDSFOR EARLYCHILDHOODPROFESSIONAL
PREPARATION
PROGRAMSAND CHAPTERCONTENT
STANDARD
1: PROMOTING CHILD DEVELOPMENT AND LEARNING
2: BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
3: OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND
FAMILIES
KEY ELEMENTSOF THE STANDARD
1A: KNOWING AND UNDERSTANDING YOUNG CHILDREN S CHARACTERISTICS AND NEEDS
1B: KNOWING AND UNDERSTANDING THE MULTIPLE INFLUENCES ON DEVELOPMENT AND
LEARNING
1C: USING DEVELOPMENTAL KNOWLEDGE TO CREATE HEALTHY, RESPECTFUL,
SUPPORTIVE, AND CHALLENGING LEARNING ENVIRONMENTS
2A: KNOWING ABOUT AND UNDERSTANDING DIVERSE FAMILY AND COMMUNITY
CHARACTERISTICS 2B: SUPPORTING AND ENGAGING FAMILIES AND
COMMUNITIES THROUGH RESPECTFUL, RECIPROCAL RELATIONSHIPS 2C: INVOLVING
FAMILIES AND COMMUNITIES IN
THEIR CHILDREN S DEVELOPMENT AND LEARNING
3A: UNDERSTANDING THE GOALS, BENEFITS, AND USES OF ASSESSMENT 3B:
KNOWING ABOUT AND USING OBSERVATION, DOCUMENTATION, AND OTHER
APPROPRIATE
ASSESSMENT TOOLS AND APPROACHES 3C: UNDERSTANDING AND PRACTICING
RESPONSIBLE ASSESSMENT TO PROMOTE POSITIVE OUTCOMES FOR EACH CHILD
3D: KNOWING ABOUT ASSESSMENT PARTNERSHIPS WITH FAMILIES AND WITH
PROFESSIONAL COLLEAGUES
CHAPTERAND TOPIC
1: HOW CHILDREN LEARN, P. 11 PART 2: PRINCIPLES THAT INFLUENCE PHYSICAL
DEVELOPMENT CURRICULUM, P. 86 4: UNDERSTANDING LARGE MOTOR DEVELOPMENT,
P. 90 5: UNDERSTANDING FINE MOTOR DEVELOPMENT, P. 126 6: UNDERSTANDING
5ENSORY DEVELOPMENT, P. 156
7: HOW YOUNG CHILDREN LEARN LANGUAGE, P. 189 8: UNDERSTANDING LITERACY
DEVELOPMENT, P. 220 9: LITERATURE AND DEVELOPMENT, P. 255 10:
UNDERSTANDING CHILDREN S ARTISTIC DEVELOPMENT, P. 292
11: UNDERSTANDING MUSICAL DEVELOPMENT, P. 331 12: HOW DO YOUNG CHILDREN
DEVELOP SKI11IN CREATIVE MOVEMENT?, P. 365 13: UNDERSTANDING HOW YOUNG
CHILDREN LEARN MATH, P. 396 14: UNDERSTANDING HOW YOUNG CHILDREN LEARN
SCIENCE, P. 428
15: UNDERSTANDING HOW YOUNG CHILDREN LEARN SOCIAL STUDIES, P. 454
1: WHAT ARE THE SOURCES OF EARLY CHILDHOOD CURRICULUM?, P. 6 1: WHAT DO
YOU NEED TO KNOW TO PLAN EARLY CHILDHOOD CURRICULUM?, P. 11 4: WHY LARGE
MOTOR CURRICULUM?, P. 89 5: WHY FINE MOTOR CURRICULUM?, P. 125
6: WHY SENSORY DEVELOPMENT CURRICULUM?, P. 155 7: WHY LANGUAGE?, P. 188
8: WHY LITERACY IN EARLY CHILDHOOD?, P. 220 9: WHY LITERATURE?, P. 254
10: WHY ART CURRICULUM?, P. 290 11: WHY MUSIC?, P. 329 12: WHY CREATIVE
MOVEMENT?, P. 363 13: WHY MATH?, P. 396
14: WHY SCIENCE?, P. 428 15: WHY SOCIAL STUDIES?, P. 453
