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Early Childhood Curriculum : Developmental Bases for Learning and Teaching

ISBN: 9780137585175 | 0137585179
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 6/1/1998

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SummaryTable of Contents
This text is appropriate for Early Childhood Curriculum. Courses in Early Childhood Departments, Elementary Education Departments and Departments of Child and Family Studies. Using a thematic-integrated approach, this book addresses the need for present and future teachers to understand the benefits of developmentally appropriate curriculums and the role of the child's development in the curriculum. This practical text combines theory with practice by providing concrete examples of how to plan meaningful activity for children from infancy through age eight, in child care, pre school, and primary school settings. Current trends and issues are discussed throughout the text to keep students abreast of the latest thinking in early childhood curriculum development.
CHAPTER ONE The Changing Role of the Teacher in Developing Curriculum for Diverse Populations
1(24)
Conditions that Have Curriculum Implications for Early Childhood Programs
4(11)
... MORE
The Diversity of Children Enrolled in Early Childhood Programs
4(11)
The Complex Nature of Settings for Early Childhood Programs
15(3)
Public School Programs
15(1)
Nonpublic School Programs
16(1)
Head Start
16(1)
Child-Care Programs
17(1)
Continuing Complexity in Preschool Programs
17(1)
The Changing Role of the Teacher in Developing Curriculum for Early Childhood Programs
18(3)
The Role of the Teacher in Developing Curriculum for Diverse Populations
18(2)
The Role of the Teacher in Involving Parents in Curriculum Development
20(1)
The Role of the Teacher in Addressing Conflicts between Theory and Practice in Curriculum Development
21(1)
Summary
21(1)
Study Questions
22(3)
CHAPTER TWO Historical and Theoretical Bases for Appropriate Programs in Early Childhood Settings
25(26)
Historical Roots of Early Childhood Education
26(11)
Rural Schools
26(1)
The Evolution of Early Childhood Education
27(2)
The Progressive Era
29(2)
Nursery School and Child-Care Movements
31(1)
The Influence of Maria Montessori
31(1)
Urbanization of Public Schools
32(1)
A Period of Innovation: The 1950s and 1960s
32(1)
The Evolution of Early Childhood Programs for Populations at Risk
33(3)
Early Childhood Programs for Children with Disabilities
36(1)
Intervention and Compensatory Programs in the 1960s and 1970s
36(1)
Theoretical Bases of Development
37(7)
Maturational Theory
38(1)
Psychoanalytic Theory
39(1)
Psychosocial Theory
39(2)
Behaviorist Theory
41(1)
Social Learning Theory
42(1)
Cognitive-Developmental Theory/Constructivism
42(2)
Early Childhood Curriculum Practices Today: Historical Influences Revisited
44(4)
The Expanding Role of Early Childhood Education
45(1)
Parental Interest in Learning in the Early Childhood Years
45(1)
Expansion of Child Care
46(1)
Expansion of Preschool Programs in Public Schools
47(1)
Summary
48(1)
Study Questions
49(2)
CHAPTER THREE The Need for Quality Programs in Early Childhood Settings
51(24)
A Contemporary Understanding of Early Childhood Education
52(2)
Evolving Issues Leading to Inappropriate Practices
54(4)
The Impact of Educational Reform on Early Childhood Curriculum
54(1)
Inappropriate Practices in Early Childhood Education
55(3)
A Response to Curriculum Reform: DAP
58(8)
Guidelines for DAP
58(1)
Issues and Concerns Related to DAP
59(7)
Providing Quality Programs for All Types of Early Childhood Education
66(5)
Refining Developmentally Appropriate Practices
66(1)
Designing an Inclusive Theory of Development
67(1)
Applying Classical Theories
67(2)
Theory and Cultural Relevance: Ecological Theory
69(2)
Gardner's Theory of Intelligence
71(1)
Sorting Out the Issues
71(2)
Early Childhood Education as One Comprehensive Program
71(1)
Acceptance of the Continuity of Development at all Levels of Early Childhood
71(1)
Understanding Diversity in Development
72(1)
Appropriate Instruction in Early Childhood Classrooms
72(1)
Summary
73(1)
Study Questions
73(2)
CHAPTER FOUR Developmental Characteristics of Young Children from Birth to Eight Years: Implications for Learning
75(38)
Birth to Two Years: The Sensorimotor Stage
76(4)
Cognitive Development
76(1)
Physical Development
77(1)
Language Development
77(1)
Social-Emotional Development
77(3)
Characteristics and Competencies: Birth to Six Months
80(1)
Characteristics and Competencies: Six to Twelve Months
80(3)
Characteristics and Competencies: Twelve to Eighteen Months
83(2)
Characteristics and Competencies: Eighteen to Twenty-Four Months
85(3)
Infant and Toddler Development: Implications for Learning
88(1)
Ages Two to Five: The Preoperational Stage
