Verfügbarkeit: Early childhood education

Early childhood education: becoming a professional

Gespeichert in:

Bibliographische Detailangaben
Format:	Buch
Sprache:	English
Veröffentlicht:	Thousand Oaks, Calif. SAGE 2014
Schlagworte:	Early childhood teachers / Training of Early childhood education / Study and teaching Kleinkinderziehung
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	Includes bibliographical references and index
Beschreibung:	XXXIV, 540 S. Ill.
ISBN:	9781412973458

Internformat

MARC


LEADER	00000nam a2200000 c 4500
001	BV040643353
003	DE-604
005	20130709
007	t
008	121220s2014 a\|\|\| \|\|\|\| 00\|\|\| eng d
020			\|a 9781412973458 \|c pbk. \|9 978-1-4129-7345-8
035			\|a (OCoLC)844024798
035			\|a (DE-599)BVBBV040643353
040			\|a DE-604 \|b ger \|e rakwb
041	0		\|a eng
049			\|a DE-29 \|a DE-473
084			\|a CX 6000 \|0 (DE-625)19219: \|2 rvk
084			\|a DK 2000 \|0 (DE-625)19625:761 \|2 rvk
084			\|a 5,3 \|2 ssgn
245	1	0	\|a Early childhood education \|b becoming a professional \|c Kimberly A. Gordon Biddle ...
264		1	\|a Thousand Oaks, Calif. \|b SAGE \|c 2014
300			\|a XXXIV, 540 S. \|b Ill.
336			\|b txt \|2 rdacontent
337			\|b n \|2 rdamedia
338			\|b nc \|2 rdacarrier
500			\|a Includes bibliographical references and index
650		4	\|a Early childhood teachers / Training of
650		4	\|a Early childhood education / Study and teaching
650	0	7	\|a Kleinkinderziehung \|0 (DE-588)4073498-5 \|2 gnd \|9 rswk-swf
689	0	0	\|a Kleinkinderziehung \|0 (DE-588)4073498-5 \|D s
689	0		\|5 DE-604
700	1		\|a Biddle, Kimberly A. Gordon \|e Sonstige \|4 oth
856	4	2	\|m Digitalisierung UB Bamberg \|q application/pdf \|u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025470382&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA \|3 Inhaltsverzeichnis
999			\|a oai:aleph.bib-bvb.de:BVB01-025470382

