The whole child: developmental education for the early years
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2014
|
| Ausgabe: | 10. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Frühere Ausg. u.d.T.: Hendrick, Joanne: The whole child |
| Beschreibung: | XV, 475 S. Ill. |
| ISBN: | 9780132853422 0132853426 |
Internformat
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| 100 | 1 | |a Weissman, Patricia |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a The whole child |b developmental education for the early years |c Patricia Weissman ; Joanne Hendrick |
| 250 | |a 10. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2014 | |
| 300 | |a XV, 475 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Frühere Ausg. u.d.T.: Hendrick, Joanne: The whole child | ||
| 648 | 7 | |a Geschichte 1890-1984 |2 gnd |9 rswk-swf | |
| 650 | 4 | |a Education, Preschool |z United States | |
| 650 | 4 | |a Early childhood education |z United States | |
| 650 | 4 | |a Preschool teachers |x Training of |z United States | |
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| 689 | 1 | 1 | |a Geschichte 1890-1984 |A z |
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| 700 | 1 | |a Hendrick, Joanne |e Verfasser |4 aut | |
| 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=026179626&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-026179626 | ||
| 883 | 1 | |8 1\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
Datensatz im Suchindex
| _version_ | 1804150633316483072 |
|---|---|
| adam_text | CONTENTS
PARTI
THEBASICSOFGOODEARLYCHILDHOOD EDUCATION
CHAPTER
1
WHAT1SGOODEDUCATIONFORYOUNGCHILDREN?
2
REALIZEYOUAREPARTOFANOBLEPROFESSION
4
CANEARLYEDUCATION
MAKEADIFFERENCE?
7
THEORETICAL
FOUNDATIONS
OFEARLYCHILDHOOD
EDUCATION
10
FROMTHEORY
TOPRACTICE
18
TYPESOFEARLYCHILDHOOD
EDUCATION
18
BASICPREMISES
OFTHISTEXT
22
PUTTING
PREMISES
INTOPRACTICE:PLANNING
AGOODDAYFORCHILDREN
23
SUMMARY
31
QUESTIONS
AND
ACTIVITIES
32
SELF-CHECK
QUESTIONS
FORREVIEW
32
REFERENCE
FORFURTHER
READING
33
CHAPTER
2
COLLABORATING
WITH
FAMILIES
34
OPENING
THE
DOORTOGOODCOMMUNICATION
36
UNDERSTANDING
FAMILIES
36
WHAT
IFTHERELATIONSHIP
1SNOTGOOD?
42
MAINTAINING
GOODRELATIONSHIPS:
KEEPINGTHELINESOFCOMMUNICATION
OPEN
44
COUNSELING
WITH
FAMILIES
45
PRACTICALPOINTERS
ABOUT
CONDUCTING
ACONFERENCE
46
BEYOND
THE
CONFERENCE:
FURTHER
STRATEGIESFOR1NVOLVINGFAMILIES
49
FAMILIESINCRISIS
50
WHAT
CONSTITUTES
ACRISIS?
51
SOMEGENERAL
PRINCIPLES
FORHELPINGFAMILIESDEALWITH
CRISES
52
SUMMARY
57
QUESTIONS
AND
ACTIVITIES
58
SELF-CHECK
QUESTIONS
FORREVIEW
58
REFERENCE
FORFURTHER
READING
58
X
CONTENTS
CHAPTER
3
FOSTERINGCREATIVITY
INPLAY
60
PURPOSES
OFPLAY
62
DEVELOPMENTAL
STAGESOFPLAY
67
FACTORSLIKELYTOFACILITATE
CREATIVE
PLAY
70
SOMEPRACTICALWAYSTOSTIMULATE
ANDEXTEND
PLAY
72
SPECIFICACTIVITIESTOENCOURAGE
CREATIVITY
INPLAY
78
SUMMARY
86
QUESTIONS
ANDACTIVITIES
86
SELF-CHECK
QUESTIONS
FORREVIEW
87
REFERENCE
FORFURTHER
READING
87
XI
CHAPTER
4
PROVIDING
CROSS-CULTURAL,NONSEXISTEDUCATION
88
THENEEDFORTEACHERS
TODEVELOP
CULTURAL
COMPETENCE
90
TEACHERS
ATTITUDES
90
SUGGESTIONS
FORCONTROLLING
AND
OVERCOMING
EXPRESSIONS
OFPREJUDICE
92
1SEARLYCHILDHOOD
TOOSOONTOBEGINCROSS-CULTURAL,
NONSEXIST
EDUCATION?
