Early childhood curriculum: a constructivist perspective
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York [u. a.]
Routledge
2014
|
| Ausgabe: | 2. ed., 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Previous edition: Boston, Mass.: Houghton Mifflin, 2002 |
| Beschreibung: | XX, 368 S. Ill., graph. Darst. |
| ISBN: | 9780415895279 9780415895262 |
Internformat
MARC
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| 041 | 0 | |a eng | |
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| 245 | 1 | 0 | |a Early childhood curriculum |b a constructivist perspective |c Amanda N. Branscombe ... |
| 250 | |a 2. ed., 1. publ. | ||
| 264 | 1 | |a New York [u. a.] |b Routledge |c 2014 | |
| 300 | |a XX, 368 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Previous edition: Boston, Mass.: Houghton Mifflin, 2002 | ||
| 650 | 4 | |a Early childhood education / Curricula | |
| 650 | 4 | |a Constructivism (Education) | |
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| 650 | 0 | 7 | |a Curriculumentwicklung |0 (DE-588)4070157-8 |2 gnd |9 rswk-swf |
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| 689 | 0 | 1 | |a Vorschulerziehung |0 (DE-588)4064016-4 |D s |
| 689 | 0 | 2 | |a Curriculumentwicklung |0 (DE-588)4070157-8 |D s |
| 689 | 0 | |5 DE-604 | |
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| 700 | 1 | |a Branscombe, N. Amanda |e Sonstige |4 oth | |
| 856 | 4 | 2 | |m Digitalisierung UB Erlangen |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025763762&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-025763762 | ||
| 883 | 1 | |8 1\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
Datensatz im Suchindex
| _version_ | 1804150115225567232 |
|---|---|
| adam_text | PNFAO
CONTENTS
XILL
PART
1
WHATARECONSTRUCTIVISTAIMSANDASSUMPTIONS?
1
THE
AIMSOFCOLLSTRUCTIVIST
CURRICULUM
3
INTMDUETION
3
WLWTLSCURRICULUM?
5
TEADTERSPLAN
CURRICULUM
5
CURRICULUM
DEVELOPMENT
ISASHAREDENTERPRISE
6
CURRICULUM
LSBASAL
ONSTANDARDS
7
WHAT/)OESCONSTRUETIVISM
MEAN?
9
LEARNERSREVISETHEIRTHINKING
10
LEARNING
ASACOMMUNITY
ACTIVI(V
11
LEARNERSSUPPORT
ONEANOTHER
13
1NDIVIDUALS
ARERESPONSIBLEFOR
THEIROWNLEARNING
13
CONSTRUETIVIST
CURRICULUM
14
TEACHERSCONSIDERTHEPROCESSESTHMUGH
WHICH
CHILDREN
LEARN
14
AN
EWUNPLE:
LEARNING
TOREAD
15
CONSTRUCTING
CURRICULUM
15
CONSTRUCTIVIST
R1EACHERSADDRESSPROBLEMSOLVING
