The HighScope preschool curriculum: [1] The HighScope preschool curriculum
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| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Ypsilanti, Mich.
HighScope Press
2012
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XVI, 432 S. Ill. |
| ISBN: | 9781573796507 |
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MARC
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| 001 | BV040878069 | ||
| 003 | DE-604 | ||
| 005 | 20131018 | ||
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| 008 | 130313s2012 a||| |||| 00||| eng d | ||
| 020 | |a 9781573796507 |9 978-1-57379-650-7 | ||
| 035 | |a (OCoLC)856793703 | ||
| 035 | |a (DE-599)BVBBV040878069 | ||
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| 100 | 1 | |a Epstein, Ann S. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a The HighScope preschool curriculum |n [1] |p The HighScope preschool curriculum |c Ann S. Epstein |
| 264 | 1 | |a Ypsilanti, Mich. |b HighScope Press |c 2012 | |
| 300 | |a XVI, 432 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
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| 689 | 0 | 2 | |a Curriculum |0 (DE-588)4010781-4 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Epstein, Ann S. |e Verfasser |4 aut | |
| 700 | 1 | |a Hohmann, Mary |e Verfasser |4 aut | |
| 773 | 0 | 8 | |w (DE-604)BV040878018 |g 1 |
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-025857892 | ||
Record in the Search Index
| _version_ | 1804150159863447552 |
|---|---|
| adam_text | CONTENTS
FOREWORD XI
ACKNOWLEDGMENTS
XV
INTRODUCTION:
THEHIGHSCOPEAPPROACH
TO
PRESCHOOL
EDUCATION
1
ORIGINOFTHEHIGHSCOPEPRESCHOOL
CURRICULUM
2
THECENTRALPRINCIPLESOFTHEHIGHSCOPE
PRESCHOOLCURRICULUM
3
ACTIVEPARTICIPATORY
LEARNING
4
ADULT-CHILDINTERACTION
5
LEARNINGENVIRONMENT
5
DAILYROUTINE
5
ASSESSMENT
6
EVIDENCEOFEFFECTIVENESS
7
FINDINGSOFTHEHIGHSCOPE
PERRYPRESCHOOL
STUDY
7
FINDINGSOFTHEHIGHSCOPE
PRESCHOOL
CURRICULUMCOMPARISON
STUDY
8
FINDINGSOFTHEHIGHSCOPE
TRAININGOF
TRAINERSEVALUATION
9
FINDINGSFROMINDEPENDENT
INVESTIGATORS
10
WHYTHEHIGHSCOPE
PRESCHOOL
CURRICULUM
WORKS
11
CHAPTER
1.ACTIVEPARTICIPATORY
LEARNING:
THE
WAYCHILDREN
CONSTRUCT
KNOWLEDGE
13
HUMANDEVELOPMENT
ASAFRAMEWORKFOR
EDUCATION
14
LEARNINGASDEVELOPMENTAL
CHANGE
14
ACTIVEPARTICIPATORY
LEARNING
-
ACOMPLEX
PROCESS
16
ADULTSASSUPPORTERS
OFACTIVELEARNERS
20
KEYDEVELOPMENTAL
INDICATORS
-
AFRAMEWORK
FORUNDERSTANDINGACTIVE
LEARNING
25
WHATHAPPENS
INANACTIVELEARNING
SETTING
26
WHATCHILDREN
DOINTHEACTIVELEARNING
SETTING
26
WHATADULTSDOINTHEACTIVELEARNING
SETTING
37
HOWADULTSANDCHILDREN
INTERACTINTHE
