Beginnings and beyond: foundations in early childhood education
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Belmont, Calif.
Wadsworth, Cengage Learning
2014
|
| Ausgabe: | 9. ed., internat. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXIII, 527 S. Ill., graph. Darst. |
| ISBN: | 9781133940531 |
Internformat
MARC
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| 100 | 1 | |a Gordon, Ann Miles |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Beginnings and beyond |b foundations in early childhood education |c Ann Miles Gordon, Kathryn Williams Browne |
| 250 | |a 9. ed., internat. ed. | ||
| 264 | 1 | |a Belmont, Calif. |b Wadsworth, Cengage Learning |c 2014 | |
| 300 | |a XXIII, 527 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a Early childhood education | |
| 650 | 4 | |a Early childhood education / Curricula | |
| 650 | 4 | |a Child development | |
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Datensatz im Suchindex
| _version_ | 1804149525179269121 |
|---|---|
| adam_text | IMAGE 1
CHAPTER 1
HISTORY OF EARLY CHILDHOOD EDUCATION 2
INTRODUCTION 3
DEFINING THE TERMS 3
INFLUENCES FROM ABROAD 3
WITH INTENTION: WHY DOES HISTORY HELP? 4
EUROPEAN ROOTS 4 NONTRADITIONAL PERSPECTIVES 14
AMERICAN INFLUENCES 14 COLONIAL DAYS 14
DIVERSITY: FINDING YOUR PLACE AT THE TABLE 15
CHILDREN IN ENSIAVEMENT 16 A PROGRESSIVE ERA 16 TBE FIELD EXPANDS:
KINDERGARTEN 18 NURSERY SCHOOLS 20
MID-CENTURY DEVELOPMENTS 22 MORE RECENT DEVELOPMENTS 24
SECTION 1
WHAT 15 THE FIELD OF EARLY CHILDHOOD EDUCATION?
29
VII
TEACH50URCE VIDEO: TEACHING AS A PROFESSION: AN EARLY CHILDHOOD
TEACHER S RESPONSIBILITIES AND DEVELOPMENT 32
DAP: MAKING GOOD TEACHING A PROFESSIONAL ENTERPRISE 33
SUMMARY 34
KEY TERMS 35
REVIEW QUESTIONS 35 OBSERVE AND APPIY 36 HELPFUL WEBSITES 36 REFERENCES
36
CHAPTER 2
TYPES OF PROGRAMS 39 DEVELOPMENTALLY APPROPRIATE PRACTICE IN EARLY
CHILDHOOD PROGRAMS 40 TBREE CORE COMPONENTS OF DAP 40
GUIDELINES FOR DAP 41 DAP IN ACTION 41
EARLY CHILDHOOD CORE PROGRAMS 42
TEACH50URCE VIDEO: CURRICULUM PLANNING: IMPLEMENTING DEVELOPMENTALLY
APPROPRIATE PRACTICE IN AN EARLY CHILDHOOD PROGRAM 42
INTERDISCIPLINARY INFLUENCES 25 MEDICINE 25
EDUCATION 26
PSYCHOLOGY 29 TBEMES IN EARLY CHILDHOOD EDUCATION ETHIC OF SOCIAL REFORM
29
BRAIN RESEARCH SAYS: WH AT IS NEUROSCIENCE AND WHY SHOULD WE CARE? 30
IMPORTANCE OF CHILDHOOD 31 TRANSMITTING VALUES 31 PROFESSIONALISM 32
1
XXL1L
PREFACE XVLL
ACKNOWLEDGMENTS
IMAGE 2
VIII CONTENTS
DIVERSITY: DEVELOPMENTALLY AND CULTURALLY
APPROPRIATE PRACTICE (DCAP) 43
FACTORS THAT DETERMINE TYPES OF PROGRAMS 43
SPECIAL PROGRAM FEATURES 44 THE CORE OF PROGRAMS OF EARLY CHILDHOOD
EDUCATION 45
VARIATIONS OF CORE PROGRAMS 48 HEAD START: AN EARLY INTERVENTION MODEL
VARIETY OF EARLY CHILDHOOD PROGRAM OPTIONS 50
INFANT/TODDLER PROGRAMS 50 KINDERGARTEN 52
BRAIN RESEARCH SAYS: REDSHIRTING AND READINESS 54
