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Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (with MyEducationLab)

by: Kostelnik, Marjorie J.; Soderman, Anne K.; Whiren, Alice P.

Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (with MyEducationLab)

by: Kostelnik, Marjorie J.; Soderman, Anne K.; Whiren, Alice P.

ISBN 13:
9780132390934
ISBN 10:
0132390930
Edition: 4th
Format: Package
Copyright: 01/01/2011
Publisher: Pearson College Div
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Summary

This text brings together the best information available on creating an integrated, holistic approach to curriculum and instruction for children age 3 to 8 in child care, preschool, and early elementary grade settings. Provides Comprehensive Coverage in Teaching Students How to Plan and Implement Developmentally Appropriate, Integrated Curriculum bull; bull;Addresses all aspects of classroom life, including childrenrs"s development and learning, adult roles, creating physical and social environments, guiding childrensrs" behavior, teaching and learning within multiple domains, classroom management, assessment, and involving families. bull;Core curricular chapters include an overview, common issues, goals and objectives, teaching strategies, and many activity suggestions. bull;Provides opportunities for readers to develop materials for a professional portfolio. bull;Reinforces understanding of material with new "Practice for Your Certification or Licensure Exam" assessment items. Takes a Developmental Approach Curriculum chapters are organized by developmental/curricular domains: aesthetic, affective, cognitive, language, physical, and social. This ensures that childrenrs"s developmental needs are met while also addressing appropriate learning expectations for young children. Incorporates Standards bull; bull;New "Consult the Standards" tables and application activities at the END of each chapter help students understand where to find learning standards and provide concrete opportunities to use them in planning curriculum. bull;Goals and Objectives presented in domain chapters are based on developmental research and on a variety of national standards. Integrates Diversity Throughout bull; bull;Content, vignettes, and examples reflect all types of diversity: socioeconomic, ability, cultural, ethnic, linguistic, and gENDer. bull;Boxed "Examples of involving children with special needs" show teachers how to make adaptations. Instructor Resources include Online Test Bank, Test Management software, PowerPoint Slides, WebCT and Blackboard cartridges, and an Online Instructorrs"s Manual (with Classroom Observation tool for students in field placements and a Lesson Plan Grading Checklist).

Introduction

(10)

Part 1 Foundations of Early Childhood Education

(48)

Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children

(18)

Why Is There a Need for DAP?

(1)

The Early Childhood Profession Responds

(1)

What It Means to Be Developmentally Appropriate

(2)

DAP Is Age Appropriate

(1)

DAP Is Individually Appropriate

(1)

DAP Is Socially and Culturally Appropriate

(1)

The Essence of Developmental Appropriateness

(1)

General Practices Typically Associated with DAP

(2)

It Requires Judgment to Determine Developmental Appropriateness

(1)

DAP Has Historic Roots

(2)

There Is Empirical Support for Developmentally Appropriate Programs

(1)

Let Us Consider Diversity

(1)

DAP Programs Vary in Structure and Content

(1)

DAP Is Adaptable Across Program Settings

(1)

DAP Is Adaptable Across Curriculum Models

(1)

The High/Scope Approach to Early Childhood Education

(2)

Origins

(1)

Central Principles

(1)

Where Readers Can Find Out More

(1)

The Reggio Emilia Approach to Early Childhood Education

(2)

Origins

(1)

Goals

(1)

Content/Focus

(1)

Methods

(1)

Role of the Teacher

(1)

Role of the Children

(1)

Assessment

(1)

Where Readers Can Find Out More

(1)

The DAP Debate

(1)

What Does the DAP Debate Mean for Early Childhood Practitioners?