4: LARGE MOTOR LEARNING THROUGH PLAY IN A PLANNED ENVIRONMENT, P. 101 5:
FINE MOTOR LEARNING THROUGH PLAY IN A PLANNED ENVIRONMENT, P. 133 6:
SENSORY LEARNING THROUGH PLAY IN A PLANNED ENVIRONMENT, P. 162 7:
LANGUAGE THROUGH PLAY IN A PLANNED ENVIRONMENT, P. 200
8: LITERACY THROUGH PLAY IN A PLANNED ENVIRONMENT, P. 229 9: LITERATURE
THROUGH PLAY IN A PLANNED ENVIRONMENT, P. 26S 10: ART THROUGH PLAY IN A
PLANNED ENVIRONMENT, P. 302 11. MUSIC THROUGH PLAY IN A PLANNED
ENVIRONMENT, P. 341
12: CREATIVE MOVEMENT THROUGH PLAY IN A PLANNED ENVIRONMENT, P. 370 13:
MATH LEARNING THROUGH PLAY IN A PLANNED ENVIRONMENT, P. 407 14: SCIENCE
LEARNING THROUGH PLAY IN A PLANNED ENVIRONMENT, P. 435 15: SOCIAL
STUDIES LEARNING THROUGH PLAY IN A PLANNED ENVIRONMENT, P. 465
3: WHY INTEGRATED CURRICULUM?, P. 58 3: DESIGNING AN INTEGRATED STUDY,
P. 64
2: ELEMENTS OF A PLAN, P. 23 2: ASSESS AND DOCUMENT LEARNING, P. 46 3:
DESIGNING AN INTEGRATED STUDY, P. 64 3: ASSESS THE STUDY, P. 74
ACTIVITY PLANS IN CHAPTERS 4 THROUGH 15 INCLUDE RECOMMENDED ASSESSMENTS.
IMAGE 2
H29/2012 B 651
UB ERLANGEN
4: USING DEVELOPMENTALLY EFFECTIVE APPROACHES TO
CONNECT WITH CHILDREN AND FAMILIES
5: USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM
6: BECOMLNG A PROFESSIONAL
4A: UNDERSTANDING POSITIVE RELATIONSHIPS AND SUPPORTIVE INTERACTIONS AS
THE FOUNDATION OF THEIR WORK WITH CHILDREN 4B: KNOWING AND UNDERSTANDING
EFFECTIVE
STRATEGIES AND TOOLS FOR EARLY EDUCATION 4C: USING A BROAD REPERTOIRE OF
DEVELOPMENTALLY APPROPRIATE TEACHINGL LEARNING APPROACHES
4D: REFLECTING ON THEIR OWN PRACTICE TO PROMOTE POSITIVE OUTCOMES FOR
EACH CHILD
5A: UNDERSTANDING CONTENT KNOWLEDGE AND RESOURCES IN ACADEMIC
DISCIPLINES SB: KNOWING AND USING THE CENTRAL CONCEPTS, INQUIRY TOOLS,
AND STRUCTURES OF
CONTENT AREAS OR ACADEMIC DISCIPLINES SC: USING THEIR OWN KNOWLEDGE,
APPROPRIATE EARLY LEARNING STANDARDS, AND OTHER RESOURCES TO DESIGN,
IMPLEMENT, AND
EVALUATE MEANINGFUL, CHALLENGING CURRICULA FOR EACH CHILD
6A: IDENTIFYING AND INVOLVING ONESELF WITH THE EARLY CHILDHOOD FIELD 6B:
KNOWING ABOUT AND UPHOLDING ETHICAL STANDARDS AND OTHER PROFESSIONAL
GUIDELINES
6C: ENGAGING IN CONTINUOUS, COLLABORATIVE LEARNING TO INFORM PRACTICE
6D: INTEGRATING KNOWLEDGEABLE, REFLECTIVE, AND CRITICAL PERSPECTIVES ON
EARLY EDUCATION
6E: ENGAGING IN INFORMED ADVOCACY FOR CHILDREN AND THE PROFESSION
1: KNOWLEDGE OF CHILDREN: DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP), P.
