Preschool appropriate practices: environment, curriculum, and development
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Belmont, Calif.
Wadsworth Cengage Learning
2014
|
| Ausgabe: | 4. ed., internat. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXV, 376 S. Ill. |
| ISBN: | 9781285049533 |
Internformat
MARC
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| 020 | |a 9781285049533 |c pbk |9 978-1-285-04953-3 | ||
| 020 | |z 1285049535 (pbk.) |9 1285049535 (pbk.) | ||
| 035 | |a (OCoLC)815945730 | ||
| 035 | |a (DE-599)BVBBV040460308 | ||
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| 084 | |a DK 2002 |0 (DE-625)19625:763 |2 rvk | ||
| 084 | |a 5,3 |2 ssgn | ||
| 100 | 1 | |a Beaty, Janice J. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Preschool appropriate practices |b environment, curriculum, and development |c Janice J. Beaty |
| 250 | |a 4. ed., internat. ed. | ||
| 264 | 1 | |a Belmont, Calif. |b Wadsworth Cengage Learning |c 2014 | |
| 300 | |a XXV, 376 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a Education, Preschool / Curricula | |
| 650 | 4 | |a Education, Preschool / Activity programs | |
| 650 | 4 | |a Classroom learning centers | |
| 650 | 4 | |a Child development | |
| 650 | 0 | 7 | |a Vorschulerziehung |0 (DE-588)4064016-4 |2 gnd |9 rswk-swf |
| 651 | 7 | |a USA |0 (DE-588)4078704-7 |2 gnd |9 rswk-swf | |
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-025307767 | ||
Datensatz im Suchindex
| _version_ | 1804149525177171968 |
|---|---|
| adam_text | IMAGE 1
CHAPTER 2
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CONTENTS
PREFACE* XIX ACKNOWLEDGMENTS * XXIV
ABOUTTHEAUTHOR* XXV
THE SELF- DIRECTED LEARNING ENVIRONMENT. 1 EXPECTATIONS OF STUDENTS AND
TEACHERS * 2 A NEW EXPERIENCE * 2 IDEAS.2 WHAT WE KNOW ABOUT TEACHING
AND LEARNING * 2
TEACHING IN AN EARLY CHILDHOOD CLASSROOM * 3 EARLY CHILDHOOD RESEARCH
BASE * 4 EARLY LEARNING THROUGH PLAY * 4 DEVELOPMENTALLY APPROPRIATE
PRACTICE (DAP) * 5
IMPORTANCE OF CHILD DEVELOPMENT * 5 EARLY CHILDHOOD PROGRAM STANDARDS. 7
APPROPRIATE USE OF TECHNOLOGY AND INTERACTIVE MEDIA. 7 CREATING A
SELF-DIRECTED LEARNING ENVIRONMENT. 8
PROVIDING LEARNING CENTERS. 9 LOCATING AND SPACING LEARNING CENTERS. 11
PERCEIVING THE ACTIVITIES AVAILABLE * 12 LEARNING CENTER LABELS. 12
LEARNING CENTER MAPS AND SCHEDULES * 13 MAKING OWN ACTIVITY CHOICES AND
BECOMING DEEPLY INVOLVED * 15 TRUST IN SELF. 15 A SELF-REGULATING
METHOD. 16
TRUST IN THE TEACHER * 17 TRUST IN PEERS. 18 GAINING ACCESS TO ONGOING
PLAY * 18 TRUST IN THE ENVIRONMENT. 19
SETTING THE STAGE FOR LEARNING * 21
