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Developmentally Appropriate Curriculum : Best Practices in Early Childhood Education

ISBN: 9780130496584 | 0130496588
Edition: 3rd
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2004

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SummaryTable of ContentsAuthor Biography
For Curriculum in Early Childhood Education Courses. This text brings together the best information available on developing an integrated, holistic approach to curriculum and instruction for children age three to eight in such formal group settings as childcare, pre-school, and the early elementary grades. Concentrating as much on the how of curriculum development as on the what and why, the authors present numerous examples and practical, research-based guidelinesorganized by developmental domainfor translating theory into best practice that a... MORE
Introduction1(2)
A Good Beginning Is Essential
2(1)
What Is Early Childhood Education?
2(1)
... MORE
Children and Families Differ in Early Childhood Education
2(2)
Early Childhood Programs Serve a Diverse Population of Children and Families
3(1)
Families Are Children's First Teachers
4(1)
Early Childhood Programs Vary in Structure and Scope
4(2)
Early Childhood Professionals Come to the Field in Many Ways
6(1)
What Makes Someone an Early Childhood Professional?
7(1)
How Does Program Quality Affect Early Childhood Education?
7(2)
Quality Makes a Difference
8(1)
What Do High-Quality Programs Look Like?
8(1)
Looking Toward the Future
9(2)
PART 1 FOUNDATIONS OF EARLY CHILDHOOD EDUCATION
11(52)
Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children
13(26)
Why is There a Need for DAP?
14(1)
The Early Childhood Profession Responds
15(1)
What It Means to Be Developmentally Appropriate
15(3)
DAP Is Age Appropriate
16(1)
DAP Is Individually Appropriate
16(1)
DAP Is Socially and Culturally Appropriate
16(1)
The Essence of Developmental Appropriateness
17(1)
General Practices Typically Associated with DAP
18(1)
It Requires Judgment to Determine Developmental Appropriateness
19(1)
DAP Has Historic Roots
20(1)
There Is Empirical Support for Developmentally Appropriate Programs
20(5)
Cognitive Outcomes
22(1)
Social Outcomes
23(1)
Let Us Consider Diversity
23(1)
DAP Has Its Critics
24(1)
What Does the DAP Debate Mean for Early Childhood Practitioners?
25(1)
DAP Programs Vary in Structure and Content
25(8)
The High/Scope Approach to Early Childhood Education
26(2)
The Reggio Emilia Approach to Early Childhood Education
28(3)
The Monstessori Approach to Early Childhood Education
31(2)
Myths Associated with DAP
33(3)
Implications of DAP for Professional Practice
36(1)
Implications
37(1)
Summary
37(2)
Principles of Development and Learning: Implications for Effective Teaching
39(24)
Educators Need to Know About Child Development and Learning
40(1)
Principles of Child Development
41(5)
Children Develop Holistically
41(1)
Child Development Occurs in an Orderly Sequence
42(1)
Child Development Proceeds at Varying Rates Within and Among Children
43(2)
New Development Is Based on Previous Development
45(1)
Development Has Both Cumulative and Delayed Effects
45(1)
Principles of Childhood Learning
46(8)
Children Are Active Learners
46(1)
Children's Learning Is Influenced by Maturation
46(1)
Children's Learning Is Influenced by the Environment
47(1)
Children's Learning Is Influenced by Early Dispositions and Perceptions
48(1)
Children Learn Through a Combination of Physical Experience, Social Interaction, and Reflection
49(2)
Children's Learning Styles Differ
51(2)
Children Learn Through Play
53(1)
What Are the Contexts of Childhood Development and Learning?
54(2)
The Biological Context
54(1)
The Immediate Context
55(1)
The Socioeconomic Context
55(1)
The Sociocultural Context
55(1)
Contextual Relationships and Impacts
55(1)
The Overarching Principle of Developmental Direction
56(4)
Simple to Complex
56(1)
Known to Unknown
57(1)
Self to Other
57(1)
Whole to Part
57(1)
Concrete to Abstract
57(1)
Enactive to Symbolic
58(1)
Exploratory to Goal Directed
58(1)
Inaccurate to More Accurate
59(1)
Impulsive to Self-Controlled
60(1)
Summary
60(3)
PART 2 SETTING THE STAGE FOR LEARNING
63(172)
Planning and Implementing Effective Small-Group Activities
65(26)
Why Plan?