Datensatz im Suchindex

_version_	1804149759657639936
adam_text	Brief Contents Preface xxi Acknowledgments xxix Part I: Foundations of Early Childhood Education 1 Chapter 1: The Early Childhood Teacher 2 Chapter 2: History: Exploring the Beginnings of Early Childhood Education 28 Chapter 3: Types of Programs and Services 56 Part II: Development and Early Childhood Education 79 Chapter 4: Learning Theories 80 Chapter 5: Child Development and Milestones 112 Part III: The Early Childhood Classroom 139 Chapter 6: Assessment and Evaluation Through Observation 140 Chapter 7: Children With Exceptional Needs in Early Childhood Education 168 Chapter 8: Diversity in Early Childhood Education 204 Chapter 9: Guidance in Early Childhood Education 230 Part IV: Implementing the Early Childhood Curriculum 255 Chapter 10: Play and the Learning Environment 256 Chapter 11: Emotional and Social Development 286 Chapter 12: Language and Literacy Development 318 Chapter 13: Mathematics, Science, and Technology 344 Chapter 14: Movement, Health, and the Physical Curriculum 368 Part V: Trends and Issues in Early Childhood Education 391 Chapter 15: Considerations for Engaging Parents, Families, and the Community 392 Chapter 16: Early Childhood Education Policies 422 Appendix 447 Glossary 457 References 475 Photo Credits 503 Author Index 505 Subject Index 517 About the Authors 539 Detailed Contents Preface xxi Acknowledgments xxix Part I: Foundations of Early Childhood Education 1 Chapter i: The Early Childhood Teacher 2 Who Is the Early Childhood Teacher? 4 Why Become an Early Childhood Teacher? 4 Characteristics of Good Early Childhood Teachers 4 Personality and Self-Awareness 4 Intrinsic Motivation 5 Ethics 6 Philosophy of Teaching 6 Rewards of Being an Early Childhood Teacher 7 Making a Contribution 7 Teaching as Career Choice 8 A Challenge Faced by Early Childhood Teachers 8 Teacher Shortages 8 Developmental Stages of Early Childhood Teachers 10 Consider This 10 What Are the Roles of the Early Childhood Teacher? 11 Teacher as Nurturer 11 Teacher as Instructor or Facilitator 12 Teacher as Advocate 12 Teachers and Diversity 13 Teachers and Parents 14 Best Practices 15 What Are the Requirements for Becoming an Early Childhood Teacher? 16 NAEYC Teaching Levels 16 CDACredentialing 16 Academic Degrees 17 Licensing Requirements for Child Care Programs 19 NAEYC Accreditation of Early Childhood Education Programs 21 What Knowledge and Skills Should Early Childhood Teachers Possess? 22 NAEYC Core Competency Standards 22 NBPTS Early Childhood/Generalist Standards 22 Professionalism & Policy 24 Chapter 2: History: Exploring the Beginnings of Early Childhood Education 28 What Major Ideas Influenced Early Childhood Education? 30 Ancient Educational Theorists 30 The Dark and Middle Ages 30 What Contributions Have Individuals Made to the Field of Early Childhood Education? 31 Professionalism & Policy 31 Renaissance and Reformation 32 European Influences 32 Consider This 35 An Improved View of Childhood 35 The Beginning Point for Early Childhood Education 36 European Women Who Influenced Early Childhood Education 38 Early Childhood Education Constructivists 41 The Progressive Education Movement 43 American Influences 43 Promoting Optimal Development 45 Best Practices 46 Who Were the Major Contributors to the Kindergarten Movement? 50 European Influences 50 American Influences 51 Chapter 3: Types of Programs and Services 56 What Are the Different Types of Early Childhood Programs? 58 Montessori Programs 58 Reggio Emilia Programs 59 HighScope Curriculum 61 Best Practices 62 Bank Street Model 63 Waldorf Model 65 Programs Based on a Behaviorist Perspective 66 Strengths of Behaviorism 67 Limitations of Behaviorism 67 Skinner s Operant Conditioning 68 Child Care Centers and Nursery Schools 68 Consider This 69 Head Start 70 How Are Early Childhood Programs Financed? 71 For-Profit 71 Nonprofit 72 Parent Cooperative 72 University- and College-Affiliated Programs 72 Professionalism & Policy 72 What Are Home-Based and Center-Based Child Care Settings? 73 Home-Based Care 73 Center-Based Care 73 Why Do Child Care Centers Need to Be Licensed? 74 Promoting Optimal Development 75 Part II: Development and Early Childhood Education 79 Chapter 4: Learning Theories 80 How Do We Define Development, Learning, and Theory? 82 Development 82 Learning 84 Theory 84 What Is the Constructivist View of Learning? 86 What Is Piaget s Theory of Cognitive Development? 87 Schemes 88 Piaget s Three Types of Knowledge 89 Cognitive Equilibrium 90 Limitations of Piaget s Theory 96 The Practice of Research and Theory 97 What Is Information Processing Theory? 