(1)

Implications of DAP for Professional Practice

(1)

Summary

(1)

Applying What You've Read in This Chapter

(1)

Practice for Your Certification or Licensure Exam

(1)

Teaching and Learning in Developmentally Appropriate Programs

(28)

Early Childhood Educators Need to Know About Child Development and Learning

(7)

Children Develop Holistically

(1)

Child Development Occurs in an Orderly Sequence

(1)

Child Development Proceeds at Varying Rates Within and Among Children

(1)

Children Are Active Learners

(1)

Children's Learning Is Influenced by Maturation

(1)

Children's Learning Is Influenced by Environment

(1)

Children's Learning Styles Differ

(1)

Children Learn Through a Combination of Physical Experience, Social Interaction, and Reflection

(1)

Children Learn Through Play

(1)

Practical Implications

(2)

Early Childhood Educators Need to Know About Effective Teaching Strategies

(1)

Which Teaching Strategies Are Best?

(1)

Common Teaching Strategies

(8)

Sensory Engagement

(1)

Environmental Cues

(1)

Task Analysis

(1)

Chaining and Successive Approximation

(1)

Scaffolding

(1)

Guided Practice

(1)

Invitations

(1)

Behavior Reflections

(1)

Paraphrase Reflections

(1)

Modeling

(1)

Effective Praise

(1)

Telling, Explaining, and Informing

(1)

Do-It Signals

(1)

Challenges

(1)

Questions

(1)

Silence

(1)

The Cycle of Learning

(2)

Phases in the Cycle of Learning

(2)

Linking the Cycle of Learning to Teaching

(1)

Accommodating the Needs of Individual Children

(1)

Timing

(1)

Teaching in the Zone of Proximal Development

(1)

Early Childhood Educators Need to Know About Content

(2)

Addressing Content in Early Childhood Education

(1)

Benefits of Standards

(1)

Challenges in Using Standards

(1)

Too Many Standards

(1)

Scattered Standards

(1)

Standards That Are Inappropriate for Young Children or an Individual Child

(1)

Standards Implemented in Lockstep Fashion

(1)

Addressing the Challenges

(2)

Summary

(1)

Applying What You've Read in This Chapter

(1)

Practice for Your Certification or Licensure Exam

(2)

Part 2 Setting the Stage for Learning

(156)

Planning and Implementing Effective Small-Group Activities

(24)

Why Plan?

(1)

Characteristics of Effective Planning

(1)

Teachers as Planners

(2)

Teachers as Diagnosticians

(1)

Teachers as Designers

(1)

Teachers as Organizers

(1)

Teachers as Evaluators

(1)

Teachers as Writers

(1)

Planning Basics

(1)

Creating Developmentally Appropriate Plans

(4)

Domain

(1)

Activity Name

(1)

Goal

(1)

Objectives

(1)

Content

(1)

Materials

(1)

Procedures

(1)

Simplifications

(1)

Extensions

(1)

Evaluation

(1)

Aligning All the Parts of the Lesson Plan

(1)

Using Principles of Developmental Direction to Enhance Your Planning

(3)

Known to Unknown

(1)

Self to Other

(1)

Whole to Part

(1)

Concrete to Abstract

(1)

Enactive to Symbolic Representation

(1)

Exploratory to Goal Directed

(1)

Less Accurate to More Accurate

(1)

Simple to Complex

(1)

Applying the Principles of Developmental Direction to Your Plans

(1)

Common Activities in Early Childhood Programs

(6)

Exploratory Play

(1)

Guided Discovery

(1)

Problem Solving

(1)

Discussions

(1)

Demonstrations

(1)

Direct Instruction

(2)

Making and Implementing Plans

(1)

Summary

(1)

Applying What You've Read in This Chapter

(1)

Practice for Your Certification or Licensure Exam

(2)

Planning and Implementing Effective Group-Time Activities

(22)

Planning Effective Group Times

(2)

The Opening

(1)

The Body

(1)

The Closing

(1)

Group-Time Transitions

(1)

Writing Group-Time Plans

(1)

Group-Time Preparations and Strategies

(3)

Location

(1)

Focus

(1)

Pace and Variety

(1)

Materials

(1)