8 2: UNDERSTAND CONTENT AND METHODS, P. 28 3: DESIGNING AN INTEGRATED
STUDY, P. 64 4: TEACHING THE LARGE MOTOR CURRICULUM, P. 101
4: PLANNING LARGE MOTOR CURRICULUM, P. 111 5: TEACHING THE FINE MOTOR
CURRICULUM, P. 133 5: PLANNING FINE MOTOR CURRICULUM, P. 140
6: TEACHING SENSORY DEVELOPMENT CURRICULUM, P. 162 6: PLANNING SENSORY
CURRICULUM, P. 168 7: TEACHING LANGUAGE, P. 200 7: PLANNING LANGUAGE
CURRICULUM, P. 208 8: TEACHING LITERACY, P. 227 8: PLANNING LITERACY
CURRICULUM, P. 242
9: TEACHING LITERATURE, P. 264 9: PLANNING LITERATURE CURRICULUM, P. 274
10: TEACHING ART, P. 302 10: PLANNING ART CURRICULUM, P. 316
11: TEACHING MUSIC, P. 340 11: PLANNING MUSIC CURRICULUM, P. 352 12:
TEACHING CREATIVE MOVEMENT, P. 370 12: PLANNING CREATIVE MOVEMENT
CURRICULUM, P. 378 13: TEACHING MATH, P. 404
13: PLANNING MATH CURRICULUM, P. 415 14: TEACHING SCIENCE, P. 434 14:
PLANNING SCIENCE CURRICULUM, P. 440 15: TEACHING SODAL STUDIES, P. 465
15: PLANNING SODAL STUDIES CURRICULUM, P. 470
1: CONTENT STANDARDS, P. 12 2: KNOW LOCAL AND NATIONAL STANDARDS, P. 36
3: WHY INTEGRATED CURRICULUM?, P. 58 3: MODELS OF INTEGRATED CURRICULUM,
P. 58
3: DESIGNING AN INTEGRATED STUDY, P. 64 4: WH AT IS LARGE MOTOR
CURRICULUM IN EARLY CHILDHOOD?, P. 91 4: STANDARDS FOR LARGE MOTOR
CURRICULUM, P. 99 5: WH AT IS FINE MOTOR CURRICULUM IN EARLY CHILDHOOD
7, P. 129
5: STANDARDS FOR FINE MOTOR CURRICULUM, P. 133 6: WH AT IS SENSORY
CURRICULUM IN EARLY CHILDHOOD 7, P. 160 6: STANDARDS FOR SENSORY
DEVELOPMENT CURRICULUM, P. 161
7: WH AT IS LANGUAGE CURRICULUM IN EARLY CHILDHOOD?, P. 193 7: STANDARDS
FOR LANGUAGE CURRICULUM, P. 198 8: WH AT IS LITERACY CURRICULUM IN EARLY
CHILDHOOD?, P. 225 8: STANDARDS FOR LITERACY CURRICULUM, P. 227
9: WH AT IS LITERATURE CURRICULUM IN EARLY CHILDHOOD?, P. 256 9:
STANDARDS FOR LITERATURE CURRICULUM, P. 263 10: WHAT IS ART CURRICULUM
IN EARLY CHILDHOOD?, P. 297 10: STANDARDS FOR VISUAL ART AND AESTHETICS
CURRICULUM, P. 300
11: WH AT IS MUSIC CURRICULUM IN EARLY CHILDHOOD?, P. 334 11: STANDARDS
FOR MUSIC CURRICULUM, P. 338 12: WHAT IS CREATIVE MOVEMENT CURRICULUM IN
EARLY CHILDHOOD?, P. 365 12: STANDARDS FOR CREATIVE MOVEMENT CURRICULUM,
P. 368 13: WHAT IS MATH CURRICULUM IN EARLY CHILDHOOD?, P. 397 13:
STANDARDS FOR MATH CURRICULUM, P. 404
14: WHAT IS SCIENCE CURRICULUM IN EARLY CHILDHOOD?, P. 429 14: STANDARDS
FOR SCIENCE CURRICULUM, P. 433 15: WHAT IS SOCIAL STUDIES CURRICULUM IN
EARLY CHILDHOOD?, P. 456 15: STANDARDS FOR SOCIAL STUDIES CURRICULUM, P.