THE TEACHER S ROLE * 25
THE TEACHER IN THE SELF-DIRECTED LEARNING ENVIRONMENT. 26 CHILDREN S
DEVELOPMENTAL LEVELS. 26 DETERMINING CHILDREN S DEVELOPMENTAL LEVELS. 27
THE 3-M METHOD FOR OBSERVING INTERACTION * 27
PRACTICAL OBSERVING METHOD * 28 STAGES OF INTERACTION: MANIPULATION,
MASTERY, AND MEANING * 29 MANIPULATION: FIRST INTERACTION STAGE. 30
MASTERY: SECOND INTERACTION STAGE. 31
IX
IMAGE 2
X CONTENTS
MEANING: THIRD INTERACTION STAGE. 31 TIME FRAME. 32 THE TEACHER S TASK *
32 OBSERVING CHILDREN S INTERACTIONS WITH MATERIALS. 32
OBSERVE AND RECORD * 32 RESPOND * 33 OBSERVING CHILDREN S INTERACTIONS
WITH ONE ANOTHER * 33 UNOCCUPIED BEHAVIOR * 33
ONLOOKER BEHAVIOR * 34 SOLITARY INDEPENDENT PLAY * 34 PARALLEL PLAY *
34 COOPERATIVE PLAY * 34 LISTENING TO WHAT CHILDREN HAVE TO SAY * 34
RECORDING OBSERVATIONS. 35
HOW OFTEN TO RECORD? * 35 THE CHILD INTERACTION FORM. 36 RECORDING ON
THE BACK. 37 SIX RECOMMENDATIONS FOR THE APPROPRIATE USE OF TECHNOLOGY
AND INTERACTIVE MEDIA AS TOOLS IN EARLY CHILDHOOD CLASSROOMS * 37
RESPONDING TO INDIVIDUAL CHILDREN AS THEY WORK AND PLAY * 38 POWERFUL
INTERACTIONS * 39 MAKING COMMENTS THAT REFLECT CHILDREN S ACTIONS * 39
SUPPORTIVE QUESTIONS AND STATEMENTS. 40
SERVING AS A BEHAVIOR MODEL FOR CHILDREN * 42 A FACILITATOR OF LEARNING
* 43 DISCOVERING ANSWERS * 43 A MODEL OF CARING * 43
BLOCK CENTER. 48
CURRICULUM ROLE OF BLOCKS. 49 SETTING UP THE BLOCK CENTER. 49
ARRANGEMENT OF BLOCKS. 51 SIZE OF BLOCK CENTER. 51 BLOCK ACCESSORIES *
52
BLOCK FIGURES. 52 SKILLS AND CONCEPTS * 52 BLOCK CENTER LABELS. 53
ACTIVITIES TO PROMOTE PHYSICAL DEVELOPMENT * 54
INTERACTION LEVELS. 54 PHYSICAL PICKUP GAMES. 55 ACTIVITIES TO PROMOTE
SOCIAL DEVELOPMENT * 56 GAINING ACCESS * 56
ACTIVITIES TO PROMOTE EMOTIONAL DEVELOPMENT * 57 CONFLICTS. 57
ACTIVITIES TO PROMOTE COGNITIVE DEVELOPMENT * 57 ONE-TO-ONE
CORRESPONDENCE * 58
BLOCK BUILDING CHALLENGES * 58 BLOCK PICKUP * 59 BLOCK BUILDING
RESEARCH. 60
IMAGE 3
CONTENTS
ACTIVITIES TO PROMOTE LANGUAGE DEVELOPMENT * 60 LANGUAGE RESEARCH. 61
FIELD TRIPS. 61 ACTIVITIES TO PROMOTE CREATIVE DEVELOPMENT * 62
THE TEACHER S ROLE IN THE BLOCK CENTER. 63 MANIPULATION LEVEL. 63
MASTERY LEVEL. 64 MEANING LEVEL. 64
OBSERVING SOCIAL INTERACTION LEVELS. 64 ASSESSMENT * 65 RECORDING ON THE
CHILD INTERACTION FORM. 65 INTERPRETING THE INTERACTIONS * 65
INTERACTING WITH THE UNSURE CHILD. 65 INTERVENTION. 66 INCLUSION * 67
DUAL LANGUAGE LEARNERS * 68
INTERACTING WITH DISRUPTIVE CHILDREN * 68 INTERACTING WITH BUILDERS * 69
DRAMATIC PLAY CENTER. 74
DRAMATIC PLAY IN THE EARLY CHILDHOOD CLASSROOM * 75 GENDER ROLES * 75