Preparation

(1)

Active Involvement

(1)

Group-Time Teaching Methods

(1)

Preparing Other Adults to Support Group-Time Learning

(1)

Variations on Traditional Group Times

(4)

Greeting Time

(1)

Planning Time

(1)

Storytelling Time

(1)

Music Time

(1)

Read-Aloud Time

(1)

Class Meetings

(1)

Brainstorming Groups

(1)

Minilessons

(1)

Author's Chair

(1)

Reporting Time

(1)

Common Questions Practitioners Ask About Group Time

(2)

Adaptation of Whole-Group Instruction for Children of Different Ages and Abilities

(3)

Pitfalls to Avoid During Group-Time Planning

101

(2)

Failing to Prepare Adequately

101

(1)

Relying on Whole-Group Instruction to Meet Goals Better Addressed in Smaller Groups

101

(1)

Selecting Inappropriate Materials

102

(1)

Incorporating Too Many Routinized Activities

102

(1)

Waiting Too Long to Engage Children in Active Learning

102

(1)

Allowing Group Time to Go on Too Long

103

(1)

Summary

103

(1)

Applying What You've Read in This Chapter

104

(1)

Practice for Your Certification or Licensure Exam

104

(3)

Organizing Space, Materials, and Time

107

(34)

Organizing the Physical Environment

108

(4)

Safety

108

(1)

Comfort

108

(1)

Space

109

(1)

Sound

110

(1)

Equipment and Material Size

111

(1)

Mobility

111

(1)

Attractiveness

111

(1)

Storage

112

(1)

Why Use Learning Centers?

112

(1)

Characteristics of Effective Early Childhood Learning Centers

113

(2)

Examples of Centers

115

(5)

Language Arts Center

115

(1)

Creative Arts and Construction Center

116

(1)

Science and Collections Center

116

(1)

Math and Manipulative Materials Center

116

(1)

Blocks Center

117

(1)

Pretend-Play Center

117

(1)

Large-Group Center

118

(1)

Sand and Water Centers

118

(1)

Outdoor Nature Center

119

(1)

Commercial Playground Centers

119

(1)

Other Centers

120

(1)

Dealing with Implementation Issues

120

(7)

Getting Started

120

(1)

Structuring Self-Sustaining Centers

120

(1)

Deciding How Many Centers to Make Available

121

(1)

Monitoring Children's Use of Centers

121

(1)

Evaluating Skill Development

122

(1)

Using Learning Centers Intermittently in a Traditional Classroom

123

(1)

Organizing Physical Space in the Classroom

124

(1)

Organizing Outdoor Environments

124

(3)

Adjusting the Physical Environment

127

(2)

Adding to the Environment

127

(1)

Removing Something from the Environment

128

(1)

Altering the Environment

128

(1)

Selecting Materials for Each Curricular Domain

129

(1)

General Guidelines for the Selection and Use of Materials

129

(2)

Provide for Firsthand Experiences with Real Things

129

(1)

Provide Complete, Safe, and Usable Materials

130

(1)

Provide Literacy-Related Materials in All Centers

130

(1)

Provide Materials That Represent the Diversity of the United States and Most Particularly the Diversity of the Local Community

130

(1)

Demonstrate the Proper Use of Materials and Equipment

130

(1)

Purchase Sturdy, High-Quality Equipment and Materials

130

(1)

Demonstrate the Proper Care and Storage of Materials and Supervise Children as They Take on Organizational Tasks

131

(1)

Give Reasons for the Standards You Set for Children's Use of Materials

131

(1)

Using the Same Materials for Many Purposes

131

(1)

Creating a Daily Schedule

131

(4)

Routines

132

(1)

Pace

132

(1)

Variety

132

(2)

Balance

134

(1)

Adapting a Schedule That Works for Your Children

134

(1)

Integration

134

(1)

Schedule Preparation: A Guide

134

(1)

Schedule Implementation

135

(1)