EARLY ELEMENTARY /PRIMARY GRADES 54 HOMESCHOOLING 55
TEACHING WITH INTENTION: A THOUGHTFUL BEGINNING 56
ASSESSING PRO GRAM QUALITY 56 INDICATORS OF QUALITY 56
DAP: HIGH-QUALITY PROGRAMS DAP 57
RESEARCH STUDIES ON QUALITY 57 THE PROCESS OF ASSESSING PROGRAMS 58
ESSENTIAL STEPS BEFORE YOU BEGIN 59 IMPLEMENT THE FINDINGS 61
SUMMARY 61
KEYTERMS 62
REVIEW QUESTIONS 62 OBSERVE AND APPLY 62 HELPFUL WEBSITES 62 REFERENCES
63
48
DEVELOPMENTAL AGES AND STAGES: MAJOR MILESTONES 67
DAP: GROWTH IS INTERRELATED 68
THE VALUE OFWORD PICTURES 68
BRAIN RESEARCH SAYS: THE ARCHITECTURE OF THE BRAIN 69
TEACHING WITH INTENTION: USING WORD PICTURES 70
APPLYING WORD PICTURES TO TEACHING STRATEGIES 70
CULTURE, RACE, AND ETHNIC CONSIDERATIONS
CHILDREN WITH DIVERSE ABILITIES 79 FACTORS THAT INFLUENCE DEVELOPMENTAL
DIFFERENCES 79 PLANNING FOR DIVERSE ABILITIES 80 CHILDREN WITH SPECIAL
NEEDS 81 LEARNING DISABILITIES 82 ATTENTION- DEFICIT/HYPERACTIVITY
DISORDER
(ADHD) 83
AUTISM SPECTRUM DISORDER 83
TEACHSOURCE VIDEO: PROGRAMS FOR CHILDREN WITH AUTISM 84
CHILDREN WHO ARE GIFTED AND TALENTED THE INCLUSIVE CLASSROOM 85
DIVERSITY: THE RIGHT TO BE INCLUDED 86
SUMMARY 87
KEYTERMS 87
REVIEW QUESTIONS 88 OBSERVE AND APPLY 88 HELPFUL WEBSITES 88 REFERENCES
89
70
84
CHAPTER4
DEVELOPMENTAL AND LEARNING THEORIES 90
92
94
INTRODUCTION 91
MAJOR THEORIES 91 THE NATURE OF DEVELOPMENT THE MOST EXCELLENT EIGHT
PSYCHODYNAMIC THEORY 94 SIGMUND FREUD 94 ERIK ERIKSON 95
BEHAVIORIST THEORY 98 THE BEHAVIORISTS 99 THEORY OF BEHAVIORISM AND
SOCIAL LEARNING 100
WITH INTENTION: CAN REWARDS ACTUALLY 102 PUNISH?
SECTION 2
WHO IS THE YOUNGCHILD? 65
CHAPTER3 DEFINING THE YOUNG CHILD 66 THE WHOLE CHILD 67
DEVELOPMENTAL DOMAINS 67
IMAGE 3
CONTENTS IX
SECTION 3
WHO ARE THE TEACHERS? 139
130
134 134
135
CHAPTER 5
TEACHING:A PROFESSIONALCOMMITMENT 140 TODAY S EARLY CHILDHOOD TEACHERS
141 COMPARISON WITH TEACHING IN OTHER EDUCATIONAL SETTINGS 141
DIVERSITY: TEACHER DIVERSITY 142
THE EARLY CHILDHOOD TEACHER S ROLES: PROFESSIONALISM IN ACTION 142
BRAIN RESEARCH SAYS: STAYING THE COURSE/SHAPING YOUNG MINDS 145
PERSONAL ATTRIBUTES OF EARLY CHILDHOOD EDUCATORS 147
BECOMING A PROFESSIONAL: WHAT YOU NEED TO KNOW 149
PROFESSIONAL STANDARDS FOR TEACHER PREPARATION 149
ESSENTIAL ATTRIBUTES OF A PROFESSIONAL TEACHER 149
TEACHSOURCE VIDEO: TEACHING AS A PROFESSION: AN EARLY CHILDHOOD
TEACHER S RESPONSIBILITIES AND DEVELOPMENT 153
BRAIN RESEARCH SAYS: CONNECT THE DOTS: HOW NEUROSCIENCE SUPPORTS THEORY
AND DAP 129
BASIC TENETS 129 DEVELOPMENTAL RESEARCH CONCLUSIONS CONDITIONS FOR
LEARNING 131
WITH INTENTION: PUT THOSE THEORIES TO WORK! 133
SUMMARY 133
KEY TERMS 134
REVIEW QUESTIONS OBSERVE AND APPLY HELPFUL WEBSITES REFERENCES 135
APPLYING BEHAVIORIST THEORY TO WORK WITH CHILDREN 102
COGNITIVE THEORY 102 JEAN PIAGET 102
THEORY OF COGNITIVE DEVELOPMENT 103