16
:REACHERSORGANIZEMATERIAUE
17
R1EACHERSTAKEANAETIVE]WLE
THROUGHOUT
THEDAY
18
CURRICULUM
R,DATESTOCONTEXT
18
MULTIJ)LE
PERSPECTIVES:FROMARREACHERAND
RESEAREHER
19
CONSTRUCTIVIST
CURRICULUM
FOCUSESONTHEDEVELOPRNENTOFAUTONORN_V
21
IDENTIF:YINGONE S()WNDEVELOPING
AUTONOMY
22
/)OING
WHAT
ONEBELIEVESTAKESCOURAGE
23
2
HOWCONSTRUCTIVIST
ASSUMPTIOLLS
GUIDE
PRACTICE
27
1NTRODUCTION
28
CHILDRENLEARN
ASTHEYENGAGE
INAUTHENTIE
TASKSTHEYHAVE
CHOSEN
30
VLLL
CONTENTS
CHILDRENLEARN ASTHEYACTONOBJECTSANDINTERACT
WITH
OTHERS
35
ENEOURA{.,RINGCHILDREN
TOACTONOBJECTS36
CHILDRENLEARN
IVHENTHEYARESURPRISED
ANDINTRIGUED
ABOUL
PHENOMENA
37
CHILDRENLEARN
ASTHEY&JINE
AND
COORDINATE
OLDWAYSRJ THINKING
39
CHILDREN&PRESENT
IVHATTHEYKNOW
TOOTHERS
40
EXARNPLESOFREPRESENTATION
41
CHILDRENLEARNFROMOTHERPEOPLEIN
THEIRCULTURE
AND
SOEIETY
42
MULTIPLE
PERSPECTIVES:FROMGRADUATE
STUDENTS
43
CAROLENSMINGER
43
BARR.YJURGENS
44
3
LEARNING
AND
THETHREE
KINDSOFKNOWLEDGE
49
INTRODUCTION
49
USING
THEORYAND
&SEAREH
50
JEAN
PIAGET S
WORK
51
CONSLRUCTIVIST
THEORY
52
CONTENT
53
FUNCTION
54
STRUCTURE
55
STAGESOFDEVELOPMENT
58
THREEKINDS
OFKNOWLEDGE
60
LOGIEO-MATHEMATIEAL
KNOWLEDGE
60
PHYSIEALKNOWLEDGE
64
SOEIALKNOWLEDGE
72
&PRESENLATIONAL
THOUGHT
80
PART
2
WHATAREKEYCOMPONENTS
OFCONSTRUCTIVISTCURRICULUM?
91
4
AUTHENTIE
TASKS,CHOICE,
AND
DEEISION
MAKING
93
INTRODUCTION
93
THEROLEOFTHEORY
94
AUTHENTIE
TASKS
95
IVHYWENEEDTOLEARN
10
WRITE:ASCENARIOFRORNBARBARA
THOMPSON S
KINDERGARTEN
CLASSROORN
97
IVHYAUTHENTIE
TASKSAREESSENTIALFOR
CHILDREN,
TEAEHERS,ANDFARNILIES
98
AUTHENTIE
TASKS[ OSTERTHEMOTIVATION
FORLEARNING
99
MULTIPLE
PERSPECTIVES:FRORNTHECLASSROOM
99
AUTHENTIE
TASKSFOSTERINTELLECTUAL
DEVELOPMENT
101
AUTHENTIE
TASKSALLOWFOR
THECONSTRUCTION
OFALL
THREEKINDS
OFKNOWLEDGE
102
THEKINDS
OFAULHENTIE
TASKSTHAT
SHOULD
BECONSIDERED
103
HOW
WEUSEAUTHENTIE
TASKSINTHEINTEWATED
CURRICULUM
ATSEHOOL
AND
ATHORNE
106
CONTENTS
AUTHENTIE TASKSTOFOSTERLETTER WRITING
INTHESECOND-GRADE
CLASSROOM
107
AUTHENTIE
THSKSFOSTERADEEPERUNDERSTANDING
OJPROPULSION
INA
KINDER;!!;ARTENCLASSROOM
108
AUTHENTIE
TASKSFOSTERBALANCE
INTHEINFANT
AND
TODDLERCLASSROOM
109
CHO[(:E
J
10
WH.YCHOIEEISANESSENTIAL
COMPONENTJORCHILDREN,
TEAEHERS,
ANDFAMILIES
110
MULTIPLE
PERSJJECTIVES:FROMTHECLASSROOM
113
1~XDUSIONFROMTHESOEIALGROUP
113
NATURAL
CONSEQUENCES
114
DEPRIVING
THETRANSGRESS(YROFTHETHING
MISUSED
114