97 Consider This 98 What Is Vygotsky s Sociocultural Theory of Development? 98 Zone of Proximal Development 99 Collaborative Learning 100 What Is Bronfenbrenner s Bioecological Theory of Development? 101 Best Practices 101 What Is Erikson s Theory of Psychosocial Development? 103 Professionalism & Policy 104 What Is Maslow s Hierarchy of Human Needs? 104 Burrhus Frederic Skinner 106 Chapter 5: Child Development and Milestones 112 What Are the Major Physical and Motor Milestones? 114 The Physical Development of the Brain 114 Arousal States 115 Best Practices 115 Reflexes 116 Motor Skills 117 The Development of Coordinated Movement 119 Perceptual Development 120 Consider This 120 What Are the Major Cognitive Milestones? 121 Brain Development 121 The Practice of Research and Theory 122 Perceptual Organization 122 Cognitive Development 122 Beyond Piaget 123 The Weaknesses in Piaget s Original Theory 124 The Work of the Neo-Piagetians 124 Memory 124 Promoting Optimal Development 125 What Are the Major Language Milestones? 125 Brain Development 125 Relationship Between Cognition and Language 126 The Beginnings of Language 126 Phases or Stages of Language Development 126 The Development of Speech 129 The Development of Literacy 129 The Development of Storytelling 130 What Are the Major Emotional and Social Milestones? 131 Brain Development 131 Beginning Social Relationships 131 Stages of Attachment 131 Psychosocial Development 133 Friendships or Peer Relationships 133 Professionalism & Policy 133 What Are Some Implications of Developmental Milestones? 134 Implications of Developmental Milestones for Education and Learning of All Young Children 135 Developmental Milestones and Atypical Development 135 Part III: The Early Childhood Classroom 139 Chapter 6: Assessment and Evaluation Through Observation 140 Why and How Do Teachers Observe Young Children? 142 One Reason for Observing 142 Types of Observations 143 How Observations Influence Teaching 148 How Do Teachers Assess and Evaluate Young Children? 148 Types of Assessments and Evaluations 149 Promoting Optimal Development 150 Some Assessments and Evaluations for Ethnic Minorities 151 Current Research Assessments and Evaluations 153 Professionalism & Policy 154 Best Practices 155 How to Use Effective Assessment to Improve Teaching 156 What Are Some Assessment and Evaluation Concerns? 158 Psychometrics 158 Communicating With Parents and Family 159 Accountability and High-Stakes Testing 160 Test Bias 160 Consider This 161 Age at Assessment 161 The Environment 161 Chapter 7: Children With Exceptional Needs in Early Childhood Education 168 How Has the Field of Special Education Evolved? 170 From Segregation to Inclusion 171 What Is the Spectrum of IDEA Childhood Disability Categories? 174 Disability Categories 174 Disproportionate Representation in Special Education 174 What Is the Role of the Regular Education Teacher ¡n the Special Education Cycle? 175 Professionalism & Policy 176 Child Find 176 Referral 176 Evaluation 177 Eligibility 178 Individual Education Program 179 Individual Family Service Plan 181 What Types of Special Education Services Are Available to Children With Special Needs? 182 Early Intervention Services for Infants and Toddlers 182 Special Education Programs and Services for School-Age Children 182 Consider This 184 How Has Assistive Technology Improved Access and Removed Barriers for Children With Exceptional Needs? 184 Assistive Technology Act 184 Early Literacy Development Through Assistive Technology 185 How Does Inclusion of Children With Special Needs in Early Childhood Education Settings Promote Learning? 187 Inclusive Preschool Programs 187 Challenges to Inclusion and Mainstreaming 187 How Do Schools Respond to the Needs of Children Who Are Gifted and Talented? 188 The Practice of Research and Theory 189 Programs for Students Who Are Gifted and Talented 190 What Are Best Practices for Communicating With Families of Children With Exceptional Needs? 191 Communicating With Parents of Children Who Are Gifted and Talented 191 Communicating With Parents of Children With Special Needs 191 Best Practices 193 Helping Families Access Needed Resources 193 Chapter 8: Diversity in Early Childhood Education 204 What Is Cultural Diversity? 207 What Is Multicultural Education? 207 How Do We Teach From a Multicultural Perspective? 208 Teachers Developing a Cultural Awareness 208 Preparing Teachers for Multicultural Programs 210 Integrating Multicultural Education Into the Curriculum 211 Are Children Aware of Racial Differences? 