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All about Child Care and Early Education : A Comprehensive Resource for Child Care Professionals

ISBN: 9780205457892 | 0205457894
Edition: 1st
Format: Paperback
Publisher: Allyn & Bacon
Pub. Date: 1/1/2006

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SummaryTable of ContentsAuthor Biography
All About Child Care and Early Educationis a must-have resource for child care practitionersincluding teachers, care givers, family child care providers, administrators, and directors. It provides practical suggestions for setting up classrooms, for developing curricula for infants, toddlers and preschoolers, for meeting childrenrs"s social-emotional needs, and for working effectively with parents and staff. Child Development Associate candidates and other students preparing for roles as early childhood educators can useAll About Child Care and... MORE
Introductionxii
About the Authorsxiv
Section I A Child Care Revue
1(18)
Changing Perspectives: The American Scene
... MORE2(13)
History of Child Care and Early Education
2(3)
Recurring Themes: Theories of Child Development and Learning
5(5)
Selected Curriculum Models
10(5)
Challenges Ahead
15(1)
Goals for the Future
16(3)
Section II Setting the Stage: Ensuring a Safe, Healthy, and Appropriate Learning Environment
19(84)
Safety
21(14)
Overview
21(1)
Rationale
21(1)
Objectives
22(1)
Providing a Safe Learning Environment
22(13)
Objective 1: To learn how to plan safe activities by taking into account children's developmental levels and likely behaviors
22(1)
Developmental Picture
23(1)
Objective 2: To learn how to create and maintain safe classroom and playground environments
24(3)
Objective 3: To review what to do in case of a medical emergency
27(1)
Objective 4: To learn safe practices for taking children on field trips
28(1)
Objective 5: To develop and model good safety habits
28(2)
Objective 6: To learn how to involve preschool children in developing safety rules for their classroom
30(1)
Objective 7: To learn how to develop a safety curriculum
31(1)
Activities for Improving Safety
32(1)
Objective 8: To learn how to set up a safe environment for children with special needs
33(2)
Health
35(24)
Overview
35(1)
Rationale
35(1)
Objectives
36(1)
Providing a Healthy Learning Environment
36(23)
Objective 1: To develop a sound knowledge base regarding health, nutrition, and oral hygiene
36(1)
Developmental Picture
37(11)
Objective 2: To carry out routine practices that will prevent illness and promote good health and nutrition
48(2)
Activities for Engaging Children in Handwashing
50(3)
Objective 3: To establish guidelines/policies regarding how to handle health issues, including a record-keeping system
53(1)
Objective 4: To incorporate activities that teach children and families about health, oral/dental hygiene, and nutrition
54(1)
Activities for Learning about Nutrition
55(1)
Activities for Learning about Dental Care
55(1)
Objective 5: To recognize indicators of abuse and/or neglect and follow the reporting policy mandated by the state
56(1)
Objective 6: To keep oneself healthy and model appropriate wellness behaviors for children and their parents
57(2)
Learning Environments
59(44)
Overview
59(1)
Rationale
59(1)
Objectives
60(1)
Providing a Developmentally Appropriate Learning Environment
60(43)
Objective 1: To set up an environment that takes into account the behavioral characteristics, needs, and interests of infants at different stages (0-14 months)
61(1)
Developmental Picture
62(3)
Objective 2: To set up an environment that takes into account the behavioral characteristics, needs, and interests of young toddlers (14-24 months)
65(2)
Developmental Picture
67(3)
Objective 3: To set up an environment that takes into account the behavioral characteristics, needs, and interests of older toddlers (2 years)
70(2)
Developmental Picture
72(1)
Objective 4: To organize and equip a preschool classroom that promotes different kinds of play and learning experiences and that reflects the interests, needs, ability levels, and family backgrounds of the children (3-5 years)
73(3)
Developmental Picture
76(9)
Objective 5: To organize and equip a learning environment for a multiage or family child care setting that includes children ages birth through 5
85(2)
Objective 6: To develop a well-balanced daily schedule
87(6)
Activities for a ``Rainy Day''
93(4)
Objective 7: To set up an outdoor play and learning environment
97(4)
Objective 8: To ensure that the learning environment works for adults as well as for children
101(2)
Section III On Stage: Supporting Physical and Intellectual Development
103(110)
Developmental Benchmarks
104(1)
Developmental Overviews
105(8)
Infants
105(3)
Young Toddlers
108(1)
Older Toddlers (Two-Year-Olds)
109(1)
Three-Year-Olds
110(1)
Four-Year-Olds
111(1)
Five-Year-Olds
111(2)
Physical Development
113(18)
Overview
113(1)
Rationale
113(1)
Objectives
114(1)
Supporting Physical Development
114(17)
Objective 1: To recognize expectable sequences in small- and large-muscle development in infancy and describe materials and activities that will enhance this development
115(1)
Developmental Picture
115(1)
Activities That Enhance Large-Muscle Development
116(1)
Activities That Enhance Small-Muscle Development
117(1)
Objective 2: To recognize expectable sequences in small- and large-muscle development in young toddlers and describe materials and activities that will enhance this development
118(1)
Developmental Picture
118(1)
Activities to Encourage Large-Muscle Development
119(1)
Activities to Encourage Small-Muscle Development