66(1)
Characteristics of Effective Planning
67(1)
Teachers as Planners
67(2)
Planning Basics
69(1)
Creating Developmentally Appropriate Plans
69(4)
Domain
70(1)
Activity Name
70(1)
Intermediate Objective
71(1)
Immediate Objectives
71(1)
Content
71(1)
Materials
72(1)
Procedures
72(1)
Simplifications
72(1)
Extensions
72(1)
Evaluation
72(1)
Developmentally Appropriate Teaching Strategies
73(1)
Which Teaching Strategies Are Best?
74(1)
Common Teaching Strategies
74(8)
Sensory Engagement
74(1)
Environmental Cues
75(1)
Task Analysis
75(1)
Scaffolding
76(1)
Guided Practice
76(1)
Invitations
77(1)
Behavior Reflections
77(1)
Paraphrase Reflections
77(1)
Modeling
77(1)
Effective Praise
78(1)
Telling, Explaining, and Informing
78(1)
Do-It Signals
79(1)
Challenges
79(1)
Questions
80(1)
Silence
81(1)
Combining Strategies to Promote Learning in Different Ways
82(6)
Exploratory Play
82(1)
Guided Discovery
82(1)
Problem Solving
83(1)
Discussions
84(1)
Demonstrations
85(1)
Direct Instruction
85(3)
Making and Implementing Plans
88(1)
Summary
89(2)
Planning and Implementing Effective Whole-Group Activities
91(28)
Planning Effective Group Times
93(2)
The Opening
93(1)
The Body
94(1)
The Closing
94(1)
Group-Time Transitions
94(1)
Writing Group-Time Plans
95(1)
Group-Time Preparations and Strategies
96(2)
Location
96(1)
Focus
96(1)
Pace and Variety
97(1)
Materials
97(1)
Preparation
97(1)
Active Involvement
97(1)
Group-Time Teaching Methods
97(1)
Preparation of Other Adults for Supporting Group-Time Learning
98(1)
Variations on Standard Group-Times
98(4)
Greeting Time
98(1)
Planning Time
99(1)
Storytelling Time
99(1)
Music Time
100(1)
Read-Aloud Time
100(1)
Class Meetings
100(1)
Brainstorming Groups
100(1)
Minilessons
101(1)
Author's Chair
102(1)
Reporting Time
102(1)
Common Questions Practitioners Ask About Whole-Group Instruction
102(3)
Adaptation of Whole-Group Instruction for Children of Different Ages and Abilities
105(1)
Pitfalls to Avoid During Group-Time Planning
105(5)
Failing to Prepare Adequately
105(3)
Relying on Whole-Group Instruction to Meet Objectives Better Addressed in Smaller Groups
108(1)
Selecting Inappropriate Materials
109(1)
Incorporating Too Many Routinized Activities
109(1)
Waiting Too Long to Engage Children in Active Learning
109(1)
Allowing Group-Times to Go on Too Long
110(1)
Field Trips
110(6)
Field Trip Planning
110(4)
Field Trip Day
114(1)
After the Field Trip
115(1)
Field Trip Example
116(1)
Field Trip Alternatives
116(1)
Summary
116(3)
Organizing Space, Materials, Time, and Children's Groups
119(38)
Organizing the Physical Environment
120(5)
Safety
120(1)
Comfort
121(1)
Space
122(1)
Sound
123(1)
Equipment and Material Size
123(1)
Mobility
123(1)
Attractiveness
123(1)
Storage
124(1)
Why Use Learning Centers?
125(1)
Characteristics of Effective Early Childhood Learning Centers
125(2)
Examples of Centers
127(1)
Language Arts Center
128(5)
Creative Arts and Construction Center
129(1)
Science and Collections Center
129(1)
Math and Manipulative Materials Center
130(1)
Blocks Center
130(1)
Pretend-Play Center
131(1)
Large-Group Center
131(1)
Sand and Water Centers
132(1)
Outdoor Nature Center
132(1)
Commercial Playground Centers
133(1)
Other Centers
133(1)
Dealing with Implementation Issues
133(5)
Getting Started
133(1)
Structuring Self-Sustaining Centers
134(1)
Deciding How Many Centers to Make Available
134(1)
Monitoring Children's Use of Centers
135(1)
Evaluating Skill Development
135(3)
Organizing Physical Space in the Classroom
138(1)
Organizing Outdoor Environments
138(1)
Adjusting the Physical Environment
138(5)
Adding to the Environment
138(3)
Removing Something from the Environment
141(1)
Altering the Environment
141(2)
Selecting Materials for Each Curricular Domain
143(1)
General Guidelines for the Selection and Use of Materials
144(2)
Using the Same Materials for Many Purposes
145(1)
Organizing Time into a Schedule
146(4)
Routines
147(1)
Pace
147(1)
Variety
147(2)
Balance
149(1)
Adaptation of the Schedule
149(1)
Integration
149(1)
Schedule Preparation: A Guide
149(1)
Sample Schedules
150(3)
Preprimary Schedule
150(1)
Kindergarten Schedule
151(1)
First-Grade Schedule