94
WHAT
DOCROSS-CULTURAL
ANDNONSEXIST
EDUCATION
HAVEINCOMMON?
95
PRINCIPLES
OFCROSS-CULTURAL
EDUCATION
96
EMPHASIZING
THE
SIMILARITIES
ASWEHASVALUING
THE
UNIQUENESS
OFPEOPLE
106
CANTEACHINGABOUTCULTURALUNIQUENESSANDSIMILARITYOFNEEDSBECOMBINED?
107
ENCOURAGING
EQUITY
BYPROVIDING
ANONSEXIST
EDUCATION
ANDHELPING
CHILDREN
YALUETHEIROWN
SEXUALITY
109
SUMMARY
117
QUESTIONS
ANDACTIVITIES
118
SELF-CHECK
QUESTIONS
FORREVIEW
118
REFERENCE
FORFURTHER
READING
118
CHAPTER
5
WELCOMINGCHILDREN
WHOHAVESPECIALEDUCATIONAL
REQUIREMENTS
120
WHOARETHE
CHILDREN
WITH
SPECIALEDUCATIONAL
REQUIREMENTS?
121
TWO1MPORTANT
CONGRESSIONAL
ACTS:IDEAANDADA
122
1DENTIFYING
CHILDREN
WHOHAVESPECIALNEEDSANDFINDING
HELPFORTHEM:
THETEACHER
ASASCREENING
AGENT
123
1NCLUDING
CHILDREN
WHO
HAVEDISABILITIES
126
LEARNING
TOWORK
ASAMEMBER
OFTHETEAM
128
GETTING
STARTED
WITH
ACHILDWHO
HASADISABILITY
129
GENERALRECOMMENDATIONS
FORWORKING
WITHCHILDRENWHOHAVEDISABILITIES
132
1DENTIFYINGANDHELPINGCHILDRENWHOHAVEPHYSICALDISABILITIESANDILLNESSES
134
XII
CONTENTS
1DENTIFYINGANDHELPINGCHILDREN WHOHAVEEMOTIONAL
DIFFICULTIES
141
1DENTIFYING
ANDHELPING
CHILDREN
WHOHAVEDELAYED
OR
ADVANCED
MENTAL
ABILITY
145
SUMMARY
150
QUESTIONS
ANDACTIVITIES
150
SELF-CHECK
QUESTIONS
FORREVIEW
151
REFERENCE
FORFURTHER
READING
151
CHAPTER
6
USINGSTANDARDS
ANDASSESSMENT
INEARLYCHILDHOOD
EDUCATION
152
WHAT
AREEARLYLEARNING
STANDARDS?
153
WHERE
DOSTANDARDS
COMEFROM?
160
WHAT
1SASSESSMENT?