DOINGTUTHECHILD
WHATHEORSHEHASDONE
114
RESTITUTION
115
CENSUREONLY
115
THEKINDS
OJCLWICESTHAT
SHOULD
BECONSIDERED
115
HOW
WEUSECLWIEEINTHEINTEBMLLEDCURRICULUM
ATSEHOOLAND
ATHOME
117
DEEISIUNMAKING
J
19
WHYDECISIONMAKING
ISESSENTIALFOR
CHILDREN,
TEACHERS,AND
FAMILIES
120
MULTIPLE
PERSJJECTIVES:FROMTHECLASSROOM
121
DEEISIONMAKING
FUSTERSCONEEPTSOJFAIMESS
121
1JEEISIONMAKING
F OSTERSSELJ~REGULATION
121
DECISIUNMAKING
FOSTERSRESPONSIBILITY
122
DEEISIONMAKING
FUSTERSMUTUAL
RESPECTAMONG
TEAEHERS,PARENTS,
AND
CHILDREN
122
T HEKINDS
UJDEEISION-MAKING
OPPORTUNITIES
WESHOULD
CONSIDER
122
HOW
WEUEDECISIONMAKING
INTHEINTEGRATED
CURRICULUM
ATSCJWOL
AND
ATHORNE
125
IX
5
SOCIALLNTERACTION,
PLAY,AND
PROJECTS
129
INTRODUCTION
129
THEROLL OJSOEIALLNTERACTIUN,
PLA.Y,ANDPROJECTSINCHILDREN~LEAMING
131
SOEIALL
NTERACTION
132
WHENPERSJJECTIVESCLASH
132
PIAGET
S
SOCIALTHEORYAND
CHILDREN~.DEVELOPMENT
133
THEINTERRELATIUNSHIP
OJSOEIAL,
COGNITIVE,
AND
MORALDEVELOPMENT
134
LEVELSOLLNTERPERSONAL
UNDERSTANDING
136
MULTIPLE
PERSPECTIVES:FRORNTHECLASSROORN
137
FRIENDSHIPS
AND
SOEIALLNTERACTIONS
138
TEAEHINGTOPNMWTE
SOEIALINTERACTION
141
PLAYISAN!RNJJ(YRTANTPARTOJTHECURRICULUM
143
THEROLL OFPLAYINLEAMING
143
PLAYISIRNJ)(J RTANTFOR
CHILDREN
ANDADULTS
143
PLAYAND
THETHREETYPESOJKNUWLEDGE
146
X
CONTENTS
KINDERGARTEN PLAY:ADISCUSSION
148
PLAYISSUES
149
PLAYADVOCATES
AND
GUIDELINES
155
PROJECTS
156
PROJECTWORKFROMACONSTRUCTIVIST
PERSPECTIVE
157
EXAMPLES
OFPROJECTS
158
SECOND-GRADEPROJECT:THEHUMAN
BODY
161
6
PROBLEM
POSING,
PROBLEM
SOLVING,AND
REFLECTION
INTRODUCTION
168
AWARENESS,
DISEQUILIBRATION,
AND
LEARNING
170
PROBLEMPOSING
AND
PROBLEMSOLVING
174
PROBLEMPOSING
175
PROBLEMSOLVING
176
PROBLEMPOSING,
PROBLEMSOLVING,
AND
CURRICULUM
179
CURRICULUM
SOURCES
179
CREATING
CURRICULUM
182
MULTIPLE
PERSPECTIVES:FROMTHECLASSROOM
184
BUILDING
CURRICULUM
FROMCHILDREN S
QUESTIONS
185
BUILDING
CURRICULUM
FROMTEACHERS INTERESTS
188
BUILDING
AND
BALANCING
CURRICULUM:
STANDARDS,
CORECONTENT,
ANDACCESSINGINFORMATION
WITH
YOUNGCHILDREN
189
REJLECTION
190
CHILDREN
AND
REFLECTION
191
TEACHERSAND
REJLECTION
193
TEACHERADVOCACY
ANDAUTONOMY
194
DEVELOPING
AUTONOMOUS
TEACHING
195
7
THE
ROLEOFCOMMUNITY
INTRODUCTION
201
WHAT1SCOMRNUNITY?
203
MULTIJ)LE
PERSPECTIVES:FRORNTHECLASSROORN205
KRISTIDICKEY5SECOND-GRADE
CLASSROOMCOMMUNITY
205
CREATINGCLASSROOMCORNMUNITY
205
LT HERETOBEGIN?