152(1)
Organizing the Children
153(2)
Homogeneous Groups
153(1)
Heterogeneous Groups
153(2)
Summary
155(2)
Promoting Self-Discipline in Children
157(24)
What Children Need to Know
158(1)
What Self-Discipline Is
159(1)
How Self-Discipline Evolves
159(2)
The Earliest Days (No Regulation)
159(1)
Adherence (External Regulation)
159(1)
Identification (Shared Regulation)
160(1)
Internalization (Self Regulation)
161(1)
When the Roots of Self-Discipline Form
161(1)
Degrees of Self-Discipline Among Children and Within the Same Child
161(1)
Developmental Influences on Self-Discipline
162(3)
Emotional Development
162(1)
Cognitive Development
163(2)
Language Development
165(1)
Memory Skills
165(1)
How Experience Influences Self-Discipline
165(2)
Modeling
165(1)
Attribution
166(1)
Instruction
166(1)
Consequences
166(1)
How Adult Discipline Styles Influence Children's Self-Discipline
167(7)
The Uninvolved Teaching Style
167(1)
The Permissive Teaching Style
168(1)
The Authoritarian Teaching Style
168(1)
The Authoritative Teaching Style
169(1)
Adoption of an Authoritative Approach to Child Guidance
169(5)
The Relationship Between Authoritative Teaching and Developmentally Appropriate Practice
174(1)
Authoritative Teaching and the Importance of Teamwork Among Staff
175(1)
Questions Adults Ask About Promoting Self-Discipline in Children
176(3)
Why Can't I Just Say ``No'' and Be Done with It?
176(1)
What If I Am the Only Teacher in the Room?
177(1)
Shouldn't Children Already Know How to Behave by the Time They Get to Kindergarten and First and Second Grade?
177(1)
How Can We Promote Consistency Between the Way Guidance Is Handled in the Early Childhood Setting and How It Is Addressed at Home?
178(1)
What Can Be Done When Conflicts Exist Between the Teacher's and Parents' Approaches to Discipline?
178(1)
What About Sending Rule Violators to the Administrator's Office?
179(1)
Summary
179(2)
Evaluating and Guiding Children's Progress by Using Authentic Assessment
181(24)
The Changing Face of Early Childhood Assessment
182(1)
Responsible Early Childhood Assessment and Evaluation
183(2)
Examining the Evaluator's Subjectivity---Objectivity and Skills
184(1)
Obtaining the Child's Best Response
184(1)
Choosing an Evaluation Setting
184(1)
Determining the Timing of the Evaluation
184(1)
Selecting Data Collection Strategies and Tools
185(1)
Standardized Testing: What Part Should It Play in Evaluating Children's Progress?
185(2)
Placement of Young Children on the Basis of Test Results
187(1)
The Concept of Authentic Assessment
187(1)
Strategies for Authentic Assessment in the Early Childhood Classroom
188(10)
Screening and Readiness Procedures
189(1)
Structured and Nonstructured Observation
189(5)
Oral Reading Tests: Running Records
194(2)
Teacher--Child Miniconferences
196(1)
The Ecomap
196(1)
Self-Appraisal by the Child
197(1)
Organization and Use of Authentic Assessment and Evaluation Data: Portfolios and Student-Led Conferences
198(5)
Portfolios: Matching Assessment with How Children Learn
200(1)
Student-Led Conferences: Bringing Parents and Others into the Process
201(2)
Summary
203(2)
Strengthening Developmentally Appropriate Programs Through Family Involvement
205(30)
The Changing Nature of Family Involvement in Early Childhood Education
206(3)
Children Benefit from Family Involvement
209(1)
Family Members Benefit from Family Involvement
209(1)
Program Benefits from Family Involvement
209(1)
Barriers to Family Involvement
210(1)
Characteristics of Effective Family Involvement
211(3)
Collaboration
212(1)
Variety
212(1)
Intensity
213(1)
Individuation
214(1)
Effective Family Involvement Techniques
214(18)
Establishing Relationships with Families
214(3)
Gathering Information from Families
217(3)
Keeping Families Informed
220(1)
Establishing Two-Way Communication Between Families and the Program
221(5)
Integrating Families into the Program
226(2)
Involving Men in Early Childhood Programs
228(1)
Providing Family Education
229(2)
Facilitating Family-to-Family Support
231(1)
Summary
232(3)
PART 3 THE CURRICULUM
235(164)
The Aesthetic Domain
241(26)
Aesthetics Defined
242(1)
The Arts Defined
243(1)