ACTIVELEARNING
SETTING
46
THEEFFECTSOFACTIVELEARNING
48
THEPRACTICALINGREDIENTS
OFACTIVELEARNING
51
USINGTHEINGREDIENTS
OFACTIVEPARTICIPATORY
LEARNING
51
ACTIVEPARTICIPATORY
LEARNING:
THE
FOUNDATION
OFTHEHIGHSCOPE
CURRICULUM
53
CHAPTER
2.ADULT-CHILDINTERACTION:
ESTABLISHING
ASUPPORTIVE
CLIMATE
55
UNDERSTANDING
SUPPORTIVE
CLIMATES
56
THECHILD SSENSE
OFSELF:DEVELOPMENT
THROUGH
INTERACTION
56
BUILDINGBLOCKSOFHUMAN
RELATIONSHIPS
58
WHOISINCONTROL?CONTRASTING
SOCIAL
CLIMATESFARCHILDREN
62
THEEFFECTSOFASUPPORTIVE
CLIMATE
65
STRATEGIESFORCREATINGSUPPORTIVE
CLIMATES:SIX
KEYELEMENTS
67
SHARINGOFCONTROLBETWEEN
ADULTSAND
CHILDREN
68
FOCUSING
ONCHILDREN S
STRENGTHS
70
FORMINGAUTHENTIC
RELATIONSHIPS
WITH
CHILDREN
72
MAKINGACOMMITMENT
TOSUPPORTING
CHILDREN S
PLAY
75
USINGENCOURAGEMENT
INSTEAD
OFPRAISE
78
ADOPTING
APROBLEM-SOLVING
APPROACH
TO
SOCIALCONFLICT
79
USINGTHEELEMENTS
OFSUPPORT:
MOVING
AGROUP
OFCHILDREN
FROMPLACE
TO
PLACE
GUIDED
BYTHEKEYELEMENTS
OF
SUPPORT
83
HOWTHEELEMENTS
OFSUPPORT
RELATETOTHE
RESTOFTHECURRICULUM
86
HOWTHEELEMENTS
OFSUPPORT
RELATETO
PROGRAM
QUALITY
86
CHAPTER 3.INVOLVING FAMILIES INACTIVE
LEARNING
SETTINGS
91
THEBENEFITSOFFAMILYINVOLVEMENT
92
THEHIGHSCOPEFRAMEWORK
FORFAMILY
INVOLVEMENT
94
FAMILYASAFRAMEFORUNDERSTANDING
CHILDREN
95
ACTIVELEARNING
INSUPPORT
OFFAMILY
INVOLVEMENT
96
ASUPPORTIVE
CLIMATEFORFAMILY
INVOLVEMENT
100
THEEFFECTSOFVALUING
FAMILIES
102
STRATEGIESFORSUPPORTING
FAMILYINVOLVEMENT:
FOURKEYELEMENTS
103
KNOWING
YOURSELF,
ANDYOURFAMILY SROOTS,
BELIEFS,AND
ATTITUDES
103
LEARNINGFROMCHILDREN
ANDFAMILIESABOUT
THEIRSTYLESANDTRADITIONS
104
CREATINGPOSITIVE
RELATIONSHIPS
BETWEEN
YOURSELF
AND
OTHERS
110
ANTICIPATING
EXCELLENCE
FROMEACH
CHILD
113
USINGTHEELEMENTS
OFFAMILYSUPPORT:
TWO
EXAMPLES
114
THEELEMENTS
OFFAMILYSUPPORT
AND
THEREST
OFTHECURRICULUM
116
CHAPTER
4.WORKING
INTEAMS:ADULT
COLLABORATION
TOPROMOTE
ACTIVE
LEARNING
119
UNDERSTANDING
TEAMWORK
120
TEAMWORK:
ANINTERACTIVE
PROCESS
120
THEEFFECTSOFTEAMWORK
122
FORMING
THETEAM
123
STRATEGIESFORDAILYTEAMWORK:FIVEKEY
ELEMENTS
125
ESTABLISHING
SUPPORTIVE
RELATIONSHIPS
AMONG
ADULTS
126
GATHERING
ACCURATE
INFORMATION
ABOUT
CHILDREN
129
MAKINGGROUP
DECISIONS
ABOUT
CHILDREN:
INTERPRETING
OBSERVATIONS
AND
PLANNING
WHATTODONEXT
131
PLANNING
LESSONS:
USINGTHEELEMENTS
OFTHE
CURRICULUM
TOPLAN
THEPROGRAM
DAY
134
MAKINGGROUP
DECISIONS
ABOUT
TEAMWORK
138
USINGTHEELEMENTS
OFDAILYTEAMWORK:
INVOLVING
ANEW
TEAMMEMBER
142
STAFFSUPPORT
AND
SUPERVISION
143
LOOKINGAHEAD:
THERELATIONSHIP
OFADULT
TEAMWORK
TOTHERESTOFTHEHIGHSCOPE
CURRICULUM
148
CHAPTER
5.CHILDAND
PROGRAM
ASSESSMENT
151
CHILDASSESSMENT
153
AUTHENTIC
ASSESSMENT