SETTING UP THE DRAMATIC PLAY CENTER. 77 DRAMATIC PLAY ACTIVITIES TO
PROMOTE SOCIAL DEVELOPMENT * 79 DRAMATIC PLAY TRAVEL * 80 LEADER AND
FOLLOWER ROLES * 81 INTEGRATING DRAMATIC PLAY * 82
SUPERHERO PLAY * 83 GAINS.83 PROSOCIAL LEAMING * 84 INCLUSION * 84
DRAMATIC PLAY ACTIVITIES TO PROMOTE EMOTIONAL DEVELOPMENT * 85
COMMON CONFLICTS * 85 SOLUTIONS TO CONFLICTS * 86 BULLYING * 86 DRAMATIC
PLAY ACTIVITIES TO PROMOTE COGNITIVE DEVELOPMENT * 86
FIELD TRIPS. 87 DRAMATIC PLAY ACTIVITIES TO PROMOTE LANGUAGE DEVELOPMENT
* 88 LANGUAGE PROPS. 88 DRAMATIC PLAY ACTIVITIES TO PROMOTE CREATIVITY *
89
PRETENDING * 89 THE TEACHER S ROLE IN THE DRAMATIC PLAY CENTER. 89
ASSESSMENT * 90 OBSERVING INTERACTION LEVELS. 90
MANIPULATION. 90 MASTERY.91 MEANING.91 FACILITATING DRAMATIC PLAY * 91
XI
IMAGE 4
XII CONTENTS
BOOK/READING CENTER. 97
BOOKS IN THE EARLY CHILDHOOD CLASSROOM * 98 SETTING UP THE BOOK CENTER.
98 USE BRIGHT COLORS * 98 DISPLAY OF BOOKS * 99
BOOKS AND CHILDREN * 100 EMERGENT LITERACY. 101 PRINT AWARENESS. 101
ENVIRONMENTAL PRINT * 101
EMERGING INTO READING * 101 READING IN THE PRESCHOOL CLASSROOM * 102
PREDICTABLE PICTURE BOOKS. 103 READING AT HORNE. 103
BOOK BEE * 104 BOOKS TO PROMOTE LANGUAGE DEVELOPMENT * 105 PLAYING WITH
WORDS * 105 SOUND PLAY * 105
PATTERN PLAY. 106 MEANING PLAY. 108 DUAL LANGUAGE LEARNERS. 108 BOOKS TO
PROMOTE SOCIAL DEVELOPMENT * 111
FRIENDSHIPS * 111 MULTIETHNIC CHARACTERS * 112 BOOKS TO PROMOTE
EMOTIONAL DEVELOPMENT * 113 THE TEACHER S ROLE IN THE BOOK CENTER. 114
PROVIDING A GOOD SELECTION OF APPROPRIATE BOOKS * 114 READING BOOKS TO
1NDIVIDUALS AND SMALL GROUPS DAILY * 114 PROVIDING 1NTERESTING FOLLOW-UP
BOOK ACTIVITIES FOR THE CHILDREN TO BECOME 1NVOLVED WITH ON THEIR OWN *
117
COMPUTER CENTER. 123
ROLE OF THE COMPUTER IN AN EARLY CHILDHOOD CLASSROOM * 124 THE
COMPUTER S STYLE OF INTERACTION FAVORS YOUNG CHILDREN * 124 THE
COMPUTER S COMBINATION OF VISUAL AND VERBAL LEARNING 1S ESPECIALLY
HELPFUL TO YOUNG CHILDREN * 125
THE COMPUTER MAKES IT EASIER TO 1NDIVIDUALIZE LEAMING * 125 MATCHING
ACTIVITIES WITH ABILITIES. 126 THE COMPUTER SERVES AS AN EQUALIZER FOR
CHILDREN FROM DIFFERENT BACKGROUNDS OR GENDERS * 126
DIGITAL DIVIDE * 126 GENDER DISCRIMINATION * 126 THE COMPUTER 1S AN
EFFECTIVE PROMOTER OFYOUNG CHILDREN S POSITIVE SELF-1MAGES * 127
NEGLECTING THE CLASSROOM COMPUTER. 127 CHOOSING APPROPRIATE EARLY
CHILDHOOD SOFTWARE. 128
COMPUTER PROGRAMS ONLINE * 128 SETTING UP THE COMPUTER CENTER. 130
1NCLUDE A TYPEWRITER * 130 READ A BOOK * 130 CHILDREN CHOOSING AND USING
THE COMPUTER CENTER. 131
IMAGE 5
CHAPTER 7
1 .4.. . ~ 111I Y **.