TEACHSOURCE VIDEO: PIAGET S SENSORIMOTOR, PREOPERATIONAL, AND CONCRETE
OPERATIONAL STAGES 103
APPLYING COGNITIVE THEORY TO WORK WITH CHILDREN 105
SOCIOCULTURALTHEORY 107
DAP: TAKE PIAGET WITH YOU 108
LEV VYGOTSKY 108 SOCIOCULTURALTHEORY 108 APPLYING SOCIOCULTURALTHEORY TO
WORK WITH CHILDREN 109
ECOLOGICALTHEORY 110 URIE BRONFENBRENNER 111 ECOLOGICAL SYSTEMS THEORY
111 APPLYING ECOLOGICALTHEORY TO WORK WITH CHILDREN 111
MULTIPLE INTELLIGENCES THEORY 112 HOWARD GARDNER 112 THEORY OF MULTIPLE
INTELLIGENCES 112 APPLYING MULTIPLE INTELLIGENCES THEORY TO
WORK WITH CHILDREN 112
MATURATION THEORY 114 ARNOLD GESELL 114 THEORY OF MATURATION 114
APPLYING MATURATION THEORY TO WORK WITH
CHILDREN 114
HUMANISTIC THEORY 114 THE HUMANISTS 114 THEORY OF HUMAN NEEDS 115
APPLYING HUMANISTIC THEORY TO WORK WITH
CHILDREN 115
DEVELOPMENTAL TOPICS 116 CULTURALDIVERSITY 116 ATTACHMENT 117 PLAY 119
TEACHSOURCE VIDEO: YOUNG CHILDREN S STAGES OF PLAY 120
GENDER 123
DIVERSITY: MAIEIFEMAIE CONCEPTS IN GIRLS AND BOYS 124
MORAL DEVELOPMENT 124 BRAIN DEVELOPMENT 126
USING DEVELOPMENTAL AND LEARNING THEORIES 128
IMAGE 4
X CONTENTS
COMMON TYPES OF OBSERVATION SYSTEMS 176 KEY ELEMENTS OF OBSERVATIONS 177
TYPES OF OBSERVATIONS 178
HOW TO OBSERVE AND RECORD EFFECTIVELY 184
BRAIN RESEARCH SAYS: OBSERVATION: CAPTURE THE BRAIN AT WORK OR OVERLOAD
186
220
188
209
210
205 206
206
GOALS AND TOOLS OF CHILD ASSESSMENT WHY EVALUATER 188
WITH INTENTION: FROM OBSERVATION TO INTENTION AND ACTION 194
TYPES OF ASSESSMENTS 196
EARLY LEARNING STANDARDS 199 TESTING AND SCREENING 201
CONCERNS ABOUT ASSESSMENT 203
TEACHSOURCE VIDEO: PROGRESS MONITORING: USING TRANSITIONAL TIME IN AN
EARLY CHILDHOOD CLASSROOM 204
USING OBSERVATION AND ASSESSMENT INFORMATION 204
SUMMARY 204
KEY TERMS 205
REVIEW QUESTIONS OBSERVE AND APPLY HELPFUL WEBSITES REFERENCES 207
CHAPTER 7
GUIDING CHILDREN S BEHAVIOR UNDERSTANDING CHILDRENS BEHAVIOR TBE
GUIDANCE LENS 210
TBEORIES 210
FACTORS TBAT AFFECT BEHAVIOR 210
DIVERSITY: TYPES OF TEMPERAMENT 214
GUIDANCE, DISCIPLINE, AND PUNISHMENT: WHAT WORKS 216
WHAT IS GUIDANCE? 216
WHAT IS DISCIPLINE? 217
WHAT IS PUNISHMENT? 217
WITH INTENTION: INDUCTIVE GUIDANCE AND THE FIREFIGHTER RULES 218
TEACHSOURCE VIDEO: ELEMENTARY CLASSROOM MANAGEMENT: BASIC STRATEGIES 218
TOWARD SELF-DISCIPLINE 218 TBE LANGUAGE OF GUIDANCE AND DISCIPLINE 218
PROMOTING A CARING CLASSROOM COMMUNITY TBROUGH GUIDANCE 220
DEVELOPMENTALLY APPROPRIATE GUIDANCE
WITH INTENTION: PRACTICE INTENTIONAL TEACHING 155
TEAM TEACHING: PROFESSIONAL COLLABORATION 155 TEAM COMPOSITION 156
ROLE DEFINITION AND SATISFACTION 156 FLEXIBILITY 156
OPEN AND FREQUENT COMMUNICATION 156 WHO AM I? 157
MUTUAL RESPECT AND ACCEPTANCE 157 EVALUATIONS 157
WHY TEAM TEACHING WORKS 157
TEACHSOURCE VIDEO: TEACHING AS A PROFESSION:
COLLABORATION WITH COLLEAGUES 158
PERFORMANCE ASSESSMENT: KEY TO IMPROVED TEACHING PRACTICES 158