OFCHILDREN
153
THEPRESCHOOL
CHILDOBSERVATION
RECORD
(COR)
155
PROGRAMASSESSMENT
160
VALIDPROGRAM
QUALITYASSESSMENT
160
THEPRESCHOOL
PROGRAM
QUALITYASSESSMENT
(PQA)
162
CHAPTER
6.THELEARNING
ENVIRONMENT:
ARRANGING
ANDEQUIPPING
SPACESFORACTIVE
LEARNERS
171
IDEASTHATSHAPESETTINGSFORACTIVE
LEARNING
172
ENVIRONMENTS
FORCHILDREN
ANDTHEACTIVE
LEARNING
INGREDIENTS
172
GENERAL
GUIDELINES
FORORGANIZING
SPACE
AND
MATERIALS
174
MODIFYINGTHELEARNING
ENVIRONMENT
TO
ACCOMMODATE
CHILDREN
WITHSPECIAL
NEEDS
187
THEEFFECTSOFARRANGING
ANDEQUIPPING
SPACE
ACCORDING
TOHIGHSCOPE
GUIDELINES
190
STRATEGIESFORARRANGINGACTIVELEARNING
SETTINGS
190
ARRANGINGAND
EQUIPPING
SPECIFICINTEREST
AREAS
190
THERELATIONSHIPOFARRANGING
AND
EQUIPPING
SPACE
TOTHERESTOFTHE
CURRICULUM
221
CHAPTER 7.THEHIGHSCOPE DAILYROUTINE:
AFRAMEWORK
FORACTIVELEARNING
223
UNDERSTANDING
THEDAILYROUTINE
224
THEDAILYROUTINE
SUPPORTS
CHILD
INITIATIVE
224
THEDAILYROUTINE
PROVIDES
ASOCIAL
FRAMEWORK
225
THEDAILYROUTINE
PROVIDES
AFLEXIBLE
STRUCTURE
227
THEDAILYROUTINE
SUPPORTS
CURRICULUM
VALUES
227
GENERALGUIDELINESFORORGANIZINGADAILY
ROUTINE
228
AVARIETYOFACTIVELEARNING
PERIODS
PROVIDES
CHILDREN
WITHARANGE
OF
EXPERIENCES
ANDINTERACTIONS
228
ACTIVELEARNING
PERIODS
OCCUR
INA
REASONABLE,
PREDICTABLE
SEQUENCE
THATMEETSTHEPARTICULAR
NEEDS
OFTHE
SETTING
236
EXPERIENCES
TAKEPLACE
INANAPPROPRIATE
PHYSICALSETTING
239
EACHPERIOD
INVOLVESCHILDREN
INACTIVE
LEARNING
EXPERIENCES
WITHIN
ASUPPORTIVE
CLIMATE
239
THEDAILYROUTINE
PROVIDES
ARANGE
OF
LEARNING
EXPERIENCES
240
THEDAILYROUTINE
FLOWSSMOOTHLY
FROMONE
INTERESTING
EXPERIENCE
TOTHENEXT
241
CHAPTER
8.THEHIGHSCOPE
PLAN-DO-REVIEW
PROCESS
243
UNDERSTANDING
PLANNINGTIME
244
WHATISPLANNING?
245
WHYISPLANNING
IMPORTANT?
249
WHATCHILDREN
DOASTHEYPLAN
251
HOWADULTSSUPPORTCHILDREN SPLANNING
258
ADULTSPLANWITHCHILDREN
INANINTIMATE
SETTING
259
ADULTSPROVIDE
MATERIALSANDEXPERIENCES
TOMAINTAINCHILDREN S
INTEREST
ATPLANNING
TIME
260
ADULTSCONVERSE
WITHINDIVIDUAL
CHILDREN
ABOUT
THEIRPLANS
261
ADULTSANTICIPATE
CHANGES
INCHILDREN S
PLANNING
OVERTIME
271
CONTENTS
IX
UNDERSTANDING
WORKTIME
275
WHATISWORK
TIMEANDWHY
ISIT
IMPORTANT?
275
WHATCHILDREN
DOATWORK
TIME
278
HOWADULTSSUPPORT
CHILDRENATWORKTIME
282
ADULTSSCANTHEINTEREST
AREASTOFINDOUT
WHAT
CHILDREN
AREDOING
282
ADULTSCHOOSE
CHILDREN
TOOBSERVE,
GAIN
CHILDREN S
PERSPECTIVES,
ANDFORMON-THE-
SPOTINTERACTION
PLANS
285
ADULTSOFFERCHILDREN
COMFORT
AND
CONTACT
286
ADULTSPARTICIPATE
INCHILDREN S
PLAY
289
ADULTSCONVERSE
WITHCHILDREN
293
ADULTSENCOURAGE
CHILDREN S
PROBLEM
SOLVING
300
ADULTSBRINGWORK
TIMETOANEND
304
UNDERSTANDING
RECALLTIME
307
WHATISRECALLANDWHY
ISITIMPORTANT?