Sample Schedule

135

(4)

Preprimary Schedule

135

(1)

Kindergarten Schedule

136

(1)

First-Grade Schedule

137

(2)

Summary

139

(1)

Applying What You've Read in This Chapter

139

(1)

Practice for Your Certification or Licensure Exam

140

(1)

Child Guidance in Early Childhood Classrooms

141

(24)

What Children Need to Know

142

(1)

What Self-Discipline Is

143

(1)

How Self-Discipline Evolves

144

(2)

The Earliest Days (No Regulation)

144

(1)

Adherence (External Regulation)

144

(1)

Identification (Shared Regulation)

145

(1)

Internalization (Self-Regulation)

145

(1)

Degrees of Self-Discipline Among Children and Within the Same Child

146

(1)

Developmental Influences on Self-Discipline

146

(3)

Emotional Development

146

(1)

Cognitive Development

147

(1)

Language Development

148

(1)

Memory Skills

149

(1)

How Experience Influences Self-Discipline

149

(1)

Modeling

149

(1)

Instruction

149

(1)

Consequences

150

(1)

How Adult Discipline Styles Influence Children's Self-Discipline

150

(7)

The Uninvolved Discipline Style

151

(1)

The Permissive Discipline Style

151

(1)

The Authoritarian Discipline Style

152

(1)

The Authoritative Discipline Style

152

(1)

Adoption of an Authoritative Approach to Child Guidance

152

(5)

The Relation Between Authoritative Teaching and DAP

157

(1)

Authoritative Teaching and the Importance of Teamwork Among Staff

158

(1)

Questions Adults Ask About Promoting Self-Discipline in Children

159

(2)

Isn't Just Saying ``No'' Faster and Therefore Better?

159

(1)

What If I Am the Only Teacher in the Room?

159

(1)

Shouldn't Children Already Know How to Behave by the Time They Get to Kindergarten and First and Second Grade?

159

(1)

How Can We Promote Consistency Between the Way Guidance Is Handled in the Early Childhood Setting and How It Is Addressed at Home?

160

(1)

What Can Be Done When Conflicts Exist Between the Teacher's and Parents' Approaches to Discipline?

161

(1)

Summary

161

(1)

Applying What You've Read in This Chapter

162

(1)

Practice for Your Certification or Licensure Exam

163

(2)

Evaluating and Guiding Children's Progress by Using Authentic Assessment

165

(22)

The Changing Face of Early Childhood Assessment

166

(1)

Responsible Early Childhood Assessment and Evaluation

167

(1)

Examining the Evaluator's Subjectivity-Objectivity and Skills

167

(1)

Obtaining the Child's Best Response

167

(1)

Choosing an Evaluation Setting

168

(1)

Determining the Timing of the Evaluation

168

(1)

Selecting Data Collection Strategies and Tools

168

(1)

Standardized Testing: What Part Should It Play in Evaluating Children's Progress?

168

(2)

Placement of Young Children on the Basis of Test Results

170

(1)

The Concept of Authentic Assessment

170

(1)

Strategies for Assessment in the Early Childhood Classroom

171

(11)

Screening and Readiness Procedures

172

(1)

Structured and Nonstructured Observation

172

(5)

Oral Reading Tests: Running Records

177

(2)

Teacher-Child Miniconferences

179

(1)

The Ecomap

180

(1)

Self-Appraisal by the Child

181

(1)

Organization and Use of Authentic Assessment and Evaluation Data: Portfolios and Student-Led Conferences

182

(3)

Portfolios: Matching Assessment with How Children Learn

182

(1)

Student-Led Conferences: Bringing Parents and Others into the Process

183

(2)

Summary

185

(1)

Applying What You've Read in This Chapter

185

(1)

Practice for Your Certification or Licensure Exam

186

(1)

Strengthening Developmentally Appropriate Programs Through Family Involvement

187

(28)