164
TYPESOFASSESSMENT
165
1MPORTANT
PRINCIPLESABOUTASSESSMENTS
174
SUMMARY
175
QUESTIONS
ANDACTIVITIES
176
SELF-CHECK
QUESTIONS
FORREVIEW
177
REFERENCE
FORFURTHER
READING
177
197
202
203
CHAPTER
7
ARRANGING
AGOODDAYFOR
YOUNGCHILDREN:DAILYROUTINES
ANDASUPPORTIVE
CLASSROOMENVIRONMENT
178
DAILYROUTINES
ARETHEBACKBONE
OFTHEPROGRAM
179
SCHEDULES
180
ARRANGING
ASUPPORTIVE
EDUCATIONAL
ENVIRONMENT
SUMMARY
202
QUESTIONS
ANDACTIVITIES
202
SELF-CHECK
QUESTIONS
FORREVIEW
REFERENCE
FORFURTHER
READING
PARTII
SUPPORTINGTHEDEVELOPMENT
OFTHEWHOLECHILD
CHAPTER8
PROMOTING
THEDEVELOPMENT
OFTHEPHYSICALSELF
204
PROMOTION
OFHEALTH
AND
SAFETYINTHE
CHILDREN S
CENTER
206
BASICPRINCIPLES
OFPHYSICALDEVELOPMENT
212
FOSTERING
LARGE-MUSCLE
DEVELOPMENT
INYOUNGCHILDREN
215
TEACHERS
SUPPORT
OFCHILDREN S
FITNESS
217
USEOFPERCEPTUAL-MOTOR
ACTIVITIESTOENHANCE
PHYSICALDEVELOPMENT
220
FOSTERING
SENSORYEXPERIENCE
224
CONTENTS
XIII
SUMMARY 225
QUESTIONS
ANDACTIVITIES
226
SELF-CHECK
QUESTIONS
FORREVIEW
REFERENCE
FORFURTHER
READING
226
226
244
251
251
CHAPTER
9
STRENGTHENING
THEDEVELOPMENT
OFTHEEMOTIONAL
SELF
228
IMPORTANCE
OFDEVELOPING
BASICATTITUDES
OFTRUST,AUTONOMY,
INITIATIVE,
AND
INDUSTRY
INYOUNG
CHILDREN
230
HALLMARKS
OFANEMOTIONALLY
HEALTHY
YOUNGCHILD
232
PERSONAL
QUALITIES
THATWILLHELPTHETEACHER
ESTABLISH
ANEMOTIONALLY
POSITIVE
CLIMATEINTHE
CHILDREN S
CENTER
236
PRACTICAL
WAYSTOHELPYOUNG
CHILDREN
ACHIEVE
HEALTHY
EMOTIONAL
DEVELOPMENT
239
PROMOTE
EVERY
CHILD S
SENSE
OFSELF-ESTEEM
SUMMARY
250
QUESTIONS
ANDACTIVITIES
251
SELF-CHECK
QUESTIONS
FORREVIEW
REFERENCE
FORFURTHER
READING
CHAPTER
10
THESOEIALSEIT-ENEOURAGING
SOEIAL
COMPETENEE
IN
YOUNG
CHILDREN
252
THEIMPORTANCE
OFHELPINGYOUNGCHILDREN
DEVELOP
SODAL
COMPETENCE
254
DEVELOPMENTAL
TRENDSINSODAL
GROWTH
254
HELPING
CHILDREN
BECOME
SODALLY
COMPETENT:
SUGGESTIONS
FORTEACHING
APPROPRIATE
SODAL
SKILLS
259
SUMMARY
273
QUESTIONS
ANDACTIVITIES
274
SELF-CHECK
QUESTIONS
FORREVIEW
274
REFERENCE
FORFURTHER
READING
274
CHAPTER
11
THESOEIALSEIT-FOSTERING
SELF-DISEIPLINE
AND
CONFLIET
RESOLUTION
SKILLS
276
DISDPLINE
ORGUIDANCE
TOWARD
SELF-DISDPLINE?
277
HELPING
CHILDREN
ESTABLISHINNER
CONTROLS
278
REDUCING
AGGRESSION
INTHE
CLASSROOM
294
SUMMARY
299
QUESTIONS
ANDACTIVITIES
300
SELF-CHECK
QUESTIONS
FORREVIEW
300
REFERENCE
FORFURTHER
READING
301
XIV
CONTENTS
CHAPTER
12
FOSTERINGTHEDEVELOPMENT
OFLANGUAGESKILLS
302
THECOMPONENTS
OFLANGUAGE
304
HOW
CHILDREN
DEVELOP
LANGUAGE
304
DEVELOPMENTAL
MILESTONES
307
BASICWAYSTOFOSTERLANGUAGE
DEVELOPMENT
307
LANGUAGE
ANDDIALECTICALDIFFERENCES
316
CHILDREN
WHO
HAVESPECIALDISABILITIESRELATED
TOSPEECH
ANDHEARING
321
SUMMARY
325
QUESTIONS
AND
ACTIVITIES
326
SELF-CHECK
QUESTIONS
FUERREVIEW
326
REFERENCE
FORFURTHER
READING
326
342
350
351
CHAPTER
13
FOSTERINGTHEEMERGENCEOFLITERACY
328
WHAT
ISAPPROPRIATE
LITERACYTEACHING
INEARLYCHILDHOOD?
