Developmentally appropriate curriculum
Subtitle: best practices in early childhood education
By: Marjorie J. Kostelnik, Anne K. Soderman, Alice P. Whiren
Contributors: Soderman, Anne Keil; Whiren, Alice Phipps
Edition: 4th ed
Publisher: Pearson/Merrill Prentice Hall
Published: 2007
Place of publication: Upper Saddle River, N.J
Language: eng
Number of pages: 478
ISBN-13: 9780132390934
Subjects: Early childhood education -- United States; Early childhood education -- Curricula -- United States; Child development -- United States
Notes: Includes bibliographical references (p. 447-460) and indexes
Table of contents: title: pt. 1. Foundations of early childhood education; title: 1. Developmentally appropriate practice : an evolving framework for teaching young children; title: Why is there a need for DAP?; title: The early childhood profession responds; title: What it means to be developmentally appropriate; title: General practices typically associated with DAP; title: It requires judgment to determine developmental appropriateness; title: DAP has historic roots; title: There Is empirical support for developmentally appropriate programs; title: DAP programs vary in structure and content; title: The high/scope approach to early childhood education; title: The Reggio Emilia approach to early childhood education; title: The DAP debate; title: What does the DAP debate mean for early childhood practitioners?; title: Implications of DAP for professional practice; title: 2. Teaching and learning in developmentally appropriate programs; title: Early childhood educators need to know about child development and learning; title: Early childhood educators need to know about effective teaching strategies; title: Which teaching strategies are best?; title: Common teaching strategies; title: The cycle of learning; title: Linking the cycle of learning to teaching; title: Teaching in the zone of proximal development; title: Early childhood educators need to know about content; title: Addressing content in early childhood education; title: Benefits of standards; title: Challenges in using standards; title: Addressing the challenges; title: pt. 2. Setting the stage for learning; title: 3. Planning and implementing effective small-group activities; title: Why plan?; title: Characteristics of effective planning; title: Teachers as planners; title: Planning basics; title: Creating developmentally appropriate plans; title: Aligning all the parts of the lesson plan; title: Using principles of developmental direction to enhance your planning; title: Applying the principles of developmental direction to your plans; title: Common activities in early childhood programs; title: Making and implementing plans; title: 4. Planning and implementing effective group-time activities; title: Planning effective group times; title: Writing group-time plans; title: Group-time preparations and strategies; title: Variations on traditional group times; title: Common questions practitioners ask about group time; title: Adaptation of whole-group instruction for children of different ages and abilities; title: Pitfalls to avoid during group-time planning; title: 5. Organizing space, materials, and time; title: Organizing the physical environment; title: Why use learning centers?; title: Characteristics of effective early childhood learning centers; title: Examples of centers; title: Dealing with implementation issues; title: Adjusting the physical environment; title: Selecting materials for each curricular domain; title: General guidelines for the selection and use of materials; title: Using the same materials for many purposes; title: Creating a daily schedule; title: Sample schedule; title: 6. Child guidance in early childhood classrooms; title: What children need to know; title: What self-discipline is; title: How self-discipline evolves; title: Degrees of self-discipline among children and within the same child; title: Developmental influences on self-discipline; title: How experience influences self-discipline; title: How adult discipline styles influence children's self-discipline; title: The relation between authoritative teaching and DAP; title: Authoritative teaching and the importance of teamwork among staff; title: Questions adults ask about promoting self-discipline in children; title: 7. Evaluating and guiding children's progress by using authentic assessment; title: The changing face of early childhood assessment; title: Responsible early childhood assessment and evaluation; title: Standardized testing : what part should it play in evaluating children's progress?; title: Placement of young children on the basis of test results; title: The concept of authentic assessment; title: Strategies for assessment in the early childhood classroom; title: Organization and use of authentic assessment and evaluation data : portfolios and student-led conferences; title: 8. Strengthening developmentally appropriate programs through family involvement; title: The changing nature of family involvement in early childhood education; title: Barriers to family involvement; title: Characteristics of effective family involvement; title: Effective family involvement techniques; title: pt. 3. The curriculum; title: 9. The aesthetic domain; title: Aesthetics defined; title: The arts defined; title: Scope of this chapter; title: Aesthetic education for young children; title: Importance of aesthetic learning; title: Relationship between aesthetic learning and knowing; title: Children's acquisition of a fundamental knowledge base for aesthetic development; title: Aesthetic learning and the teacher's role; title: Current educational issues; title: Purpose and goals; title: Teaching strategies; title: Pitfalls to avoid; title: Approaches to teaching the arts; title: Activity suggestions; title: 10. The affective domain; title: Children's developing self-awareness and sense of competence; title: Children's acquisition of a fundamental knowledge base for affective development; title: Children's stress reactions in response to overwhelming emotional demands; title: Promotion of healthy self-esteem in the early learning environment; title: Current educational issues; title: Purpose and goals for affective development; title: Affective teaching strategies; title: Activity suggestions; title: 11. The cognitive domain; title: Cognitive maturation; title: Children's acquisition of a fundamental knowledge base for cognitive development; title: National expectations and standards; title: Current educational issues; title: Purpose and goals for the cognitive domain; title: Teaching strategies; title: Activity suggestions; title: 12. The language domain; title: Oral language development; title: Children's acquisition of literacy : connections among oral language, phonological and phonemic awareness, and emerging reading and writing; title: Integration of language experiences across the curriculum; title: Current educational issues; title: Purpose and goals for the language domain; title: Teaching strategies; title: Activity suggestions; title: 13. The physical domain; title: Physical activity; title: Health, safety, and nutrition; title: Current educational issues; title: Purpose and goals; title: Teaching strategies; title: Activity suggestions; title: 14. The social domain; title: Social skill development; title: Socialization : children's behavior and adult expectations; title: Social responsibility; title: Social studies; title: Relationship between the social domain and cognition; title: Current educational issues; title: Purpose and goals; title: Teaching strategies; title: Activity suggestions; title: pt. 4. Integrating curriculum; title: 15. Integrating curriculum through pretend and construction play; title: Characteristics of play; title: Pretend and construction play across the curriculum and in development; title: Integration of multiple domains; title: Teachers' questions regarding pretend and construction play; title: Promotion of play skills; title: 16. Integrating curriculum by using themes and projects; title: Defining themes and projects; title: How themes and projects contribute to children's concept development; title: Additional benefits for children; title: Teachers' benefits; title: Program effects; title: Pitfalls in theme teaching; title: Principles of effective theme teaching; title: How to create thematic units; title: Common questions about themes and projects; title: Appendix A. Sample lesson plans; title: Appendix B. Field trips; title: Appendix C. The big, big turnip