212 Research About Children s Racial Awareness 213 Children s Formation of Ethnic Identity 215 The Process of Socialization 216 Children Learning Culture 217 How Can Multicultural Programs Involve Family Members and the Wider Community? 217 Consider This 217 Best Practices 218 Program Models for Involving Parents and the Community in Multicultural Education 219 What Do We Know About Cultural Differences in the Special Education System? 220 Early Intervention 221 Preschool Special Education 221 Early Primary Special Education 222 Promoting Optimal Development 223 Chapter 9: Guidance in Early Childhood Education 230 What Are the Theoretical Foundations of Guidance? 233 Social Constructivism 233 Learning Theory 234 Social Learning Theory 235 Dreikurs s Guidance Methods 235 Gordon s Guidance Methods 237 How Does a Teacher or Parent Guide Behavior? 237 Expectations, Limits, and Choices 238 Promoting Optimal Development 238 Natural and Logical Consequences 239 Evoking Behaviors 239 Environmental Manipulations 239 Fostering Prosocial Behavior 240 Best Practices 240 What Roles Do Schedules and Routines Play in Guidance? 241 What Are Some Specific Techniques for Guiding Behavior? 241 Attention 242 Redirection 242 Ignoring 243 Gordon s Theoretical Concepts Revisited 243 Discussion 243 Time-Out and Time-In 244 What Individual Needs of Children Should Be Considered? 244 Health 244 Temperament 244 Professionalism & Policy 245 Peers 245 Attachment Disorders 246 Special Needs 246 How to Support Guidance Through the Use of Parents and Families 247 Building Partnerships With Parents 247 Consider This 247 The Family s Unique Role 248 What Types of Classroom Environments Help Facilitate Guidance and Positive Behavior? 248 Part IV: Implementing the Early Childhood Curriculum 255 Chapter 10: Play and the Learning Environment 256 Why Is the Physical Environment Important for Learning and Play? 258 Definition of the Environment 258 What Are Some Learning Environments? 259 Learning Centers 259 Materials and Equipment for Early Childhood Classrooms 259 The Practice of Research and Theory 265 Definition of Play 265 Best Practices 266 The Benefits of Play in the Environment 267 What Are the Developmental Characteristics of Play? 267 Cognitive Development and Play 268 Social Development and Play 269 Emotional Development and Play 271 Language Development and Play 271 Physical Development and Play 271 Creativity and Play 271 Consider This 273 How Do We Distinguish Play From Other Behaviors? 273 Active Engagement 273 Intrinsic Motivation 273 Attention to Means Rather Than Ends 274 Nonliteral Behavior 274 Existence of Implicit Rules 274 What Are the Theories on Play? 274 Classical Theories 274 Contemporary Theories 275 How Can Teachers Use Play to Help Children Learn and Develop? 277 Adapting Play to Individual Learners 277 Professionalism & Policy 279 Chapter 11: Emotional and Social Development 286 What Are the Major Theoretical Perspectives on Emotional and Social Development? 288 What Are Emotions, and What Is Emotional Competence? 289 The Development of Emotions 290 The Expression of Emotions and the Development of Emotional Competence 291 Supporting the Development of Emotional Competence 291 What Is Social Competence? 292 Influences on Social Competence 293 Supporting the Development of Social Competence 296 Promoting Optimal Development 297 What Is Attachment, and Why Is It Important? 299 Best Practices 300 Assessment of Attachment: The Strange Situation 301 Attachment and Temperament 302 Other Factors That Influence Attachment 303 Stability of Attachment 303 Supporting Secure Attachment 304 Professionalism & Policy 304 What Are Other Important Issues in Emotional and Social Development? 304 Prosocial Behavior 304 Gender Role Concepts 306 Diversity 307 Children With Special Needs 308 Resilience 309 Consider This 309 Bullying 310 Chapter 12: Language and Literacy Development 318 What Are the Language Rules? 320 Phonology 320 Morphology 320 Semantics 321 Syntax 321 Pragmatics 322 Consider This 323 What Are the Theories of Language Development? 323 The Behaviorist Model 323 The Nativist Model 323 The Interactionist Model 324 How Do Children Acquire a Second Language? 325 Bilingualism 325 Simultaneous Bilingualism 325 Sequential Bilingualism 326 Code Switching 326 Bilingualism and Brain Development 327 Bilingualism and Cognitive Development 327 How Do Children Develop Literacy? 327 Language as the Foundation for Literacy Development 327 Emergent Literacy 328 The Four Components of a Language Arts Curriculum 329 Creating a Rich Literacy Environment 330 Promoting Optimal Development 330 Learning Materials and Activities 332 Children s Books 334 Parental Involvement 336 What Are the Methods for Teaching Reading? 