PURPOSES FOR AN ANNUAL PERFORMANCE REVIEW 158
COMPONENTS OF AN EFFECTIVE ASSESSMENT 159 WHO ARE THE EVALUATORS? 159
TYPES OF ASSESSMENTS 161
DAP: PORTFOLIO-BASED ASSESSMENT 162
FIELD EXPERIENCE: PRACTICE WHAT YOU TEACH 163 LEARNING TBROUGH THE
PRACTICUM EXPERIENCE 163
SUMMARY 164
KEY TERMS 165
REVIEW QUESTIONS 165
OBSERVE AND APPLY 165
HELPFUL WEBSITES 166
REFERENCES 166
CHAPTER 6
OBSERVATION AND ASSESSMENT OF CHILDREN 167
KEY ELEMENTS AND PURPOSES OF OBSERVATION 168 WHAT IS OBSERVATION? 168
WHY OBSERVER 169
DIVERSITY: DO VOU HAVE A DIVERSITY BIAS ? 172
CONTEXTS FOR UNDERSTANDING OBSERVATIONS 173 CHILDREN AS INDIVIDUALS 174
CHILDREN IN GENERAL 174
DEVELOPMENTAL RELATIONSHIPS 175
DAP: TAKING OBSERVATIONS INTO PRACTICE 175
INFLUENCES ON BEHAVIOR 175 UNDERSTANDING OF SELF 176
IMAGE 5
221
ENHANCING COMMUNICATION TO SUPPORT LEARNING 243
EDUCATION AND INVOLVEMENT 243
BRAIN RESEARCH SAYS: WHAT SHALL WE TELL THE PARENTS? 244
246 247
CONTENTS XI
240 241
249 249
250
WITH INTENTION: SAYING GOOD-BYE 248
SUMMARY 249
KEY TERMS 249
REVIEW QUESTIONS OBSERVE AND APPLY HELPFUL WEBSITES REFERENCES 250
UNDERSTANDING PARENTHOOD FAMILIES WITH DIVERSE NEEDS VALUING FAMILY
CULTURE 242
DIVERSITY: CHALLENGES OF IMMIGRANT FAMILIES 243
CHAPTER 9
CREATING ENVIRONMENTS 251 CRITERIA FOR CREATING ENVIRONMENTS 252
DEFINITION AND CHARACTERISTICS 252 DEVELOPMENTALLY APPROPRIATE LEARNING
ENVIRONMENTS 256
TBREE CORE ASPECTS OF DAP ENVIRONMENTS 258
TBE ANTI-BIAS ENVIRONMENT 258
DIVERSITY: A PLACE AT THE TABLE 261
CENTRAL ELEMENTS IN ENVIRONMENT PLANNING 264
WHO IS IN THE ENVIRONMENT? 264
KEEPING CHILDREN HEALTHY 265
TEACHSOURCE VIDEO: CREATING A SAFE PHYSICAL ENVIRONMENT FOR TODDLERS 265
GUARDING CHILDRENS SAFETY 268 MAINTAINING CHILDRENS WELL-BEING 269
BASIC ARRANGEMENTS AND MATERIALS FOR CREATING THE ENVIRONMENT 270
TBE PHYSICAL ENVIRONMENT 270
STRATEGIES FOR KEEPING IN TOUCH 244 TBE SEPARATION PROCESS: LEARNING TO
TRUST ONE ANOTHER 245
PARENT/FAMILY- TEACHER CONFERENCES MAINTAINING PRIVACY AND
CONFIDENTIALITY
TEACHSOURCE VIDEO: COMMUNICATING WITH PARENTS: TIPS AND STRATEGIES FOR
FUTURE TEACHERS 247
DAP: FOSTERING DEVELOPMENTALLY APPROPRIATE GUIDANCE 221
CULTURALLY APPROPRIATE GUIDANCE BEHAVIOR MODELS 221
CONSISTENCY 222
REALISTIC EXPECTATIONS 222 ACTIVELY OBSERVE 222
PREVENTING MISBEHAVIOR 222 INDIRECT GUIDANCE 223
TEN EFFECTIVE STRATEGIES: TBE GUIDANCE LADDER 223
IGNORING BEHAVIOR 223
ACTIVE LISTENING AND 1 MESSAGES 223 REINFORCEMENT 224
BRAIN RESEARCH SAYS: DO REWARDS WORK? 225
REDIRECTION AND DISTRAETION 225 GIVING CHILDREN CHOICES 226 SETTING
LIMITS 226
ACTIVE PROBLEM SOLVING 227
TEACHSOURCE VIDEO: GUIDANCE FOR YOUNG CHILDREN: TEACHING TECHNIQUES FOR
ENCOURAGING POSITIVE BEHAVIOR 227
NATURAL AND LOGICAL CONSEQUENCES 228 TIME OUT 229
PHYSICAL INTERVENTION 229
BEHAVIOR TBAT IS CHALLENGING 229
SUMMARY 231
KEYTERMS 232
REVIEW QUESTIONS 232
OBSERVE AND APPLY 232