329
WHAT
ISTHEDIFFERENCE
BETWEEN
FOSTERING
EMERGENT
LITERACYANDTEACHING
CHILDREN
TOREADANDWRITE?
333
SOMEFUNDAMENTAL
PRINCIPLES
TOKEEPINMIND
336
EVENVERYYOUNG
CHILDREN
CANAND
SHOULD
BE1NVOLVEDINPRODUCING
THEWRITTEN
WORD
338
SUGGESTIONS
FUERPRESENTING
ALANGUAGE-RICH
GROUP-TIME
EXPERIENCE
SUMMARY
350
QUESTIONS
ANDACTIVITIES
350
SELF-CHECK
QUESTIONS
FUERREVIEW
REFERENCE
FORFURTHER
READING
354
352
377
377
CHAPTER
14
SUPPORTING
THEDEVELOPMENT
OFTHECOGNITIVESELF
APPROACHES
TOSUPPUERTING
THE
DEVELOPMENT
OFTHE
COGNITIVE
SELF
BASICCONCEPTS
OFTHEPIAGETIAN
APPROACH
357
SPECIFICMENTAL
OPERATIONS
ORMID-LEVEL
SKILLSTHEPREOPERATIONAL
CHILDIS
WORKING
ON
363
SOMEPRACTICAL
SUGGESTIONS
ABOUT
PRESENTING
MID-LEVEL
THINKING
ANDREASONING
SKILLSINTHE
CURRICULUM
366
USEQUESTIONS
THAT
PROVOKE
THE
CHILDREN
INTOTHINKING
FORTHEMSELVES
ASTHEIR
1DEASANDMENTAL
ABILITIESEMERGE
373
SUMMARY
376
QUESTIONS
AND
ACTIVITIES
376
SELF-CHECK
QUESTIONS
FORREVIEW
REFERENCE
FORFURTHER
READING
CONTENTS
XV
CHAPTER
15
NURTURING
THEDEVELOPMENT
OFTHECREATIVE
SELF
378
WHATISCREATIVITY?
380
THEIMPORTANCE
OFCREATIVITY
381
THESTAGESOFDEVELOPMENT
INCHILDREN S
CREATIVITY
387
IMPLICATIONS
FORTEACHERSINNURTURING
CHILDREN S
CREATIVITY
389
SUMMARY
393
QUESTIONS
ANDACTIVITIES
393
SELF-CHECK
QUESTIONS
FORREVIEW
394
REFERENCE
FORFURTHER
READING
394
405
396
416
416
CHAPTER
16
DEVELOPING
THEWHOLECHILD:BECOMING
THEWHOLETEACHER
SELECTINGVALUESANDPRIORITIESINTHE
CURRICULUM
397
PRIORITY
1:PRACTICEINTENTIONAL
TEACHING
399
PRIORITY2:INCORPORATE
DEVELOPMENTALLY
APPROPRIATE
PRACTICE
(DAP)
400
PRIORITY
3:DEVELOP
ANINTEGRATED
CURRICULUM
THAT
SUPPORTS
THEFIVESELVESOFTHE
WHOLE
CHILDANDTEACHESTOMULTIPLE
INTELLIGENCES
401
PRIORITY4:FINDWAYSTOENCOURAGE
CHILD-CENTERED
ACTIVELEARNING;
USEAN
EMERGENT
CURRICULUM
APPROACH
402
SOMEBASICPRINCIPLES
TOREMEMBER
WHEN
USINGTHEEMERGENT
APPROACH
PRIORITY
5:FOCUSONTEACHINGHAPPINESS
ANDJOYINLEARNING
ASMUCH
ASACADEMIC
SKILLS
414
SUMMARY
415
QUESTIONS
ANDACTIVITIES
416
SELF-CHECK
QUESTIONS
FORREVIEW
REFERENCE
FORFURTHER
READING
APPENDIXA
CHART
OFTYPICALDEVELOPMENT
418
APPENDIX
B
TIPSFORSUCCESSINTHE
FIRSTFEWWEEKS
OFTEACHING
426
APPENDIX
C
UNIVERSAL/STANDARD
PRECAUTIONS
AGAINSTINFECTIONFROMBLOODORBODILYFLUIDS
431
APPENDIX
D
ABEGINNING
LISTOFHOMEMADE,
FREE,AND
RECYCLABLE
MATERIALS
432
APPENDIX
E
RECOMMENDED
IMMUNIZATIONS
435
REFERENCES
437
INDEX
463
|
| any_adam_object | 1 |
| author | Weissman, Patricia Hendrick, Joanne |
| author_facet | Weissman, Patricia Hendrick, Joanne |
| author_role | aut aut |
| author_sort | Weissman, Patricia |
| author_variant | p w pw j h jh |
| building | Verbundindex |
| bvnumber | BV041204814 |
| callnumber-first | L - Education |
| callnumber-label | LB1140 |
| callnumber-raw | LB1140.23 |
| callnumber-search | LB1140.23 |
| callnumber-sort | LB 41140.23 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DK 2002 |
| ctrlnum | (OCoLC)859375617 (DE-599)BVBBV041204814 |
| dewey-full | 372.210973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.210973 |
| dewey-search | 372.210973 |
| dewey-sort | 3372.210973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 10. ed. |
| era | Geschichte 1890-1984 gnd |