119(1)
Objective 3: To recognize expectable sequences in small- and large-muscle development in older toddlers and describe materials and activities that will enhance this development
120(1)
Developmental Picture
120(1)
Activities That Encourage Large-Muscle Development
120(1)
Activities That Encourage Small-Muscle Development
121(1)
Objective 4: To recognize expectable sequences in small- and large-muscle development in preschoolers and describe materials and activities that will enhance this development
122(1)
Developmental Picture
123(1)
Activities for Improving Balance
124(1)
Activities for Learning about Position in Space
125(1)
Activities for Improving Throwing, Catching, and Jumping Skills
125(1)
Activities for Enhancing Large-Muscle Skills
125(1)
Activities That Encourage Body Awareness
126(1)
Activities for Enhancing Small-Muscle Skills
126(1)
Activities for Improving Motor Skills Outdoors
127(2)
Objective 5: To identify materials and activities that will enhance the physical development of children with special needs
129(2)
Cognitive Development
131(26)
Overview
131(1)
Rationale
131(1)
Objectives
132(1)
Supporting Cognitive Development
132(25)
Objective 1: To recognize expectable sequences in cognitive development in infancy and describe materials and activities that will enhance this development
133(1)
Developmental Picture
133(1)
Activities to Encourage Problem-Solving Skills
134(2)
Objective 2: To recognize expectable sequences in cognitive development in young toddlers and describe materials and activities that will enhance this development
136(1)
Developmental Picture
137(1)
Activities That Encourage Problem Solving
137(1)
Objective 3: To recognize expectable sequences in cognitive development in older toddlers and describe materials and activities that will enhance this development
138(1)
Developmental Picture
139(1)
Activities That Encourage Problem Solving
139(1)
Objective 4: To recognize expectable sequences in cognitive development in preschool children and describe materials and activities that will enhance this development
140(1)
Developmental Picture
141(2)
Activities to Develop Sorting Skills
143(2)
Activities to Develop Ordering Skills
145(1)
Activities to Develop Number Skills
146(5)
Activities for a Family Unit
151(1)
Activities for a Transportation Unit
152(1)
Objective 5: To learn how to create a preschool environment that encourages exploration, curiosity, and critical thinking
153(1)
Objective 6: To learn techniques for introducing meaningful themes into preschool classrooms
154(3)
Communication
157(32)
Overview
157(1)
Rationale
157(1)
Objectives
158(1)
Supporting Communication and Language Development
158(31)
Objective 1: To recognize the relationship between language development and real-world experiences
158(1)
Objective 2: To describe the expectable sequence of communication skills in infants and suggest ways to support their development
159(1)
Developmental Picture
160(1)
Activities to Encourage Language and Imitation
161(1)
Objective 3: To describe the expectable sequence of communication skills in young toddlers and suggest ways to support their development
162(1)
Developmental Picture
163(1)
Activities to Encourage Language and Imitation
163(1)
Objective 4: To describe the expectable sequence of language skills in older toddlers and suggest ways to support their development
164(1)
Developmental Picture
165(1)
Activities to Encourage Language Learning
166(2)
Objective 5: To describe the expectable sequence of language skills in preschool children and suggest ways to support their development
168(1)
Developmental Picture
169(2)
Activities to Promote Language Development
171(1)
Other Language Experiences and Activities
172(4)
Objective 6: To learn ways of reading to children that encourage active participation and engender a love of books
176(1)
Objective 7: To describe early literacy skills and suggest activities that promote them
177(4)
Activities for Shared Reading
181(1)
Activities for Skill Building
181(3)
Objective 8: To describe the small-muscle skills that are used in writing and suggest activities that develop these skills and provide children with opportunities to practice writing
184(1)
Activities for Developing Prewriting Skills
185(1)
Objective 9: To select books that foster empathy, promote prosocial behavior, counteract bias, and support bilingualism
186(3)
Creativity
189(24)
Overview
189(1)
Rationale
189(1)
Objectives
190(1)
Supporting Creative Expression
190(23)
Objective 1: To use a variety of teaching techniques to encourage children to think and act creatively
191(1)
Objective 2: To recognize ways in which children from birth to age 5 express their creativity at each developmental stage and to identify caregiver behaviors and techniques that foster the development of creativity
192(1)
Developmental Picture
192(2)
Objective 3: To describe materials and activities that encourage infants to explore and experiment
194(1)
Activities That Encourage Sensory Exploration
195(1)
Activities for Exploring Music
195(2)
Objective 4: To describe materials and activities that encourage toddlers to express their creativity
197(1)
Activities That Encourage Sensory Exploration
197(1)
Activities for Exploring Music
198(3)
Activities for Exploring Art
201(1)
Activities for Sensory Play
202(1)
Objective 5: To describe materials and activities that encourage preschool children to express their creativity
203(5)
Activities for Planned Art
208(2)
Activities for Making Crafts
210(3)
Section IV The Performers: Supporting Social and Emotional Development and Providing Positive Guidance