Scope of This Chapter
243(1)
Aesthetic Education for Young Children
243(2)
Importance of Aesthetic Learning
245(1)
Relationship Between Aesthetic Learning and Knowing
245(3)
Physical Knowledge in Aesthetic Learning
246(1)
Logical-Mathematical Knowledge in Aesthetic Learning
246(1)
Representational Knowledge in Aesthetic Learning
246(1)
Social-Conventional Knowledge in Aesthetic Learning
246(1)
Metacognition in Aesthetic Learning
246(2)
Children's Acquisition of a Fundamental Knowledge Base for Aesthetic Development
248(2)
Development of Aesthetic Preferences
248(1)
Development of Musical Interests
248(1)
Development of Vocal Music (Singing) Behaviors
248(1)
Development of Instrumental Music Interests
249(1)
Development of Creative Movement and Dance Interests
249(1)
Development of Creative Visual Art Expression
249(1)
Development of Enactment or Dramatic Behaviors
250(1)
Aesthetic Learning and the Teacher's Role
250(1)
Current Educational Issues
251(2)
Teaching the Arts Without Special Training
251(2)
Teaching the Arts by Using Adult-Designed Products
253(1)
Responding to Children's Creative Products
253(1)
Goals and Objectives
253(2)
Intermediate Objectives
254(1)
Teaching Strategies
255(6)
Approaches to Teaching the Arts
261(1)
Activity Suggestions
262(3)
Summary
265(1)
Appendix
266(1)
The Affective Domain
267(20)
Children's Developing Self-Awareness and Sense of Competence
268(2)
Children's Acquisition of a Fundamental Knowledge Base for Affective Development
270(1)
Children's Stress Reactions in Response to Overwhelming Emotional Demands
271(1)
Promotion of Healthy Self-Esteem in the Early Learning Environment
272(2)
Variations in Personality Development
274(1)
Current Educational Issues
275(2)
Including Affective Education in the Curriculum
275(1)
Having Professional Competence
275(1)
Debating About Touch in Early Childhood Settings
275(1)
Meeting the Needs of Children with Special Needs
276(1)
Acquiring Self-Esteem: Can It Be Taught or Must It Be Developed?
277(1)
Evaluating Emotional Growth
277(1)
Goals and Objectives
277(1)
Intermediate Objectives
277(1)
Teaching Strategies
278(3)
Activity Suggestions
281(3)
Summary
284(3)
The Cognitive Domain
287(26)
Cognitive Maturation
289(3)
Contributions of Neuroscience to Understanding Children's Cognitive Development
289(3)
Theoretical Contributions of Jean Piaget and Lev Vygotsky
292(3)
Piagetian Characteristics of Preoperational and Concrete Operational Thought
293(1)
Vygotskian Perspectives
294(1)
Children's Acquisition of a Fundamental Knowledge Base for Cognitive Development
295(5)
The Young Child as Scientist
296(3)
The Young Child as Mathematician
299(1)
National Expectations and Standards
300(1)
Current Educational Issues
301(2)
Goals and Objectives
303(2)
Intermediate Objectives for General Cognition
303(1)
Intermediate Objectives for Science
303(1)
Intermediate Objectives for Mathematics
304(1)
Teaching Strategies
305(2)
Activity Suggestions
307(5)
General Cognition Activities
307(1)
Science Activities
308(2)
Mathematics Activities
310(2)
Summary
312(1)
The Language Domain
313(28)
Oral Language Development
314(3)
Red Flags in Speech and Early Language Development
315(2)
Children's Acquisition of Literacy: Connections Among Oral Language, Phonological Awareness, and Emerging Reading
317(6)
Theoretical Perspectives About ``Readiness''
319(2)
Developmentally Appropriate Enhancement of Children's Phonological Awareness
321(1)
A Balanced Literacy Program
322(1)
Integration of Language Experiences Across the Curriculum
323(1)
Current Educational Issues
324(5)
Goals and Objectives
329(2)
Intermediate Objectives for Listening and Viewing
329(1)
Intermediate Objectives for Speaking
329(1)
Intermediate Objectives for Writing
329(1)
Intermediate Objectives for Reading
330(1)
Teaching Strategies
331(3)
Activity Suggestions
334(4)
Listening and Viewing Activities
334(1)
Speaking Activity
335(1)
Writing Activities
336(1)
Reading Activities
337(1)
Summary
338(3)
The Physical Domain
341(30)
Physical Activity
342(12)
Importance of Physical Activity
342(1)
Principles of Motor Development
343(1)
Fundamental Motor Skills
343(1)