HELPFUL WEBSITES 233
REFERENCES 233
PROMOTING STRONG AND EFFECTIVE PARTNERSHIPS 235
HISTORICALOVERVIEW 235 STRENGTHENING THE PARTNERSHIP 235 BECOMING FULL
AND EQUAL PARTNERS 238
TEACHSOURCE VIDEO: COMMUNICATING WITH FAMILIES: BEST PRACTICES IN AN
EARLY CHILDHOOD SETTING 239
TBE COMPLEXITY OFTODAY S FAMILIES 239
DAP: REGGIO EMILIA: AN EXEMPLARY PARTNERSHIP 240
CHAPTER 8
FAMILIES AND TEACHERS: PARTNERS IN EDUCATION 234
I
IMAGE 6
XII CONTENTS
333 334
334
SETTING THE STAGE FOR PLAY 310
PLANNING CURRICULUM: ENGAGING TEACHING AND LEARNING 311
WAYS TO FOSTER SKILLS, KNOWLEDGE, AND LEARNING 311
CULTURALLY RESPONSIVE TEACHING 312 INTEGRATING LEARNING STANDARDS 314
SETTING GOALS 315 TEACHER-DIRECTED LEARNING 317
GROUP TIMES 317
TEACHING WITH INTENTION: A BALANDNG ACT: CHILD-DIREETED AND
TEACHER-DIRECTED EXPERIENCES 318
WRITTEN CURRICULUM PLANS 318 WEBBING 319
THEMES 321
THE PROJECT APPROACH 324 USING TECHNOLOGY IN THE CLASSROOM 325
PLAY-BASED CURRICULUM MODELS 327 HIGH/SCOPE: COGNITIVELY ORIENTED MODEL
327
BRAIN RESEARCH SAYS: THE BRAINY TEACHER 328
BANK STREET: DEVELOPMENTAL- INTERACTION MODEL 329 THE SCHOOLS OF REGGIO
EMILIA 329
LEACHSOURCE VIDEO: LHE REGGIO EMILIA APPROACH AND PURPOSE-BUILT SCHOOLS
331
WALDORF SCHOOLS 331 MONTESSORI SCHOOLS 331
SUMMARY 333
KEY TERMS 333
REVIEW QUESTIONS OBSERVE AND APPLY HELPFUL WEBSITES REFERENCES 334
277
278 287
DAP: INVENTING TOYS FOR TOTS
THE TEMPORAL ENVIRONMENT THE INTERPERSONAL ENVIRONMENT
TEACHING WITH INTENTION: NOISE AND BUSY-NESS 288
SECTION4
WHAT IS BEING TAUGHT? 295
BRAIN RESEARCH SAYS: SPACE AND TIME FOR BRAIN WORK 290
SUMMARY 291
KEY TERMS 291
REVIEW QUESTIONS 291 OBSERVE AND APPLY 291 HELPFUL WEBSITES 291
REFERENCES 292
CHAPTER 10
CURRICULUM: CREATING A CONTEXT FOR LEARNING AND PLAY 296
CURRICULUM: THE FRAMEWORK FOR TEACHING AND LEARNING 297
WHAT IS CURRICULUM: 297 DEVELOPMENTALLY APPROPRIATE CURRICULUM 297
CULTURALLY APPROPRIATE CURRICULUM 298 EFFECTIVECURRICULUM: FIVE BASIC
ELEMENTS 298
299 DIVERSITY: TRANSFORMATIVE CURRICULUM
DAP: INTEGRATED LEARNING THROUGH BLOCK PLAY 301
TEACHSOURCE VIDEO: SCHOOL AGE: EMERGENT CURRICULUM 302
PLAY-BASED CURRICULUM: DEVELOPING SKILLS, KNOWLEDGE, AND LEARNING 308
THE TEACHER S ROLE IN LEARNING THROUGH PLAY 308
TEACHSOURCE VIDEO: CURRICULUM PLANNING: IMPLEMENTING DEVELOPMENTALLY
APPROPRIATE PRACTICE IN AN EARLY CHILDHOOD SETTING 310
CHAPTER 11
PLANNING FOR THE BODY: PHYSICAL/MOTOR DEVELOPMENT IN ACTION 336
MAXIMIZING LEARNING THROUGH MOVEMENT 337 INTEGRATED LEARNING 337 WHAT
MOVEMENT EXPLORATION TEACHES 337 THE IMPORTANCE OF PHYSICAL ACTIVITY AND
MOVEMENT 337
BRAIN RESEARCH SAYS: LINKING THE MIND AND THE BODY 338
DAP: DAP FOR PRESCHOOL AND ELEMENTARY SCHOOL MOVEMENT PROGRAMS 339
IMAGE 7
CONTENTS XIII
PATTERNS OF PHYSICALAND MOTOR DEVELOPMENT 340 PHYSICAL GROWTH 340
CHILDREN WITH SPECIAL NEEDS 341 MOTOR SKILLS AND DEVELOPMENT 342