The Changing Nature of Family Involvement in Early Childhood Education

188

(3)

Barriers to Family Involvement

191

(1)

Characteristics of Effective Family Involvement

192

(3)

Collaboration

192

(1)

Variety

193

(1)

Intensity

193

(1)

Individuation

194

(1)

Effective Family Involvement Techniques

195

(18)

Establishing Relationships with Families

195

(3)

Gathering Information from Families

198

(1)

Keeping Families Informed

199

(3)

Establishing Two-Way Communication Between Families and the Program

202

(5)

Integrating Families into the Program

207

(2)

Involving Men in Early Childhood Programs

209

(2)

Providing Family Education

211

(1)

Facilitating Family-to-Family Support

212

(1)

Summary

213

(1)

Applying What You've Read in This Chapter

213

(1)

Practice for Your Certification or Licensure Exam

214

(1)

Part 3 The Curriculum

215

(162)

The Aesthetic Domain

221

(28)

Aesthetics Defined

222

(1)

The Arts Defined

222

(1)

Scope of This Chapter

223

(1)

Aesthetic Education for Young Children

223

(2)

Importance of Aesthetic Learning

225

(1)

Relationship Between Aesthetic Learning and Knowing

225

(3)

Physical Knowledge Through Aesthetic Activities

225

(1)

Logical-Mathematical Knowledge Through Aesthetic Activities

226

(1)

Representational Knowledge Through Aesthetic Activities

226

(1)

Social-Conventional Knowledge Through Aesthetic Activities

226

(1)

Metacognition in Aesthetic Learning

226

(2)

Children's Acquisition of a Fundamental Knowledge Base for Aesthetic Development

228

(4)

Development of Aesthetic Preferences

228

(1)

Development of Musical Interests

229

(1)

Development of Vocal Music (Singing) Behaviors

229

(1)

Development of Instrumental Music Interests

229

(1)

Development of Creative Movement and Dance Interests

229

(1)

Development of Visual Art Expression

230

(1)

Development of Enactment or Dramatic Behaviors

231

(1)

Aesthetic Learning and the Teacher's Role

232

(1)

Current Educational Issues

232

(3)

Teaching the Arts Without Special Training

232

(1)

Teaching the Arts by Using Adult-Designed Products

233

(1)

Responding to Children's Creative Products

233

(2)

Purpose and Goals

235

(1)

Purpose

235

(1)

Goals

235

(1)

Teaching Strategies

235

(5)

Pitfalls to Avoid

240

(1)

Don't Focus on Making a Model When Demonstrating

240

(1)

Don't Hurry Children into Making a Product

240

(1)

Don't Waste Children's Time

241

(1)

Avoid Overdirecting

241

(1)

Don't Reinforce Only a Realistic Approach

241

(1)

Approaches to Teaching the Arts

241

(1)

Activity Suggestions

242

(4)

Summary

246

(1)

Applying What You've Read in This Chapter

246

(1)

Practice for Your Certification or Licensure Exam

247

(2)

The Affective Domain

249

(20)

Children's Developing Self-Awareness and Sense of Competence

250

(2)

Children's Acquisition of a Fundamental Knowledge Base for Affective Development

252

(1)

Children's Stress Reactions in Response to Overwhelming Emotional Demands

253

(1)

Promotion of Healthy Self-Esteem in the Early Learning Environment

254

(2)

Current Educational Issues

256

(2)

Including Affective Education in the Curriculum

256

(1)

Potential Lack of Professional Competence

256

(1)

Debating About Touch in Early Childhood Settings

257

(1)

Meeting the Needs of Children with Special Needs

257

(1)

Acquiring Self-Esteem: Can It Be Taught or Must It Be Developed?