462
1: WHAT IS UNIQUE ABOUT EARLY CHILDHOOD EDUCATION?, P. 6
CLASSROOM SCENARIOS DEPICT REFLECTIVE PRACTICE AND PROFESSIONALISM.
THE STANDARDS AND KEY ELEMENTS ARE FROM NAE WASHINGTON, DC: AUTHOR.
REPRINTED WITH PERMI FULL TEXT OF ALL NAEYC POSITION STATEMENTS IS AV,
I
FESSIONAL PREPARATION PROGRAMS .** POSITION STATEMENT.:ATION OF YOUNG
CHILDREN (NAEYC). COPYRIGHT 2009 NAEYC.LESE CORRELATIONS ARE SUGGESTED
BY THE AUTHORS.
|
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| callnumber-label | LB1139 |
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| classification_rvk | DK 2002 DP 1422 |
| ctrlnum | (OCoLC)796208446 (DE-599)BVBBV040110009 |
| dewey-full | 372.19 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.19 |
| dewey-search | 372.19 |
| dewey-sort | 3372.19 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Book |
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| indexdate | 2024-07-10T00:17:05Z |
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| isbn | 9780135026908 0135026903 |
| language | English |
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| physical | XXV, 502 S. Ill. |
| publishDate | 2013 |
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| spelling | Moravcik, Eva Verfasser aut Meaningful curriculum for young children Eva Moravcik, Sherry Nolte, Stephanie Feeney Boston ; Munich [u.a.] Pearson 2013 XXV, 502 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes index. Early childhood education Curricula United States Curriculum planning United States Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Curriculumplanung (DE-588)4148410-1 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Vorschulerziehung (DE-588)4064016-4 s Curriculumplanung (DE-588)4148410-1 s DE-604 Nolte, Sherry Verfasser aut Feeney, Stephanie Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024966364&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Moravcik, Eva Nolte, Sherry Feeney, Stephanie Meaningful curriculum for young children Early childhood education Curricula United States Curriculum planning United States Vorschulerziehung (DE-588)4064016-4 gnd Curriculumplanung (DE-588)4148410-1 gnd |
| subject_GND | (DE-588)4064016-4 (DE-588)4148410-1 (DE-588)4078704-7 |
| title | Meaningful curriculum for young children |
| title_auth | Meaningful curriculum for young children |
| title_exact_search | Meaningful curriculum for young children |
| title_full | Meaningful curriculum for young children Eva Moravcik, Sherry Nolte, Stephanie Feeney |
| title_fullStr | Meaningful curriculum for young children Eva Moravcik, Sherry Nolte, Stephanie Feeney |
| title_full_unstemmed | Meaningful curriculum for young children Eva Moravcik, Sherry Nolte, Stephanie Feeney |
| title_short | Meaningful curriculum for young children |
| title_sort | meaningful curriculum for young children |
| topic | Early childhood education Curricula United States Curriculum planning United States Vorschulerziehung (DE-588)4064016-4 gnd Curriculumplanung (DE-588)4148410-1 gnd |
| topic_facet | Early childhood education Curricula United States Curriculum planning United States Vorschulerziehung Curriculumplanung USA |
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