4,~; J . I
CONTENTS XIII
IMPORTANCE OF COMPUTERS. 132 COMPUTER NECKLACES AND SIGN-UP SHEETS * 132
HELPING CHILDREN USE THE COMPUTER. 132 WORK WITH SMALL GROUPS * 133
RULES FOR USING THE COMPUTER. 133
INITIAL COMPUTER PROGRAM * 133 THE MOUSE. 134 CHILD INDEPENDENCE * 134
INTEGRATING PROGRAMS * 134 ACTIVITIES TO PROMOTE SODAL DEVELOPMENT * 136
TURN TAKING * 136 ADULT ASSISTANCE * 137 ACTIVITIES TO PROMOTE PHYSICAL
DEVELOPMENT * 138 EYE-HAND COORDINATION. 138
VISUAL DISCRIMINATION * 138 READ A BOOK * 138 LARGE-MOTOR ACTIVITIES *
139 ACTIVITIES TO PROMOTE COGNITIVE DEVELOPMENT * 139
COMPUTER RESEARCH. 140 ACTIVITIES TO PROMOTE LANGUAGE DEVELOPMENT * 140
ACTIVITIES TO PROMOTE CREATIVE DEVELOPMENT. 141 THE TEACHER S ROLE IN
THE COMPUTER CENTER. 141
OBSERVING DEVELOPMENTAL LEVELS. 141 RECORDING ON THE CHILD INTERACTION
FORM. 143 INTERACTING WITH COMPUTER USERS. 145 LENGTH OFTIME FOR EACH
USER. 146
ISSUES CONCEMING THE APPROPRIATE USE OF TECHNOLOGY AND INTERACTIVE MEDIA
AS TOOLS IN EARLY CHILDHOOD PROGRAMS * 146
LISTENING CENTER. 150
LISTENING IN THE EARLY CHILDHOOD CLASSROOM. 151 SETTING UP THE LISTENING
CENTER. 151 BOOK TAPES AND CDS * 151 WHY HAVE A LISTENING CENTER? 152
PHONOLOGICAL AWARENESS. 153 ACTIVITIES TO PROMOTE LISTENING FOR AND
IDENTIFYING RHYMING WORDS * 153
SOUND PLAY BOOK READING ALOUD * 154 SOUND WORD GAMES. 155 OBSERVE
CHILDREN S RESPONSES. 155 READ-ALONG SOUND PLAY BOOKS * 156 ACTIVITIES
TO PROMOTE BOOK LANGUAGE * 158
LISTENING TO COMPUTER BOOKS * 158 GREEN EGGS AND HAM (LIVING BOOKS) .159
INTEGRATE COMPUTER PRO GRAMS INTO LEARNING CENTERS. 159 COMPUTER BOOKS
FOR DUAL LANGUAGE LEARNERS * 160 JUST GRANDMA AND ME (LIVING BOOKS) *
160
INTEGRATE COMPUTER PROGRAM IN LEAMING CENTERS. 160 DUAL LANGUAGE
LISTENERS. 161 TEACHER S ROLE WITH COMPUTER BOOK PRO GRAMS * 163 PHONING
IN THE LISTENING CENTER. 163 PUPPETS IN THE LISTENING CENTER. 164
IMAGE 6
XIV CONTENTS
WRITING CENTER. 169
WRITING AS A NATURAL DEVELOPMENT. 170 EMERGENT WRITING * 170 SCRIBBLING
* 170 WRITING IN THE PRESCHOOL CLASSROOM * 171
ENVIRONMENTAL PRINT * 172 SETTING UP THE WRITING CENTER. 172 OTHER