258

(1)

Evaluating Emotional Growth

258

(1)

Purpose and Goals for Affective Development

258

(1)

Purpose

258

(1)

Goals

258

(1)

Affective Teaching Strategies

259

(3)

Activity Suggestions

262

(4)

Summary

266

(1)

Applying What You've Read in This Chapter

266

(1)

Practice for Your Certification or Licensure Exam

267

(2)

The Cognitive Domain

269

(26)

Cognitive Maturation

270

(4)

Contributions of Neuroscience to Understanding Children's Cognitive Development

270

(3)

Brain to Mind: Neural Development and Cognitive Processing

273

(1)

Children's Acquisition of a Fundamental Knowledge Base for Cognitive Development

274

(7)

The Young Child as Scientist

276

(4)

The Young Child as Mathematician

280

(1)

National Expectations and Standards

281

(2)

Current Educational Issues

283

(1)

Purpose and Goals for the Cognitive Domain

284

(2)

Purpose

284

(1)

Goals for Science and Other Cognitive Functions

284

(1)

Goals for Mathematics and Other Cognitive Functions

285

(1)

Teaching Strategies

286

(2)

Activity Suggestions

288

(5)

Summary

293

(1)

Applying What You've Read in This Chapter

293

(1)

Practice for Your Certification or Licensure Exam

294

(1)

The Language Domain

295

(24)

Oral Language Development

296

(2)

Red Flags in Early Speech and Language Development

297

(1)

Children's Acquisition of Literacy: Connections Among Oral Language, Phonological and Phonemic Awareness, and Emerging Reading and Writing

298

(5)

Enhancing and Scaffolding Children's Emerging Literacy

300

(2)

A Balanced Literacy Program

302

(1)

Integration of Language Experiences Across the Curriculum

303

(1)

Current Educational Issues

304

(3)

Purpose and Goals for the Language Domain

307

(2)

Purpose

307

(1)

Goals

307

(2)

Teaching Strategies

309

(4)

Activity Suggestions

313

(3)

Summary

316

(1)

Applying What You've Read in This Chapter

317

(1)

Practice for Your Certification or Licensure Exam

318

(1)

The Physical Domain

319

(30)

Physical Activity

320

(11)

Importance of Physical Activity

320

(1)

Principles of Motor Development

321

(1)

Fundamental Motor Skills

321

(3)

Perceptual-Motor Skills

324

(2)

Fine-Motor Skills

326

(4)

Movement Concepts

330

(1)

Physical Activity of Children Who Have Special Needs

330

(1)

Health, Safety, and Nutrition

331

(2)

Fitness

331

(2)

Comprehensive Health Curriculum

333

(1)

Selected Health Topics

333

(1)

Current Educational Issues

333

(5)

Educational Standards

338

(1)

Purpose and Goals

338

(1)

Purpose

338

(1)

Goals

338

(1)

Teaching Strategies

339

(3)

Gross- and Fine-Motor Skills

339

(1)

Perceptual-Motor Skills

340

(1)

Health, Nutrition, and Safety

341

(1)

Activity Suggestions

342

(4)

Summary

346

(1)

Applying What You've Read in This Chapter

346

(1)

Practice for Your Certification or Licensure Exam

347

(2)

The Social Domain

349

(28)

Social Skill Development

351

(5)

Children's Friendships

352

(3)

Prosocial Behavior: Acting Positively Toward Others

355

(1)

Socialization: Children's Behavior and Adult Expectations

356

(1)

Social Responsibility

356

(4)

Celebrating Diversity

357

(2)

Becoming Environmentally Aware

359

(1)

Social Studies

360

(3)

Standards and Goals for Social Studies

360

(1)

The Relationship Between Social Studies Standards/Themes and Traditional Subject Matter

360

(1)

Social Studies in the Classroom

361

(2)

Relationship Between the Social Domain and Cognition

363

(1)

Current Educational Issues

363

(2)

Understanding the Relation Between Social Development and Social Studies

363

(1)

Teaching Peace: The Classroom and Beyond

363

(1)

Embracing Diversity: Interpretations and Misinterpretations

364

(1)