206
CARING
COMMUNITIES
206
THEABSENCEAND
PRESENCEOFCOMMUNITY
208
CREATINGA
SAFECOMMUNITY
210
PHYSICALSAJETY
210
PROFESSIONAL
GUIDELINESFOR
CLASSROOMSAFETY
211
SHARING
EXPERIENCESANDFORRNINGBONDS
216
SPONTANEOUS
AND
PLANNED
SHAREDEXPERIENCES
216
REFLECTING
ONSHAREDEXPERIENCES
217
168
201
CONTENTS
CREALINGCOMMUNILY TLTROUGH SLORY
217
CREALINGCOMMUNILY
J HROUGH
SHAREDDECISIONMAKING
218
MULTIPLE
PENPECTIVES:FROMATEACHER
219
WORLDWAR
11
INSECONDGMDE?
219
RULE
CREALING
220
MULTIJ)LEPENPECLIVES:
FROMATEACHER
221
CLASS])ISCUSSIONS
222
PLANNING
LHECLASSROOME NVIRONMENL
222
PLANNING
1NVOLVESMAKING
MAN.YDECISIONS
223
WLWPLANS?
224
MULTIJ)LEPENPECTIVES:
FRORNATEACHER
225
MAKING
ADAPLALIONS
FOR
CHILDREN
WILHSPECIALNEEDS
225
COMMUNILY
BEYOND
LHECLASSROORN226
FORRNINGBONDS
WILH}(NNILIES
226
FORMINGBONDS
WILH
GLHERCLASSROORNS228
BUDD.YPROGRAMS
229
COLLABOMLIVE
PROJECLS
229
COMMUNILY
BEYONDLHESC/WOL
230
SERVICE-LEARNING
PROJECLS
230
PART
3
WHATARECONSTRUCTIVIST
PRACTICES?
HBUILDING
ACONSTRUCTIVIST
CURRICULUM
1NLRODUCLION
241
E XJ)ECLALIONS
0/
TEACHERS
242
ELHICAL
BEHAVI(JR
242
KNOWLEDGERELALED
10
CONLENL
243
KNOWLEDGEABOUL
POLICIESAND
PROCEDURES
244
ORGANIZING
FURNILURE
AND
MALERIALS
244
HELPCHILDREN
UNDERSLAND
EXPECLALIONS
245
FOCUSON!NDEJ)ENDENL
THINKING
246
PRVVIDECONLINUOUS
SUPPORL
247
MULTIJ)LEPENPECTIVES:
FRORNLHECLASSROORRT249
1NLRODUCEACONSLRUCTIVISL
APPROACH
GRADUALLY
250
ELICIL!DEASFRORRTCHILDREN
252
HELJJINGCHILDRENDEVELOP!NVESLIGALIONS
255
USEDSLABLISHEDCONSLRUCLIVISL
SLRALEGIES
256
MULTIJJLEPENJ)ECLIVES:HONT
LHECLASSROORRT257
SHAREDREADING
259
LITERALURELOG
259
CLASSROONTLIBRARY
259
READING
PARLIES
260
XL
239
241
XIL
CONTENTS
JOURNAL WRITING
260
GAMESCREATEDBYCHILDREN
ORTEACHERS
261
WORKING
WITH
CURRICULUM
MANDATES
262
STAYFOCUSEDONCONTENT
262
MULTIPLE
PERSPECTIVES:HOW
ONETEACHERUSESSTANDARDS
263
CONSIDERTHENEEDSOIEACH
CHILD
265
TEACHERS RESPONSIBILITY
INADIVERSEWORLD
266
CHILDREN
J.
NEEDSINAMULTICULTUML
WORLD
266
GUIDEALL
CHILDREN SLEARNING
267
COLLABOMTION
WITH
OTHERADULTS
270
WORKING
WITH
OTHERSTAJ!
270
MULTIPLE
PERSPECTIVES:FROMTHECLASSROOM
271
COMMUNICATE
YOURAPPROACH
TOADMINISTMTORS
271
DISCUSS
YOURAPPROACH
WITHFAMILIES
272
9
CONSTRUCTIVIST
MODELS
OFINSTRUCTION
278
INTRODUCTION
278
TVHAT
AREEDUCATIONAL
MODELS?
279
TVHAT
ISACONSTRUCTIVIST
MODEL?