WRITING CENTER EQUIPMENT * 175
WRITING CENTER WALLS. 176 SCRIBBLING AND MOCK WRITING * 176 WRITING
PROGRESSION. 176 LETTER AWARENESS * 179
NAMES .179 FIRST LETTERS * 1 79 BOOKS FEATURING NAMES * 180 WRITING
ACTIVITIES TO PROMOTE COGNITIVE DEVELOPMENT * 181
ALPHABET LETTERS * 181 NATURAL EMERGENCE * 181 LETTERS MEANING LEVEL.
182 FAVORITE COMPUTER PROGRAM * 183 ALPHABET BOOKS * 183 WRITING
ACTIVITIES TO PROMOTE PHYSICAL DEVELOPMENT * 184
SMALL MOTOR. 184 PAPER PUNCHERS. 184 WRITING ACTIVITIES TO PROMOTE SODAL
DEVELOPMENT * 185 , MAILBOXES. 185
WRITING ACTIVITIES TO PROMOTE LANGUAGE DEVELOPMENT * 185 JOUMALING * 186
DUAL LANGUAGE LEAMERS WRITING * 187 THE TEACHER S ROLE IN THE WRITING
CENTER. 188
ASSESSMENT: OBSERVING DEVELOPMENTAL LEVELS. 188 USE OF THE WRITING
CENTER. 188
ART CENTER. 194
ART IN THE EARLY CHILDHOOD CLASSROOM * 195 ART AS COMMUNICATION * 195
ART AS EXPRESSION. 195 MANIPULATING THE MEDIUM. 195
THE DEVELOPMENT OF DRAWING SKILLS * 196 BASIC SHAPES * 196 FIRST HUMAN.
197
SETTING UP THE ART CENTER. 197 EASELS.197 MATERIALS AVAILABLE TO
CHILDREN * 198 BEAUTY AND AESTHETICS * 199
BULLETIN BOARD. 199 NATURAL BEAUTY. 200 BEAUTY IN CHILDREN * 200 DIGITAL
PHOTOGRAPHY * 200 HAND PRINTING * 201
IMAGE 7
ART ACTIVITIES TO PROMOTE PHYSICAL DEVELOPMENT * 203
SMALL MOTOR. 203 SPATTER PAINTING * 203 PAPER FOLDING * 203 USING
SCISSORS * 204 LARGE MOTOR. 204 ART ACTIVITIES TO PROMOTE COGNITIVE
DEVELOPMENT * 205
COLOR. 205 MIXING COLORS * 205 LIGHT COLORS * 206 ART ACTIVITIES TO
PROMOTE LANGUAGE DEVELOPMENT * 206
ARTISTS * 206 TALKING ABOUT ART * 207 ART IN CHILDREN S PICTURE BOOKS *
207 GEORGIA O KEEFE * 207
AMADO PEFLA, JR .* 208 FRIDA KAWO * 208 CLEMENTINE HUNTER. 208 ART
ACTIVITIES TO PROMOTE EMOTIONAL DEVELOPMENT * 209
WATER PLAY * 209 DOUGH.209 SCULPTURE * 210 CLAY.211 ART ACTIVITIES TO
PROMOTE CREATIVE DEVELOPMENT. 212
THE TEACHER S ROLE IN THE ART CENTER. 212 ASSESSMENT * 214
MUSIC/DANCE CENTER. 219
MUSIC IN THE EARLY CHILDHOOD CLASSROOM * 220 FREEDOM TO EXPLORE * 220
MUSICAL DEVELOPMENT IN YOUNG CHILDREN * 220 EARLY DEVELOPMENT * 221