DIVERSITY: KAREENA S STORY: ADAPTING THE CURRICULUM FOR CHILDREN WITH
SPECIAL NEEDS 343
KNOWLEDGE OF THE SOCIAL WORLD 363 CLASSIHCATION 364 SERIATION 364
NUMBERS 364
TEACHSOURCE VIDEO: EXPLORING MATH CONEEPTS THROUGH CREATIVE ACTIVITIES
365
SYMBOLS 365
SPATIAL RELATIONSHIPS 366 TIME 366
EFFECTIVE APPROACHES FOR CURRICULUM 367 CONSIDERATIONS 367
DIVERSITY: ACTIVITY SIMPLIFICATION FOR INCLUSION 368
CURRICULUM PLANNING FOR COGNITIVE DEVELOPMENT 368
SPECIAL TOPIC: TECHNOLOGY & MEDIA 373 COMPUTERS IN THE CLASSROOM 373
WITH INTENTION: AN INQUIRY-BASED PROJEET 375
DEVELOPMENTALLY APPROPRIATE SOFTWARE 376 TBE INTERNET 377
INTEGRATING TECHNOLOGY INTO LEARNING 377
SUMMARY 379
KEY TERMS 379
REVIEW QUESTIONS 379 OBSERVE AND APPLY 379 HELPFUL WEBSITES 380
REFERENCES 380
345
350
351 352
354
354
354
FOSTERING MOTOR SKILLS IN YOUNG CHILDREN TYPES OF MOVEMENT 345
PRACTICING BASIC SKILLS 346
TEACHSOURCE VIDEO: TWO-FIVE YEARS: FINE MOTOR DEVELOPMENT FOR EARLY
CHILDHOOD 347
CURRICULUM STRATEGIES FOR PHYSICAL DEVELOPMENT 347
TBE TEACHER S ROLE 350 SEX-ROLE STEREOTYPING 350 A SAFE AND CHALLENGING
ENVIRONMENT
TEACHING WITH INTENTION: GETTING PHYSICAL INDOORS 351
PLAYGROUND ENTICHMENT ENCOURAGING PHYSICAL PLAY
SUMMARY 353
KEY TERMS 354
REVIEW QUESTIONS
OBSERVE AND APPLY
HELPFUL WEBSITES
REFERENCES 355
CHAPTER 12
PLANNING FOR THE MIND: COGNITIVE DEVELOPMENT IN ACTION 356 TBE
DEVELOPMENT OF COGNITION: MULTIPLE PERSPECTIVES 357
LEARNING TBROUGH COGNITIVE EXPERIENCES AN ECLECTIC POINT OFVIEW 358 A
PIAGETIAN PERSPECTIVE 358 VYGOTSKY,TBINKING, AND CULTURE 359
DAP: A TEAEHING STYLE FOR INTELLEETUAL DEVELOPMENT 359
GARDNER S MULTIPLE INTELLIGENCES 360 BRAIN RESEARCH 360
BRAIN RESEARCH SAYS: BUILDING THE BRAIN, FROM MASA TO TORTILLAS 362
COGNITIVE SKILLS 362 SKILLS OF INQUIRY 362 KNOWLEDGE OF THE PHYSICAL
WORLD 363
357
CHAPTER 13
PLANNING FOR THE MIND: LANGUAGEAND LITERACY DEVELOPMENT IN ACTION 382
TBE DEVELOPMENT OF LANGUAGE AND LITERACY 383
LEARNING TBROUGH LANGUAGE EXPERIENCES 383 TBE DEVELOPMENT OF LANGUAGE
384 TBE DEVELOPMENT OF LITERACY 388
BRAIN RESEARCH SAYS: READING 15 ROCKET SCIENCE! 394
LANGUAGE AND LITERACY SKILLS 402 ARTICULATION 402 RECEPTIVE LANGUAGE 402
DIVERSITY: SPEAKING WITH A STUTTER 403
EXPRESSIVE LANGUAGE 403 GRAPHIE LANGUAGE 404 ENJOYMENT 404
IMAGE 8
XIV CONTENTS
EFFECTIVE APPROACHES FOR CURRICULUM 404 CONSIDERATIONS 404
WITH INTENTION: CONTRIBUTE TO COMMUNICATION COMPETENCE 406
CURRICULUM PLANNING FOR LANGUAGE AND LITERACY DEVELOPMENT 407
CREATIVE SKILLS 453 EFFECTIVE APPROACHES TO CURRICULUM FOR CREATIVE
GROWTH 455
TEACHSOURCE VIDEO: LEARNING MATH THROUGH MUSIC AND MOVEMENT ACTIVITIES
IN EARLY CHILDHOOD 457
459
460
461
464 464
464
DAP: ACKNOWLEDGING THE SPIRIT
CHILDREN AS A SPIRITUAL RESOURCE
SPECIAL TOPIC: NURTURING EMOTIONAL INTELLIGENCE 461
SUMMARY 463
KEY TERMS 463
REVIEW QUESTIONS OBSERVE AND APPLY HELPFUL WEBSITES REFERENCES 464