281
A
CLOSELOOKATSELECTEDCONSTRUCTIVIST
MODELS
283
HIGH
SCOPEMODEL
285
MULTIPLE
PERSPECTIVES:FROMATEACHEROI1-YEAR-OLDS
289
KAMII
ANDDEVRIESS
APPROACHES
292
RESNICK S
AND
PAPERT SAPPROACHES
296
CONSTRUCTIVISTS
APPROACHES
TOCHILDREN
WITHINTELLECTUAL
DISABILITIES
299
10
CONSTRUCTIVIST
EVALUATION:
ASSESSMENT
AND
DOCUMENTATION
INTRODUCTION
305
ASSESSRNENT
307
PURPOSESOIASSESSMENT
307
ASSESSMENT
INSTRUMENTS
308
ASSESSMENT
ISSUES
314
AUTHENTIC
ASSESSMENT
INTHEEARLYCHILDHOOD
CURRICULUM
315
ADVOCACYIORDEVELOPMENTALLY
APPROPRIATE
ASSESSMENT
323
DOCUMENTATION
324
DOCUMENTATION
TOSUPPORT
STUDENT
LEARNING
326
DOCUMENTATION
IARINIORRNING
PMCTICE
328
MULTIPLE
PERSPECTIVES:DOCUMENTATION
INTHEKINDERGARTEN
328
DOCUMENTATION
IOR
COMMUNICATION
332
GLOSSARY
343
&IERENCES
347
INDEX
359
305
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV040785525 |
| classification_rvk | DK 2002 DP 1422 |
| ctrlnum | (OCoLC)862794102 (DE-599)BVBBV040785525 |
| discipline | Pädagogik |
| edition | 2. ed., 1. publ. |
| format | Book |
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| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV040785525 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:33:47Z |
| institution | BVB |
| isbn | 9780415895279 9780415895262 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025763762 |
| oclc_num | 862794102 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XX, 368 S. Ill., graph. Darst. |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Routledge |
| record_format | marc |
| spelling | Early childhood curriculum a constructivist perspective Amanda N. Branscombe ... 2. ed., 1. publ. New York [u. a.] Routledge 2014 XX, 368 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Previous edition: Boston, Mass.: Houghton Mifflin, 2002 Early childhood education / Curricula Constructivism (Education) Kleinkinderziehung (DE-588)4073498-5 gnd rswk-swf Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Curriculum (DE-588)4010781-4 gnd rswk-swf Curriculumentwicklung (DE-588)4070157-8 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Vorschulerziehung (DE-588)4064016-4 s Curriculumentwicklung (DE-588)4070157-8 s DE-604 Kleinkinderziehung (DE-588)4073498-5 s Curriculum (DE-588)4010781-4 s 1\p DE-604 Branscombe, N. Amanda Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025763762&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 |
| spellingShingle | Early childhood curriculum a constructivist perspective Early childhood education / Curricula Constructivism (Education) Kleinkinderziehung (DE-588)4073498-5 gnd Vorschulerziehung (DE-588)4064016-4 gnd Curriculum (DE-588)4010781-4 gnd Curriculumentwicklung (DE-588)4070157-8 gnd |
| subject_GND | (DE-588)4073498-5 (DE-588)4064016-4 (DE-588)4010781-4 (DE-588)4070157-8 (DE-588)4078704-7 |
| title | Early childhood curriculum a constructivist perspective |
| title_auth | Early childhood curriculum a constructivist perspective |
| title_exact_search | Early childhood curriculum a constructivist perspective |
| title_full | Early childhood curriculum a constructivist perspective Amanda N. Branscombe ... |
| title_fullStr | Early childhood curriculum a constructivist perspective Amanda N. Branscombe ... |
| title_full_unstemmed | Early childhood curriculum a constructivist perspective Amanda N. Branscombe ... |
| title_short | Early childhood curriculum |
| title_sort | early childhood curriculum a constructivist perspective |
| title_sub | a constructivist perspective |
| topic | Early childhood education / Curricula Constructivism (Education) Kleinkinderziehung (DE-588)4073498-5 gnd Vorschulerziehung (DE-588)4064016-4 gnd Curriculum (DE-588)4010781-4 gnd Curriculumentwicklung (DE-588)4070157-8 gnd |
| topic_facet | Early childhood education / Curricula Constructivism (Education) Kleinkinderziehung Vorschulerziehung Curriculum Curriculumentwicklung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025763762&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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