307
WHATCHILDREN
DOASTHEYRECALL
310
HOWADULTSSUPPORT
CHILDRENATRECALL
TIME
313
ADULTSRECALLWITHCHILDREN
INACALM,COZY
SETTING
315
ADULTSPROVIDE
MATERIALSANDEXPERIENCES
TOMAINTAIN
CHILDREN S
INTERESTATRECALL
TIME
316
ADULTSCONVERSE
WITHCHILDREN
ABOUT
THEIR
WORK-TIME
EXPERIENCES
316
ADULTSANTICIPATE
CHANGES
INTHEWAY
CHILDREN
RECALLOVERTIME
322
CHAPTER
9.GROUP
TIMES,OUTSIDE
TIMES,
TRANSITIONS
325
SPECIALFEATURESOFGROUPTIMES
326
SCAFFOLDINGCHILDREN SLEARNINGATGROUP
TIMES
327
UNDERSTANDING
SMALL-GROUPTIME
328
WHATISSMALL-GROUP
TIME?
331
WHYISSMALL-GROUP
TIMEIMPORTANT?
333
WHERE
SMALLGROUPS
MEET
338
WHATCHILDREN
DOATSMALL-GROUP
TIME
338
HOWADULTSSUPPORT
CHILDRENATSMALL-GROUP
TIME
341
ADULTSPREPARE FORSMALLGROUPS BEFORE
CHILDREN
ARRIVE
341
ADULTSSETSMALLGROUPS
INMOTION:
THE
BEGINNING
341
ADULTSSCAFFOLDCHILDREN S
IDEAS
ANDUSE
OF
MATERIALS:THEMIDDLE
342
ADULTSBRINGSMALL-GROUP
TIMETOADOSE:
THEEND
345
UNDERSTANDING
LARGE-GROUPTIME
353
WHATISLARGE-GROUP
TIME?
353
WHYISLARGE-GROUP
TIMEIMPORTANT?
357
WHERE
LARGEGROUPS
MEET
360
WHATCHILDREN
DOATLARGE-GROUP
TIME
360
HOWADULTSSUPPORT
CHILDRENATLARGE-GROUP
TIME
363
ADULTSPREPARE
FAR
LARGE-GROUP
TIMEBEFORE
CHILDREN
ARRIVE
363
ADULTSSETLARGEGROUPS
INMOTION:
THE
BEGINNING
363
ADULTSSCAFFOLDCHILDREN S
IDEAS
AND
INITIATIVES:THEMIDDLE
364
ADULTSBRINGLARGE-GROUP
TIMETOADOSE:
THEEND
366
UNDERSTANDING
OUTSIDETIME
374
WHATISOUTSIDE
TIME?
374
WHYISOUTSIDE
TIMEIMPORTANT?
375
WHERE
CHILDREN
PLAYOUTSIDE
376
WHATCHILDREN
DOATOUTSIDE
TIME
376
HOWADULTSSUPPORT
CHILDRENATOUTSIDE
TIME
377
ADULTSHELP
CHILDREN
OBTAIN
THEMATERIALS
THEYNEED
377
ADULTSUSEWARK-TIME
SUPPORT
STRATEGIES
378
ADULTSOBSERVE
NATURE
WITHCHILDREN
380
ADULTSBRING
OUTSIDE
TIMETOADOSE
381
HOWADULTS
SUPPORT
CHILDREN
DURING
TRANSITIONS
381
ADULTSADJUSTTRANSITION
TIMESTOSUIT
CHILDREN S
DEVELOPMENTAL
NEEDS
382
ADULTSPLAN
FORTRANSITIONS
WITHINDIVIDUAL
CHILDREN
INMIND
383
ADULTSPLAN
FORDEANUP,
THELONGEST
TRANSITION
384
UNDERSTANDING
OTHER
GROUPTIMES
387
MEAL-AND
SNACKTIME
387
GREETING
AND
DEPARTURE
TIME
387
MESSAGEBOARD
388
CHAPTER
10.INTRODUCTION
TOHIGHSCOPE S
CURRICULUM
CONTENT
391
KDIS-
GUIDEPOSTS
FORCHILDDEVELOPMENT
393
THESIGNIFICANCEOFTHEKDIS
397
KDISFOCUSADULTS
OBSERVATIONS
AND
INTERPRETATIONS
OFCHILDREN S
ACTIONS
397
KDISSERVEASACROSS-CULTURAL
REFERENCE
FOROBSERVING
AND
INTERPRETING
CHILDREN S
ACTIONS
397
KDISHELP
ADULTSMAINTAIN
REASONABLE
EXPECTATIONS
FORCHILDREN
397
KDISANSWER
QUESTIONS
ABOUT
THELEGITIMACY
OFCHILDREN S
PLAY
398
KDISGUIDE
DECISIONS
ABOUT
MATERIALSAND
THEDAILYROUTINE
398
KDISENABLE
ADULTSTORECOGNIZE
AND
SUPPORT
CHILDREN S
EMERGING
CAPACITIES
399
USINGTHEKDISTOSUPPORTTEACHING
AND
LEARNING
399
USETHEKDISASABASISFORASSESSING
THE
MATERIALS
AVAILABLE
TOCHILDREN
399
USETHECONTENT
AREASANDKDISTO
ORGANIZE
AND
INTERPRET
OBSERVATIONS
OF
CHILDREN
401
USEKDI-BASED
CHILDOBSERVATIONS
ASABASIS
FORDAILYTEAMPLANNING
404
USETHEKDISASAGUIDE
TOPLANNING
SMALL-
GROUP
AND
LARGE-GROUP
TIMES
404
USETHECONTENT
AREASAND
KDISTO
GUIDE