336 Whole-Language Approach 336 Best Practices 337 Whole-Word Approach 337 Phonics Approach 337 Chapter 13: Mathematics, Science, and Technology 344 How Math, Science, and Technology Understanding Enhances Development 346 What Are Some Appropriate Skills? 348 Language and Concept Formation 350 What Are Some Appropriate Knowledge Areas? 351 Fractions 351 Promoting Optimal Development 352 Data Collection 352 Life Science 352 Physical Science 353 Earth and Space Science 354 Environmental Science 354 Health and Nutrition 354 What Are Common Core Standards? 355 What Are Appropriate Knowledge and Attitudes for Early Childhood Teachers? 356 How to Utilize Computers and Other Technologies Appropriately and Effectively 356 Consider This 356 Best Practices 357 How to Make Connections by Educating and Assisting Parents 358 How to Address Cultural and Socioeconomic Differences in Mathematical and Scientific Knowledge and Skills? 358 Professionalism & Policy 359 How to Plan for Teaching Mathematics, Science, and Technology Education 359 NAEYC Recommendations When Planning for Mathematics in the Early Childhood Curriculum 360 NAEYC and Planning for Science in the Early Childhood Curriculum 360 NAEYC and Planning for Technology in the Early Childhood Curriculum 360 Chapter 14: Movement, Health, and the Physical Curriculum 368 What Are the Theoretical Underpinnings of Physical Development? 370 What Are the Components of Physical Development? 371 Sensoriperceptual Development 371 Physical Growth and Motor Skills 372 Differences in Physical and Motor Development 373 What Are the Various Types of Movement? 374 Best Practices 374 How Do You Integrate Motor and Physical Development? 375 Current Standards and Guidelines for Movement and Physical Activity 375 Consider This 377 Arranging the Environment for Physical Activity 378 Health and Health Education 378 Professionalism & Policy 379 Nutrition 382 Childhood Obesity 383 Communicating With and Involving Parents and Families 385 Part V: Trends and Issues in Early Childhood Education 391 Chapter 15: Considerations for Engaging Parents, Families, and the Community 392 How Has the Traditional American Family Evolved? 394 Bronfenbrenner s Bioecological System of Development 395 Vygotsky s Sociocultural Theory 397 Family Systems Theory 397 The Practice of Research and Theory 400 Diverse Family Structures 401 Gay and Lesbian Parenting—Same-Sex Couples 402 Grandparents as Caregivers 404 Consider This 405 What Is the Definition of Family Structure and Family Function? 405 Dual-Earner Families 406 Maternal Employment 406 Divorce and Its Impact on Young Children 407 Reconstructing Fathers 408 Father/Male Involvement 409 Characteristics of Competent Families 410 What Is Effective Parental Involvement and Engagement? 411 Professionalism & Policy 412 Home Visiting 414 Stages of Parenthood 415 What Is Culturally Sensitive Engagement of Families? 416 What Is the Role of the Community in Fostering Children s Development? 418 Fostering Community Engagement 418 Chapter 16: Early Childhood Education Policies 422 How Are Education Policies Enacted? 423 Education Policy Goals 424 Professionalism & Policy 425 What Are Some Hallmark Early Childhood Education Policies? 425 Elementary and Secondary Education Act 425 Title I 426 Head Start 426 Even Start 426 Education for All Handicapped Children Act 427 Bilingual Education Act 427 Migrant Education 427 Indian Education Act 428 Improving America s Schools Act 428 How Did the No Child Left Behind Act Transform Early Childhood Education? 428 No Child Left Behind Act 429 Scientifically Based Reading Instruction 430 High-Quality Programs 431 Common Core State Standards Initiative 431 Early Learning Standards 432 Head Start Program 432 English Language Learners 434 Consider This 435 The Practice of Research & Theory 436 What Are Some Model State Policies for Early Childhood Education? 437 State-Funded Preschool Programs 437 Promoting Optimal Development 438 Universal Preschool 439 What Are Some Recent and Pending Federal Policies in Early Childhood Education? 439 American Recovery and Reinvestment Act 439 Early Elementary and Secondary Education Act Reauthorization Pending 440 What Are Some Policies That Address the Family? 442 Child Care Policies 442 Health and Well-Being Policies 443 Family Literacy Policies 443 Education for Homeless Children and Youths 444 Appendix 447 Glossary 457 References 475 Photo Credits 503 Author Index 505 Subject Index 517 About the Authors 539