CURRICULUM FOR SPIRITUAL DEVELOPMENT ISSUES TO CONSIDER 459 THE
TEACHER S ROLE 460
411
408 YARD
414 415
415
DAP: SET UP A
SPECIAL TOPIC: SUPPORTING DUAL LANGUAGE LEARNERS 411
LANGUAGE GOALS 411 ENVIRONMENT AND PROGRAM STRATEGIES FAMILY CONTAETS
413 CHALLENGES AND CONCLUSIONS 413
TEACHSOURCE VIDEO: ENGLISH LANGUAGE LEARNERS: PARTNERING WITH PARENTS
413
SUMMARY 414
KEY TERMS 414
REVIEW QUESTIONS OBSERVE AND APPLY HELPFUL WEBSITES REFERENCES 415
422 422
469
474
475
477
INTRODUCTION: FOUR THEMES REVISITED
ETHIC OF SOCIAL REFORM 469 CHILD CARE 470
BRAIN RESEARCH SAYS: PAY NOW OR PAY LATER? 471
EDUCATION REFORM 472
SECTION 5
HOW 00 WE TEACH FOR TOMORROW? 467
CHAPTER 15 ISSUES AND TRENDS IN EARLY CHILDHOOD EDUCATION: FOUR THEMES
468
THE IMPORTANCE OF CHILDHOOD CHILDHOOD STRESS 474
TE,L LCHIINGWITH INTENTION: HELPING CHILDREN WITH STRESS 475
CHILD ABUSE AND N EGLECT FAMILIES UNDER STRESS
CURRICULUM FOR CREATIVE GROWTH 449 THE DEVELOPMENT OF CREATIVITY 449
CHAPTER 14
PLANNING FOR THE HEART AND SOUL: PSYCHOSOCIAL DEVELOPMENT IN ACTION 418
THE DEVELOPMENT OF THE PSYCHOSOCIAL DOMAIN 419
DEFINING PSYCHOSOCIAL EXPERIENCES 419 A SENSE OF SELF 420
EFFECTIVE APPROACHES FOR CURRICULUM FOR EMOTIONAL GROWTH 429
CURRICULUM FOR SOCIAL GROWTH 432 THE DEVELOPMENT OF SOCIAL COMPETENCE
433 SOCIAL SKILLS 439
CURRICULUM FOR EMOTIONAL GROWTH THE DEVELOPMENT OF EMOTIONS EMOTIONAL
SKILLS 423
DIVERSITY: FEELINGS: WHAT IF THE MESSAGES ARE DIFFERENT? 427
BRAIN RESEARCH SAYS: MIRROR NEURONS AT WORK 441
CURRICULUM APPROACHES FOR SOCIAL GROWTH 442
WITH INTENTION: DO I HAVE TO SHARE? 448
IMAGE 9
CONTENTS XV
TEACHSOURCE VIDEO: DIVORCE AND CHILDREN
481
479 479
490 490
490
489 DAP: PROFESSIONAL REFLECTIONS
SUMMARY 489
KEY TERMS 490
REVIEW QUESTIONS OBSERVE AND APPLY HELPFUL WEBSITES REFERENCES 491
478
483
TRANSMITTING VALUES TBE MEDIA CULTURE TELEVISION 479 VIOLENCE AND
DISASTER
SOCIAL DIVERSITY 481
DIVERSITY: DROPOUT FACTORIES
511
5 2 5
APPENDIX 493
GLOSSARY 501
SUBJECT INDEX
NAME INDEX
PROFESSIONALISM 487 STANDARDS FOR CHILDRENS PROGRAMS 487 STANDARDS FOR
PROFESSIONAL PREPARATION 487 ADVOCACY 487
TEACHSOURCE VIDEO: 02 YEARS: GENDER IN INFANTS AND TODDLERS 486
|
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| bvnumber | BV040460317 |
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| ctrlnum | (OCoLC)815945736 (DE-599)BVBBV040460317 |
| discipline | Pädagogik Psychologie |
| edition | 9. ed., internat. ed. |
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| indexdate | 2024-07-10T00:24:25Z |
| institution | BVB |
| isbn | 9781133940531 |
| language | English |
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| physical | XXIII, 527 S. Ill., graph. Darst. |
| publishDate | 2014 |