213(68)
Self
215(26)
Overview
215(1)
Rationale
215(1)
Objectives
216(1)
Supporting Emotional Development
217(24)
Objective 1: To recognize the sequence of emotional development from birth to 5 years and the role of the caregiver in supporting this development
218(1)
Developmental Picture
218(2)
Objective 2: To recognize ways in which infants develop trust and a sense of security
220(1)
Objective 3: To recognize ways in which young toddlers develop self-awareness and learn to cope with separation
221(3)
Objective 4: To recognize ways in which older toddlers develop a sense of autonomy
224(2)
Objective 5: To recognize ways in which preschool children develop a sense of personal identity and self-worth, recognize and express their feelings, and take pride in their heritage
226(2)
Activities to Help Children Express Feelings
228(3)
Objective 6: To recognize ways in which caregivers can help young children develop a sense of responsibility
231(6)
Objective 7: To recognize ways in which teachers can create inclusive classrooms where all children are welcome
237(4)
Social Development
241(18)
Overview
241(1)
Rationale
241(1)
Objectives
242(1)
Supporting Social Development
242(17)
Objective 1: To recognize the sequence of social skill development from birth to 5 years and the role of the caregiver in supporting this development
243(1)
Developmental Picture
243(2)
Objective 2: To recognize ways in which infants and toddlers develop meaningful relationships with parents, caregivers, and other children
245(2)
Activities for Encouraging Friendships
247(1)
Objective 3: To recognize ways of encouraging preschool children to make friends and engage in social play
248(2)
Activities That Encourage Social Skill Development
250(1)
Objective 4: To help children build on their strengths and overcome their difficulties
251(4)
Objective 5: To describe ways in which caregivers can encourage helping, sharing, and caring behaviors among children
255(1)
Objective 6: To design a classroom environment and curriculum that support cooperative behavior
256(3)
Guidance
259(22)
Overview
259(1)
Rationale
259(1)
Objectives
260(1)
Providing Guidance
260(21)
Objective 1: To identify ways of helping infants achieve self-regulation and develop coping skills
261(1)
Developmental Picture
262(3)
Objective 2: To identify ways of helping young toddlers explore their world and make new discoveries without being destructive or wasteful and without causing injury to themselves and others
265(1)
Objective 3: To help older toddlers cope with fear, anger, and frustration and strike a balance between their longing for nurturance and desire to be independent
266(2)
Developmental Picture
268(1)
Objective 4: To learn ways of helping preschool children recognize and value differences, resolve conflicts, express their feelings in words, and accept reasonable limits
269(1)
Developmental Picture
270(1)
Objective 5: To recognize ways of using positive guidance techniques to reduce children's unwanted behaviors
271(8)
Objective 6: To recognize ways of providing positive guidance for children whose families use styles of discipline that are different from those the teacher has been taught
279(2)
Section V Behind the Scenes: Working As a Professional with Families and in Child Care Programs
281(52)
Families
283(20)
Overview
283(1)
Rationale
283(1)
Objectives
284(1)
Supporting Parents and Families
284(19)
Objective 1: To understand the many purposes of establishing good communication with parents
284(1)
Objective 2: To learn how to set up a parent/school partnership
285(7)
Objective 3: To learn strategies for keeping parents informed about center activities and encouraging participation in parent meetings and volunteer opportunities
292(4)
Objective 4: To learn strategies for serving as a resource for families and building a community that supports families
296(4)
Objective 5: To learn strategies for engaging parents in decision making and advocacy
300(3)
Program Management
303(13)
Overview
303(1)
Rationale
303(1)
Objectives
304(1)
Understanding Program Management
304(12)
Objective 1: To work cooperatively as a member of a team
304(2)
Objective 2: To follow the policies and procedures set down by the center
306(2)
Objective 3: To maintain a record-keeping system that serves as the basis for individual and group program planning
308(2)
Objective 4: To manage a classroom efficiently so that most of the teacher's time can be devoted to working directly with the children
310(6)
Professionalism
316(17)
Overview
316(1)
Rationale
316(1)
Objectives
316(1)
Developing Professionalism
317(16)
Objective 1: To seek opportunities to increase professional knowledge and improve professional skills
317(7)
Objective 2: To serve as an advocate for children and families
324(2)
Objective 3: To maintain the ethics of the early childhood profession
326(4)
Objective 4: To build a professional support system
330(3)
Index333
Jesse Leinfelder is the former Associate Director of Professional Development at the NSU Mailman Segal Institute for Early Childhood Studies. Mary Jean Woika is the director of Nova Southeastern University's CDA program. Betty Bardige is vice-president and former chair of the A. L. Mailman Family Foundation, which has played a catalytic role in efforts to improve our nation's early care and education systems. She is current president of the Cambridge Community Foundation in Massachusetts. Marilyn Segal is Dean Emeritus of the Mailman Segal Institute for Early Childhood Studies at Nova Southeastern University.

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