Determining How the Social Domain Fits into the School Day

364

(1)

Purpose and Goals

365

(1)

Purpose

365

(1)

Goals

365

(1)

Teaching Strategies

366

(2)

Activity Suggestions

368

(5)

Summary

373

(1)

Applying What You've Read in This Chapter

374

(1)

Practice for Your Certification or Licensure Exam

375

(2)

Part 4 Integrating Curriculum

377

(58)

Integrating Curriculum Through Pretend and Construction Play

379

(30)

Characteristics of Play

380

(12)

The Play Frame

380

(1)

Elements of Pretend Play

381

(2)

Types of Pretend Play

383

(2)

Construction Play

385

(1)

Types of Construction Projects

386

(1)

Comparison of Construction and Other Related Activities

387

(2)

Construction and Materials of Choice

389

(1)

Independence of Materials from the Ideas They Represent

389

(1)

Individual Differences in Children's Pretend and Construction Play

390

(2)

Pretend and Construction Play Across the Curriculum and in Development

392

(3)

Cognitive Domain

392

(1)

Aesthetic Domain

393

(1)

Affective Domain

393

(1)

Language Domain

394

(1)

Physical Domain

394

(1)

Social Domain

395

(1)

Integration of Multiple Domains

395

(2)

Teachers' Questions Regarding Pretend and Construction Play

397

(4)

Promotion of Play Skills

401

(5)

Customary Strategies to Enhance Play

402

(4)

Summary

406

(1)

Applying What You've Read in This Chapter

406

(1)

Practice for Your Certification or Licensure Exam

407

(2)

Integrating Curriculum by Using Themes and Projects

409

(26)

Defining Themes and Projects

410

(1)

How Themes and Projects Contribute to Children's Concept Development

410

(1)

Conceptual Development

410

(1)

Link Between Concepts and Themes/Projects

411

(1)

Additional Benefits for Children

411

(1)

Teachers' Benefits

411

(1)

Program Effects

412

(1)

Focusing on Content

412

(1)

Focusing on Process

413

(1)

Integrating Content and Process

413

(1)

Pitfalls in Theme Teaching

413

(1)

Principles of Effective Theme Teaching

414

(1)

How to Create Thematic Units

414

(14)

Sources of Ideas

414

(1)

Considering Essential Theme Criteria

415

(4)

Creating an Information Base

419

(1)

Developing Activity Ideas

419

(1)

Making a Plan

420

(1)

Implementing the Theme

421

(3)

Adapting ``Apples in the Schoolyard'': An Apple Theme

424

(4)

Common Questions About Themes and Projects

428

(5)

Must Every Activity Relate to the Theme or Project?

428

(1)

How Long Does a Typical Thematic Unit or Project Last?

429

(1)

Is There a Difference Between Planning Themes for 3- and 4-Year-Olds and Planning Themes for 6- to 8-Year-Olds?

429

(1)

How Do I Use Themes and Projects with So Much Required Content to Cover?

430

(1)

What About Repeating Themes?

430

(1)

How Can I Document Children's Participation in Themes and Projects?

431

(1)

What About Having All My Themes and Projects Revolve Around Holidays?

431

(2)

How Do I Know That Children Are Developing More Sophisticated, Complex Concepts?

433

(1)

Summary

433

(1)

Applying What You've Read in This Chapter

433

(1)

Practice for Your Certification or Licensure Exam

434

(1)

Appendix A Sample Lesson Plans

435

(8)

Appendix B Field Trips

443

(3)

Appendix C The Big, Big Turnip

446

(1)

References

447

(14)

Name Index

461

(6)

Subject Index

467

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Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (with MyEducationLab)

Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (with MyEducationLab)

9780132390934

0132390930

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Amazon no longer offers textbook rentals. We do!

Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (with MyEducationLab)

Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (with MyEducationLab)

9780132390934

0132390930

Summary

Table of Contents

Supplemental Materials

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