| era_facet | Geschichte 1890-1984 |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV041204814 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:42:01Z |
| institution | BVB |
| isbn | 9780132853422 0132853426 |
| language | English |
| lccn | 2012045397 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-026179626 |
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| owner_facet | DE-29 DE-473 DE-BY-UBG |
| physical | XV, 475 S. Ill. |
| publishDate | 2014 |
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| publishDateSort | 2014 |
| publisher | Pearson |
| record_format | marc |
| spelling | Weissman, Patricia Verfasser aut The whole child developmental education for the early years Patricia Weissman ; Joanne Hendrick 10. ed. Boston ; Munich [u.a.] Pearson 2014 XV, 475 S. Ill. txt rdacontent n rdamedia nc rdacarrier Frühere Ausg. u.d.T.: Hendrick, Joanne: The whole child Geschichte 1890-1984 gnd rswk-swf Education, Preschool United States Early childhood education United States Preschool teachers Training of United States Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Kleinkinderziehung (DE-588)4073498-5 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Vorschulerziehung (DE-588)4064016-4 s DE-604 Kleinkinderziehung (DE-588)4073498-5 s Geschichte 1890-1984 z 1\p DE-604 Hendrick, Joanne Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026179626&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 | Weissman, Patricia Hendrick, Joanne The whole child developmental education for the early years Education, Preschool United States Early childhood education United States Preschool teachers Training of United States Vorschulerziehung (DE-588)4064016-4 gnd Kleinkinderziehung (DE-588)4073498-5 gnd |
| subject_GND | (DE-588)4064016-4 (DE-588)4073498-5 (DE-588)4078704-7 |
| title | The whole child developmental education for the early years |
| title_auth | The whole child developmental education for the early years |
| title_exact_search | The whole child developmental education for the early years |
| title_full | The whole child developmental education for the early years Patricia Weissman ; Joanne Hendrick |
| title_fullStr | The whole child developmental education for the early years Patricia Weissman ; Joanne Hendrick |
| title_full_unstemmed | The whole child developmental education for the early years Patricia Weissman ; Joanne Hendrick |
| title_short | The whole child |
| title_sort | the whole child developmental education for the early years |
| title_sub | developmental education for the early years |
| topic | Education, Preschool United States Early childhood education United States Preschool teachers Training of United States Vorschulerziehung (DE-588)4064016-4 gnd Kleinkinderziehung (DE-588)4073498-5 gnd |
| topic_facet | Education, Preschool United States Early childhood education United States Preschool teachers Training of United States Vorschulerziehung Kleinkinderziehung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026179626&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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