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| spelling | Gordon, Ann Miles Verfasser aut Beginnings and beyond foundations in early childhood education Ann Miles Gordon, Kathryn Williams Browne 9. ed., internat. ed. Belmont, Calif. Wadsworth, Cengage Learning 2014 XXIII, 527 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Early childhood education Early childhood education / Curricula Child development Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Curriculum (DE-588)4010781-4 gnd rswk-swf Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf Schulkind (DE-588)4077197-0 gnd rswk-swf Kleinkinderziehung (DE-588)4073498-5 gnd rswk-swf Kleinkinderziehung (DE-588)4073498-5 s DE-604 Vorschulerziehung (DE-588)4064016-4 s Curriculum (DE-588)4010781-4 s 1\p DE-604 Schulkind (DE-588)4077197-0 s Entwicklungspsychologie (DE-588)4014963-8 s 2\p DE-604 Browne, Kathryn Williams Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025307776&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 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Gordon, Ann Miles Browne, Kathryn Williams Beginnings and beyond foundations in early childhood education Early childhood education Early childhood education / Curricula Child development Vorschulerziehung (DE-588)4064016-4 gnd Curriculum (DE-588)4010781-4 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd Schulkind (DE-588)4077197-0 gnd Kleinkinderziehung (DE-588)4073498-5 gnd |
| subject_GND | (DE-588)4064016-4 (DE-588)4010781-4 (DE-588)4014963-8 (DE-588)4077197-0 (DE-588)4073498-5 |
| title | Beginnings and beyond foundations in early childhood education |
| title_auth | Beginnings and beyond foundations in early childhood education |
| title_exact_search | Beginnings and beyond foundations in early childhood education |
| title_full | Beginnings and beyond foundations in early childhood education Ann Miles Gordon, Kathryn Williams Browne |
| title_fullStr | Beginnings and beyond foundations in early childhood education Ann Miles Gordon, Kathryn Williams Browne |
| title_full_unstemmed | Beginnings and beyond foundations in early childhood education Ann Miles Gordon, Kathryn Williams Browne |
| title_short | Beginnings and beyond |
| title_sort | beginnings and beyond foundations in early childhood education |
| title_sub | foundations in early childhood education |
| topic | Early childhood education Early childhood education / Curricula Child development Vorschulerziehung (DE-588)4064016-4 gnd Curriculum (DE-588)4010781-4 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd Schulkind (DE-588)4077197-0 gnd Kleinkinderziehung (DE-588)4073498-5 gnd |
| topic_facet | Early childhood education Early childhood education / Curricula Child development Vorschulerziehung Curriculum Entwicklungspsychologie Schulkind Kleinkinderziehung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025307776&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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