any_adam_object	1
building	Verbundindex
bvnumber	BV040643353
classification_rvk	CX 6000 DK 2000
ctrlnum	(OCoLC)844024798 (DE-599)BVBBV040643353
discipline	Pädagogik Psychologie
format	Book
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01464nam a2200373 c 4500</leader><controlfield tag="001">BV040643353</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20130709 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">121220s2014 a\|\|\| \|\|\|\| 00\|\|\| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781412973458</subfield><subfield code="c">pbk.</subfield><subfield code="9">978-1-4129-7345-8</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)844024798</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV040643353</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-29</subfield><subfield code="a">DE-473</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">CX 6000</subfield><subfield code="0">(DE-625)19219:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DK 2000</subfield><subfield code="0">(DE-625)19625:761</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Early childhood education</subfield><subfield code="b">becoming a professional</subfield><subfield code="c">Kimberly A. Gordon Biddle ...</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Thousand Oaks, Calif.</subfield><subfield code="b">SAGE</subfield><subfield code="c">2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">XXXIV, 540 S.</subfield><subfield code="b">Ill.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Early childhood teachers / Training of</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Early childhood education / Study and teaching</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Kleinkinderziehung</subfield><subfield code="0">(DE-588)4073498-5</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Kleinkinderziehung</subfield><subfield code="0">(DE-588)4073498-5</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Biddle, Kimberly A. Gordon</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung UB Bamberg</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025470382&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-025470382</subfield></datafield></record></collection>
id	DE-604.BV040643353
illustrated	Illustrated
indexdate	2024-07-10T00:28:08Z
institution	BVB
isbn	9781412973458
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-025470382
oclc_num	844024798
open_access_boolean
owner	DE-29 DE-473 DE-BY-UBG
owner_facet	DE-29 DE-473 DE-BY-UBG
physical	XXXIV, 540 S. Ill.
publishDate	2014
publishDateSearch	2014
publishDateSort	2014
publisher	SAGE
record_format	marc
spelling	Early childhood education becoming a professional Kimberly A. Gordon Biddle ... Thousand Oaks, Calif. SAGE 2014 XXXIV, 540 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Early childhood teachers / Training of Early childhood education / Study and teaching Kleinkinderziehung (DE-588)4073498-5 gnd rswk-swf Kleinkinderziehung (DE-588)4073498-5 s DE-604 Biddle, Kimberly A. Gordon Sonstige oth Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025470382&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Early childhood education becoming a professional Early childhood teachers / Training of Early childhood education / Study and teaching Kleinkinderziehung (DE-588)4073498-5 gnd
subject_GND	(DE-588)4073498-5
title	Early childhood education becoming a professional
title_auth	Early childhood education becoming a professional
title_exact_search	Early childhood education becoming a professional
title_full	Early childhood education becoming a professional Kimberly A. Gordon Biddle ...
title_fullStr	Early childhood education becoming a professional Kimberly A. Gordon Biddle ...
title_full_unstemmed	Early childhood education becoming a professional Kimberly A. Gordon Biddle ...
title_short	Early childhood education
title_sort	early childhood education becoming a professional
title_sub	becoming a professional
topic	Early childhood teachers / Training of Early childhood education / Study and teaching Kleinkinderziehung (DE-588)4073498-5 gnd
topic_facet	Early childhood teachers / Training of Early childhood education / Study and teaching Kleinkinderziehung
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025470382&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT biddlekimberlyagordon earlychildhoodeducationbecomingaprofessional

Verfügbarkeit

Es ist kein Print-Exemplar vorhanden.

Fernleihe Bestellen Achtung: Nicht im THWS-Bestand! Inhaltsverzeichnis

MARC

Datensatz im Suchindex

Es ist kein Print-Exemplar vorhanden.

Ähnliche Einträge