MUSICAL INTELLIGENCE * 221 MUSIC IN THE PRESCHOOL YEARS. 223 NATURAL
DEVELOPMENT * 223 SETTING UP THE MUSIC CENTER. 223
PERSONAL MUSIC-MAKING. 224 MUSICAL MATERIALS. 225 MUSIC ACTIVITIES TO
PROMOTE EMOTIONAL DEVELOPMENT * 225 LISTENING * 226
RECORDING SHOE MUSIC * 226 SHOE SOUNDS. 227 FOOTPRINTS * 227
MULTICULTURAL RECOGNITION * 228 RHYTHM AND DANCE. 228
INCLUSION * 229 BALLERINAS * 229 MUSIC ACTIVITIES TO PROMOTE PHYSICAL
DEVELOPMENT * 231 NAME CLAPPING. 231
INSTRUMENTS. 232 FAVORITE INSTRUMENTS. 234
CONTENTS XV
IMAGE 8
XVI CONTENTS
MUSIC ACTIVITIES TO PROMOTE SOCIAL DEVELOPMENT * 235
BEING UNCOMFORTABLE SINGING * 235 MUSICAL FINGERPLAYS/GAMES * 236 USING
CDS OR CASSETTES. 236
PUPPETS. 237 MUSIC ACTIVITIES TO PROMOTE LANGUAGE DEVELOPMENT * 237
SONGS. 238 SONG PICTURE BOOKS * 239 MUSIC ACTIVITIES TO PROMOTE
COGNITIVE DEVELOPMENT * 240
SOUND EXPLORATION. 240 MUSIC ACTIVITIES TO PROMOTE CREATIVE DEVELOPMENT
* 240 NIGHT MUSIC * 241 THE TEACHER S ROLE IN THE MUSIC CENTER. 241
ASSESSMENT: OBSERVING DEVELOPMENT LEVELS. 242 MODELING A LOVE FOR MUSIC
* 242
LARGE- MOTOR CENTER. 249
LARGE-MOTOR ACTIVITIES IN THE EARLY CHILDHOOD CLASSROOM * 250 SEDENTARY
SOCIETY * 250 IMPORTANCE OF THE LARGE-MOTOR CENTER. 250 IMPORTANCE OF
LARGE-MOTOR SKILLS * 251 SETTING UP THE LARGE-MOTOR CENTER. 251
PHYSICAL SKILLS STATIONS. 252 ACTIVITIES TO PROMOTE SPECIFIC LARGE-MOTOR
SKILLS * 253 WALKING. 253 RUNNINGIGALLOPING * 255
JUMPING/HOPPINGILEAPING. 257 BALANCINGIBENDING * 259 CRAWLINGICREEPING *
260 STRETCHING. 261 THROWINGICATCHING.261
CLIMBING * 263 CREATIVE MOVEMENT * 264 THE TEACHER S ROLE IN THE
LARGE-MOTOR CENTER. 265 OBSERVATIONS OF SKILL DEVELOPMENT * 265
SCHEDULE FOR STATIONS. 266
MANIPULATIVE/MATH CENTER. 272
MATH IN PRESCHOOL PROGRAMS * 273 ATTITUDES AB OUT MATH. 274 PRESCHOOL
CHILD DEVELOPMENT. 274 IMPORTANCE OF MANIPULATION. 275
SETTING UP THE MANIPULATIVELMATH CENTER. 275 LABEL SHELVES * 276
MATH-RICH ENVIRONMENT. 276 MATH FOR PRESCHOOL CHILDREN * 277
CLASSIFICATION * 278 SORTING BY SHAPE * 278 COMPUTER PROGRAMS AND
PICTURE BOOKS * 279 ORDERING * 279 LANGUAGE * 280