89(4)
Cognitive Development
89(1)
Physical Development
90(1)
Language Development
91(1)
Social-Emotional Development
92(1)
Characteristics and Competencies: Two to Five Years
93(3)
Development in the Preschool Years: Implications for Learning
96(8)
Five to Eight Years: The Transition from Preoperations to Concrete Operations
104(4)
Cognitive Development
105(1)
Physical Development
106(1)
Language Development
106(1)
Social-Emotional Development
107(1)
Characteristics and Competencies: Five to Eight Years: Implications for Learning and Instruction
108(1)
Cognitive Development
108(1)
Physical Development
108(1)
Social-Emotional Development
109(1)
Summary
109(2)
Study Questions
111(2)
CHAPTER FIVE Organizing Infant-Toddler Programs
113(30)
The Evolution of Infant-Toddler Programs
114(9)
Infants and Toddlers prior to the Twentieth Century
114(1)
Infants and Toddlers in the Twentieth Century
115(4)
Infant-Toddler Programs Today
119(4)
Considerations for Developing Models for Infant-Toddler Programs
123(1)
Theoretical Bases for Infant-Toddler Programs
123(1)
Approaches for Infant-Toddler Programs
124(1)
Characteristics of a Quality Infant-Toddler Model
124(16)
The Role of Quality Caregivers
125(1)
The Role of the Environment
125(1)
The Role of Play
126(4)
The Role of Routines
130(1)
The Role of Parents
131(1)
Planning and Managing Infant-Toddler Developmental Experiences
132(3)
The Role of Thematic Curriculum for Infants and Toddlers
135(1)
The Role of Evaluation in Infant-Toddler Programs
135(5)
Summary
140(2)
Study Questions
142(1)
CHAPTER SIX Infant-Toddler Curriculum: Birth to Age Two
143(36)
Curriculum for Physical Development
144(7)
Nurturing Physical Development in Infants and Toddlers
144(7)
Curriculum for Cognitive Development
151(8)
Nurturing Cognitive Development in Infants and Toddlers
151(8)
Curriculum for Language Development
159(8)
Nurturing Language Development in Infants and Toddlers
159(8)
Curriculum for Social Development
167(5)
Nurturing Social Development in Infants and Toddlers
167(5)
Curriculum for the Expressive Arts
172(5)
Nurturing Expressive Arts in Infants and Toddlers
172(5)
Summary: A Word of Caution
177(2)
CHAPTER SEVEN A Developmental Model for Preschool Programs
179(36)
How Does a Model of Early Childhood Education Evolve?
180(3)
The Historical Heritage
180(1)
The Differences between Theory and Practice
181(2)
Considerations for Developing a Model for Preschool Education
183(8)
The Process of Cognitive Development Revisited
183(1)
Characteristics of a Quality Developmental Model
184(7)
Planning and Managing Instruction
191(18)
Understanding Developmental-Thematic Curriculum
192(2)
Roles of Developmental-Thematic Curriculum
194(1)
Designing Developmental-Thematic Curriculum Units
195(12)
Implementing Developmental-Thematic Curriculum
207(2)
The Role of Evaluation in Preschool Programs
209(3)
Evaluation of Child Development and Learning
209(1)
Evaluation of Children in Preschool Programs
210(1)
Evaluation of Program Components
211(1)
Summary
212(1)
Study Questions
213(2)
CHAPTER EIGHT Preschool Curriculum: Ages Three to Five: Language and Cognitive Development
215(50)
Curriculum for Language Development
216(4)
How Young Children Develop Language
216(4)
Planning for Language Development
220(3)
Goals for Language Development
220(2)
The Role of Play in Language Development
222(1)
The Role of the Teacher in Language Development
222(1)
Designing Curriculum for Language Development
223(3)
Experiences that Promote Expressive Language
223(2)
Experiences that Promote Receptive Language
225(1)
Developing Foundations for Literacy
226(12)
Resolving the Conflict between Reading Readiness and Emergent Literacy
226(1)
The Role of the Environment in Emergent Literacy
227(2)
Emergent Writing
229(5)
Emergent Reading
234(4)
Designing Language Curriculum for Children with Disabilities
238(1)
Curriculum for Cognitive Development
239(8)
How Young Children Develop Concepts
240(1)
Planning for Cognitive Development
241(1)
Approaches to Organizing Instruction for Cognitive Development
242(1)
Goals for Cognitive Development
243(1)
The Role of the Teacher in Cognitive Development
244(2)
The Role of the Environment and Play in Cognitive Development
246(1)
Designing Curriculum for Cognitive Development
247(10)
The Integrated Curriculum for Language and Cognitive Development
257(5)
Using Children's Literature as a Focus for Integrated Curriculum
258(1)
Using Thematic Units as a Focus for Integrated Curriculum
258(1)
Activities for a Unit on Seeds
258(4)
Designing Cognitive Curriculum for Children with Disabilities
262(1)
Summary
263(1)
Study Questions
264(1)
CHAPTER NINE Preschool Curriculum: Ages Three to Five: Social and Physical Development
265(38)
Curriculum for Social Development
266(20)
Understanding Social Development
