Holdings: The whole child :: THWS Bibkatalog

The whole child: developmental education for the early years

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Bibliographic Details
Main Authors:	Weissman, Patricia (Author), Hendrick, Joanne (Author)
Format:	Book
Language:	English
Published:	Boston ; Munich [u.a.] Pearson 2014
Edition:	10. ed.
Subjects:	Geschichte 1890-1984 Education, Preschool > United States Early childhood education > United States Preschool teachers > Training of > United States Vorschulerziehung Kleinkinderziehung USA
Online Access:	Inhaltsverzeichnis
Item Description:	Frühere Ausg. u.d.T.: Hendrick, Joanne: The whole child
Physical Description:	XV, 475 S. Ill.
ISBN:	9780132853422 0132853426

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MARC


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Record in the Search Index

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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
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author	Weissman, Patricia Hendrick, Joanne
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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
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