IMAGE 9
CONTENTS XVII
PATTERNING * 280 MAKING PATTERNS. 281 PICTURE BOOK PATTERNS. 282
NUMBERING * 282
OMITTING NURNBERS * 283 ACTIVITIES TO PROMOTE PHYSICAL DEVELOPMENT * 283
PICTURE-PUNCHING FIELD TRIPS. 284 FINGER-STRENGTHENING MATERIALS. 285
ACTIVITIES TO PROMOTE COGNITIVE DEVELOPMENT * 285
NUMBER GARNES. 285 PERSONAL NURNBERS * 286 COUNTING GARNES. 286 OBJECT
COUNTING * 286 PICTURE COUNTING BOOKS * 287
COMPUTER NUMBER PROGRARNS * 288 ACTIVITIES TO PROMOTE LANGUAGE
DEVELOPMENT * 288 ACTIVITIES TO PROMOTE SOCIAL DEVELOPMENT * 289
ACTIVITIES TO PROMOTE CREATIVE DEVELOPMENT * 290
WEIGHING AND MEASURING PEOPLE * 290 THE TEACHER S ROLE IN THE
MANIPULATIVELMATH CENTER. 291 TALKING ABOUT MATH CONCEPTS * 291
OBSERVING DEVELOPMENTAL LEVELS. 292 RECORDING ON THE CHILD INTERACTION
FORM: ASSESSMENT * 293
INTERACTING WITH CHILDREN IN THE MANIPULATIVELMATH CENTER. 295
INTRODUCING A NEW ACTIVITY * 296
SCIENCE CENTER. 301
SCIENCE IN THE EARLY CHILDHOOD CLASSROOM * 302 SCIENCE AS FINDING OUT
* 302 SENSORY EXPLORATION. 302 SIGHT.303
SOUND. 303 SMELL.304 TASTE. 304 TOUCH. 305 CURIOSITY * 305
AN EXPLORING BEHAVIOR MODEL. 306 SETTING UP THE SCIENCE CENTER. 306 MAKE
SCIENCE PERSONAL. 306 THE SCIENTIFIC METHOD * 308
A SNOWFLAKE EXPERIMENT. 308 SPONTANEOUS ACTIVITIES. 311 SCIENCE
ACTIVITIES TO PROMOTE COGNITIVE DEVELOPMENT * 311 A SHADOW EXPERIMENT.
311
SCIENCE ACTIVITIES TO PROMOTE EMOTIONAL DEVELOPMENT * 313 ADOPT-A-TREE
EXPERIMENT. 313 ANIMAL BABIES ACTIVITIES * 313 SCIENCE ACTIVITIES TO
PROMOTE SOCIAL DEVELOPMENT * 316
PETS-IN-A-JAR PROJECT * 316 ANT FARM EXPERIMENT. 317
IMAGE 10
XVIII CONTENTS
SCIENCE ACTIVITIES TO PROMOTE LANGUAGE DEVELOPMENT * 319 DOCUMENTING.
319 SCIENCE ACTIVITIES TO PROMOTE CREATIVE DEVELOPMENT * 319 PRETENDING
TO BE AN INSECT. 319
TAKE A SMALL GROUP OUTSIDE. 320 THE TEACHER S ROLE IN THE SCIENCE
CENTER. 320 DOCUMENTATION.321 TEACHER-CHILD DISCUSSION * 321
CURRICULUM PLANNING. 328
PLANNING FOR SOMETHING TO HAPPEN. 329 MAKING PLANS PERSONAL FOR CHILDREN
* 329 MAKING A PERSONAL CURRICULUM WEB. 330 PUT THE CHILD IN THE CENTER.