Perceptual-Motor Skills
344(4)
Fine-Motor Skills
348(4)
Movement Concepts
352(1)
Physical Activity of Children Who Have Special Needs
353(1)
Health, Safety, and Nutrition
354(4)
Fitness
354(1)
Comprehensive Health Curriculum
355(1)
Selected Health Topics
355(3)
Current Educational Issues
358(3)
Goals and Objectives
361(1)
Intermediate Objectives
361(1)
Teaching Strategies
361(4)
Gross- and Fine-Motor Skills
361(2)
Perceptual-Motor Skills
363(1)
Health, Nutrition, and Safety
364(1)
Activity Suggestions
365(4)
Summary
369(2)
The Social Domain
371(28)
Social Skill Development
373(5)
Children's Friendships
374(3)
Prosocial Behavior: Acting Positively Toward Others
377(1)
Socialization: Children's Behavior and Adult Expectations
378(1)
Social Responsibility
379(3)
Valuing Diversity
379(2)
Becoming Environmentally Aware
381(1)
Social Studies
382(3)
Goals for Social Studies
383(2)
Social Studies in the Classroom
385(1)
Relationship Between the Social Domain and Cognition
385(1)
Current Educational Issues
386(2)
Understanding the Relationship Between Social Development and Social Studies
386(1)
Teaching Peace: The Classroom and Beyond
386(1)
Embracing Diversity: Interpretations and Misinterpretations
386(1)
Determining How the Social Domain Fits into the School Day
387(1)
Goals and Objectives
388(1)
Intermediate Objectives
388(1)
Teaching Strategies
388(3)
Activity Suggestions
391(5)
Summary
396(3)
PART 4 INTEGRATING CURRICULUM
399(60)
Integrating Curriculum Through Pretend and Construction Play
401(30)
Characteristics of Play
402(12)
Elements of Pretend Play
403(1)
Types of Pretend Play
404(3)
Construction Play
407(1)
Types of Construction Projects
408(1)
Comparison of Construction and Other Related Activities
409(2)
Construction and Materials of Choice
411(1)
Independence of Materials from the Ideas They Represent
411(1)
Individual Differences in Children's Pretend and Construction Play
412(2)
Pretend and Construction Play Across the Curriculum and in Development
414(5)
Cognitive Domain
415(1)
Aesthetic Domain
415(1)
Affective Domain
416(1)
Language Domain
416(1)
Physical Domain
417(1)
Social Domain
417(2)
Integration of Multiple Domains
419(1)
Teachers' Questions Regarding Pretend and Construction Play
419(5)
Promotion of Play Skills
424(4)
Customary Strategies to Enhance Play
425(3)
Summary
428(3)
Integrating Curriculum by Using Themes and Projects
431(28)
What Theme Teaching Is
432(1)
How Themes Contribute to Children's Concept Development
433(1)
Conceptual Development
433(1)
Link Between Concepts and Themes
433(1)
Additional Benefits for Children
433(1)
Teachers' Benefits
434(1)
Program Effects
434(1)
Focusing on Content
435(1)
Focusing on Process
435(1)
Integrating Content and Process
435(1)
Negative Aspects of Theme Teaching
435(2)
Principles of Effective Theme Teaching
437(1)
How to Create Thematic Units
437(15)
Exploring Sources of Ideas
437(1)
Considering Essential Theme Criteria
438(2)
The Project Approach
440(2)
Creating an Information Base
442(1)
Developing Activity Ideas
442(1)
Making a Plan
443(1)
Implementing the Theme
444(3)
Adapting ``Apples in the School Yard'': An Apple Theme
447(5)
Common Questions About Themes and Projects
452(5)
Must Every Activity Relate to the Theme?
452(1)
How Long Does a Typical Thematic Unit or Project Last?
452(1)
Is There a Difference Between Planning Themes for 3- and 4-Year-Olds and Planning Themes for 6- to 8-Year-Olds?
452(1)
How Do I Use Themes and Projects with So Much Required Content to Cover?
453(1)
Is Repeating a Theme Ever Appropriate During the Year?
454(1)
What About Repeating Themes from One Program Level to the Next?
454(1)
Is There One Best Way to Cover Particular Concepts?
454(1)
What About Having All My Themes and Projects Revolve Around Holidays?
455(1)
How Do I Know That Children Are Developing More Sophisticated, Complex Concepts?
456(1)
Summary
457(2)
Appendix: Sample Lesson Plans459(8)
References467(18)
Name Index485(6)
Subject Index491
Alice Phipps Whiren is a professor in the Department of Family and Child Ecology, College of Human Ecology, Michigan State University.

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