266(1)
Life Changes that Affect Social Development
267(2)
Planning for Social Development
269(3)
The Role of Play in Social Development
272(1)
The Role of the Environment in Social Development
273(1)
The Role of the Teacher in Social Development
274(1)
Designing Curriculum for Social Development
275(2)
Designing Curriculum for Social Science
277(3)
Designing Integrated Curriculum in Social Science
280(1)
Designing Integrated Curriculum for Children's Life Changes
280(6)
Curriculum for Physical Development
286(5)
Understanding Physical Development
286(1)
Planning for Physical Development
287(1)
The Role of Play in Physical Development
288(1)
The Role of the Environment in Physical Development
289(1)
The Role of the Teacher in Physical Development
290(1)
Designing Curriculum for Physical Development
291(9)
The Integrated Curriculum for Physical Development
292(7)
Designing Physical Development Activities for Children with Disabilities
299(1)
Summary
300(1)
Study Questions
301(2)
CHAPTER TEN A Model for Programs for Children Ages Five to Eight
303(38)
The Significance of Developmental Changes in the Primary Grades
304(2)
Physical Development
304(1)
Cognitive Development
305(1)
Social and Emotional Development
305(1)
The Role of Play in the Primary Grades
306(1)
Describing Appropriate Curriculum for Children Ages Five to Eight
307(1)
Describing Curriculum for Continuing Developmental Needs
307(2)
The Ungraded Primary: A Model for Children Ages Five to Eight
309(4)
The British Infant School Model
311(1)
Team Teaching
312(1)
Multiage Grouping
312(1)
Characteristics of the Ungraded Primary Model
313(2)
Ungraded Classrooms
313(1)
Developmental Curriculum
313(1)
Integrated Curriculum
313(1)
Systematic Instruction
314(1)
Cooperative Learning Groups
314(1)
Peer Teaching
315(1)
Planning and Managing Instruction
315(18)
The Role of the Environment
315(2)
Designing Thematic Curriculum
317(11)
Implementing Thematic Curriculum
328(2)
Incorporating Systematic Instruction
330(3)
The Role of Evaluation in Kindergarten and Primary Grades
333(4)
The Purposes of Evaluation in Kindergarten and Primary Grades
333(4)
Summary
337(1)
Study Questions
338(3)
CHAPTER ELEVEN The Transitional Curriculum: Ages Five to Eight: Language Arts, Mathematics, and Science
341(56)
Curriculum for Language Arts
342(21)
The Continuing Process of Language Development
343(1)
Addressing the Language Needs of Diverse Speakers
344(1)
Designing Curriculum for Language Development
345(3)
The Continuing Process of Literacy Development
348(2)
The Language Arts Program for Children Ages Five to Eight
350(6)
Organizing the Language Arts Program
356(6)
Accommodating the Learning Differences of Students with Special Needs
362(1)
Curriculum for Mathematics
363(14)
Trends and Issues in Mathematics
365(1)
Planning the Mathematics Program
365(4)
Organizing the Mathematics Program
369(1)
Designing Curriculum for the Mathematics Program
370(7)
Accommodating Learning Differences among Students
377(1)
Curriculum for Science
377(12)
How Young Children Learn about Science
378(1)
Trends and Issues in Science
379(1)
Planning the Science Program
380(1)
The Role of the Environment
381(2)
The Role of the Teacher
383(1)
Organizing the Science Program
383(2)
Designing Curriculum for the Science Program
385(3)
Integrated Experiences that Promote Science
388(1)
Integrating Curriculum in Language Arts, Mathematics, and Science
389(4)
Summary of Activities
393(1)
Summary
393(2)
Study Questions
395(2)
CHAPTER TWELVE The Transitional Curriculum: Ages Five to Eight: Social Studies and Physical Education
397(26)
Curriculum for Social Studies
398(14)
Social Development for Ages Five to Eight
398(2)
Activities for Nurturing Continued Social Development
400(1)
Social Studies Curriculum in Kindergarten and the Primary Grades
401(1)
Goals for Social Studies
401(3)
Designing Curriculum for Social Studies
404(6)
Designing Integrated, Thematic Units in Social Studies
410(2)
Curriculum for Physical Education
412(8)
Physical Development of Children Ages Five to Eight
412(1)
Planning for Physical Development
413(2)
Designing Curriculum for Physical Development and Education
415(2)
The Integrated Curriculum for Physical Development
417(3)
Summary
420(1)
Study Questions
421(2)
CHAPTER THIRTEEN Teaching in the Real World
423(8)
Beth
424(1)
Renee
425(1)
Yolanda
425(1)
Susan
426(1)
Rollo and Nancy
426(1)
Gladys
426(1)
Hector
427(1)
Loretta
427(1)
Loisa
428(3)
APPENDIX A Preschool Unit: Seeds431(10)
APPENDIX B Preschool Unit: Farm Animals441(10)
APPENDIX C Kindergarten-Primary Unit: If You Give a Mouse a Cookie451(10)
APPENDIX D Primary Unit: Alexander and the Terrible, Horrible, No Good, Very Bad Day461(8)
References469(20)
Name Index489(6)
Subject Index495

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