330 MAKING INTEGRATED PLANS. 330
CREATE ANOTHER CURRICULUM WEB. 331 IMPLEMENTING PLANS. 332 ADVANTAGES OF
CURRICULUM WEBBING * 335 SAVE YOUR WEB. 335
CHILD INPUT INTO THEME PLANNING * 335 CHILDREN BUILDING BRIDGES. 336
BRIDGES CURRICULUM WEB. 336 CHILDREN MAKING BRIDGES BOOKS * 338 MONTHLY
PLANNING SESSIONS. 338
LEARNING CENTERS COMBINED * 339 PLANS FOR INDIVIDUALS BASED ON 3-M
OBSERVATIONS. 339 INTERPRETING RECORDED INFORMATION. 340 MENA S
INTERACTIONS * 341 PLANNING FOR THE INDIVIDUAL CHILD * 343
WEEKLY PLANNING SESSIONS. 343 LEARNING GOALS FOR INDIVIDUALS * 344 THE
TOTAL GROUP: CIRCLE TIME. 345 HELP CHILDREN FOCUS * 345
DAILY SUMMARY SESSION. 346 IN CONCLUSION * 346
APPENDIX: MUSIC TO ACTION CHANTS* 350
INDEX. 359
|
| any_adam_object | 1 |
| author | Beaty, Janice J. |
| author_facet | Beaty, Janice J. |
| author_role | aut |
| author_sort | Beaty, Janice J. |
| author_variant | j j b jj jjb |
| building | Verbundindex |
| bvnumber | BV040460308 |
| classification_rvk | DK 2002 |
| ctrlnum | (OCoLC)815945730 (DE-599)BVBBV040460308 |
| discipline | Pädagogik |
| edition | 4. ed., internat. ed. |
| format | Book |
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| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV040460308 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:24:25Z |
| institution | BVB |
| isbn | 9781285049533 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025307767 |
| oclc_num | 815945730 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXV, 376 S. Ill. |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Wadsworth Cengage Learning |
| record_format | marc |
| spelling | Beaty, Janice J. Verfasser aut Preschool appropriate practices environment, curriculum, and development Janice J. Beaty 4. ed., internat. ed. Belmont, Calif. Wadsworth Cengage Learning 2014 XXV, 376 S. Ill. txt rdacontent n rdamedia nc rdacarrier Education, Preschool / Curricula Education, Preschool / Activity programs Classroom learning centers Child development Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Vorschulerziehung (DE-588)4064016-4 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025307767&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Beaty, Janice J. Preschool appropriate practices environment, curriculum, and development Education, Preschool / Curricula Education, Preschool / Activity programs Classroom learning centers Child development Vorschulerziehung (DE-588)4064016-4 gnd |
| subject_GND | (DE-588)4064016-4 (DE-588)4078704-7 |
| title | Preschool appropriate practices environment, curriculum, and development |
| title_auth | Preschool appropriate practices environment, curriculum, and development |
| title_exact_search | Preschool appropriate practices environment, curriculum, and development |
| title_full | Preschool appropriate practices environment, curriculum, and development Janice J. Beaty |
| title_fullStr | Preschool appropriate practices environment, curriculum, and development Janice J. Beaty |
| title_full_unstemmed | Preschool appropriate practices environment, curriculum, and development Janice J. Beaty |
| title_short | Preschool appropriate practices |
| title_sort | preschool appropriate practices environment curriculum and development |
| title_sub | environment, curriculum, and development |
| topic | Education, Preschool / Curricula Education, Preschool / Activity programs Classroom learning centers Child development Vorschulerziehung (DE-588)4064016-4 gnd |
| topic_facet | Education, Preschool / Curricula Education, Preschool / Activity programs Classroom learning centers Child development Vorschulerziehung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025307767&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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