ON-THE-SPOT
INTERACTIONS
WITH
CHILDREN
405
USETHECURRICULUM-BASED
PLANNING
AND
ASSESSMENT
TOOL,
THE
PRESCHOOL
CHILD
OBSERVATION
RECORD
405
REFERENCES
407
PHOTO
CREDITS413
INDEX
415
|
| any_adam_object | 1 |
| author | Epstein, Ann S. Epstein, Ann S. Hohmann, Mary |
| author_facet | Epstein, Ann S. Epstein, Ann S. Hohmann, Mary |
| author_role | aut aut aut |
| author_sort | Epstein, Ann S. |
| author_variant | a s e as ase a s e as ase m h mh |
| building | Verbundindex |
| bvnumber | BV040878069 |
| classification_rvk | DK 2002 DP 1402 |
| ctrlnum | (OCoLC)856793703 (DE-599)BVBBV040878069 |
| discipline | Pädagogik |
| format | Book |
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| geographic_facet | USA |
| id | DE-604.BV040878069 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:34:30Z |
| institution | BVB |
| isbn | 9781573796507 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025857892 |
| oclc_num | 856793703 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XVI, 432 S. Ill. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | HighScope Press |
| record_format | marc |
| spelling | Epstein, Ann S. Verfasser aut The HighScope preschool curriculum [1] The HighScope preschool curriculum Ann S. Epstein Ypsilanti, Mich. HighScope Press 2012 XVI, 432 S. Ill. txt rdacontent n rdamedia nc rdacarrier Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Curriculum (DE-588)4010781-4 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Vorschulerziehung (DE-588)4064016-4 s Curriculum (DE-588)4010781-4 s DE-604 Hohmann, Mary Verfasser aut (DE-604)BV040878018 1 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025857892&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Epstein, Ann S. Epstein, Ann S. Hohmann, Mary The HighScope preschool curriculum Vorschulerziehung (DE-588)4064016-4 gnd Curriculum (DE-588)4010781-4 gnd |
| subject_GND | (DE-588)4064016-4 (DE-588)4010781-4 (DE-588)4078704-7 |
| title | The HighScope preschool curriculum |
| title_auth | The HighScope preschool curriculum |
| title_exact_search | The HighScope preschool curriculum |
| title_full | The HighScope preschool curriculum [1] The HighScope preschool curriculum Ann S. Epstein |
| title_fullStr | The HighScope preschool curriculum [1] The HighScope preschool curriculum Ann S. Epstein |
| title_full_unstemmed | The HighScope preschool curriculum [1] The HighScope preschool curriculum Ann S. Epstein |
| title_short | The HighScope preschool curriculum |
| title_sort | the highscope preschool curriculum the highscope preschool curriculum |
| topic | Vorschulerziehung (DE-588)4064016-4 gnd Curriculum (DE-588)4010781-4 gnd |
| topic_facet | Vorschulerziehung Curriculum USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025857892&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV040878018 |
| work_keys_str_mv | AT epsteinanns thehighscopepreschoolcurriculum1 AT hohmannmary thehighscopepreschoolcurriculum1 |