Rent 9780205491452 | Introduction to Early Childhood Education : Preschool Through Primary Grades

Summary Table of Contents

Using reader-friendly, readable language, Jo Ann Brewer demonstrates how to integrate developmentally appropriate practice into the early childhood curriculum. The extensive coverage of curriculum, particularly early literacy and language, is a hallmark of this popular text. "Explains how to design developmentally appropriate curriculum for early education." "Integrates the NAEYC standards" "Current and future early childhood educators"

"This bookrs"s chapters are the perfect match for the content we think is essen... MOREtial to introduce in our entry-level class. They each are wonderfully written for a beginning early childhood education student to familiarize themselves with appropriate choices for curriculum, center design, and instructional strategies." shy;Kathryn Lilie Jenkins, University of Houston "This text is an amazingly comprehensive book! The writing is clear and easy to read. The topics covered are all the important ones and they are well organized. I am very impressed and congratulate the author on doing such a fine job!" Ann M. Bingham-Newman, California State University-Los Angeles "I like this textbook a great deal. The continuing focus on DAP builds the studentsrs" ls"dependencers" on it as a source for guidance in teaching. The focus on NAEYC guidance also helps students recognize the significance of professional organizations." Linda Peacock, Southwest Missouri State University This popular resource is a thorough examination of day-to-day aspects of standards-based, developmentally appropriate teaching of young children. Using student-friendly, readable language, Jo Ann Brewer demonstrates how to integrate developmentally appropriate practice into the early childhood curriculum. The extensive coverage of curricula, particularly early literacy and language, is a hallmark of this book. Unlike other books in the market, there is a strong focus on diversity, students with special needs, and real-world experience from teachers currently in the classroom. New to This Edition Key term lists added to the beginning of each chapter identify important concepts discussed in text and appear with definitions in the end-of-book glossary. All new Learning Plans provide step-by-step procedures for lessons and projects that can be done in the classroom. Topics include teaching measurement, creating class cookbooks, and more. Throughout the chapter, marginal icons pointing to relevant text are correlated by number to the standards of the National Association for the Education of Young Children (NAEYC). Chapters in Part II, Content-Area Curriculum, incorporate student achievement standards advocated by the most prominent professional organizations for each discipline. Integrating the Curriculum, with a new theme of "Spaces," demonstrates how teachers can use a common theme when teaching multiple content areas. New annotated website addresses in the margins provide students opportunity to use the Internet to further explore content discussed in the chapters. Praxis icons appear in the margin to help readers think about how the t

This book is a thorough examination of day�to-day aspects of standards-based, developmentally appropriate teaching of young children.

�

Using student-friendly, readable language, Jo Ann Brewer demonstrates how to integrate developmentally appropriate practice into the early childhood curriculum. The extensive coverage of curriculum, particularly early literacy and language, is a hallmark of this popular book. There is also a heavy focus on diversity, special needs students, and real-world experience from teachers currently in the classroom.

... MORE

Features	p. xv
Preface	p. xvii
Foundations of Early Childhood Learning	p. 1
Young Children Growing, Thinking, and Learning	p. 2
Developmentally Appropriate Practice	p. 4
Theories of Development	p. 5
Behaviorist Theory	p. 6
Maturationist Theory	p. 7
Constructivist Theory	p. 8
Multiple Intelligences Theory	p. 10
Social Learning Theory	p. 12
Ecological Systems Theory	p. 13
Theoretical Influences on Teaching	p. 13
Theoretical Influences on Observations	p. 15
Children's Development	p. 15
Physical Development	p. 15
Social Development	p. 20
Emotional Development	p. 27
Intellectual Development	p. 29
Child Development and Curriculum Planning: An Example	p. 33
Children With Special Needs	p. 35
Celebrating Diversity	p. 35
Summary	p. 36
Reflections	p. 36
Explorations and Activities	p. 37
Designing Schools for Young Children	p. 38
Early Schools for Young Children	p. 40
Key People in Early Childhood Education	p. 40
Other Influential People in Early Childhood Education	p. 44
Changes in Early Childhood Education	p. 46
The Child-Care Movement	p. 46
Kindergarten	p. 46
Head Start	p. 47
Programs for Children with Special Needs	p. 47
Early Intervention Programs	p. 49
Contemporary Models of Early Childhood Programs	p. 49
The Montessori Model	p. 50
The Behaviorist Model	p. 57
The Constructivist Model	p. 60
Summaries and Comparisons	p. 69
Research on Program Models	p. 70
Children With Special Needs	p. 72
Celebrating Diversity	p. 73
Summary	p. 73
Reflections	p. 74
Explorations and Activities	p. 75
Creating an Environment for Learning	p. 76
Planning a Learning Environment	p. 78
Structuring the Physical Environment	p. 79
Room Arrangement	p. 80
Physical Climate	p. 82
Assessing the Environment	p. 83
Instructional Materials	p. 85
Learning Areas	p. 87
Beginning the Year	p. 94
Managing Learning Areas	p. 94
Planning the Outdoor Environment	p. 96
Planning for Safety-Inside and Out	p. 98
Children With Special Needs	p. 101
Celebrating Diversity	p. 102
Summary	p. 102
Reflections	p. 103
Explorations and Activities	p. 103
Planning Learning Activities	p. 104
Curriculum Design	p. 106
Curriculum Organization	p. 108
Developmentally Appropriate Curriculum	p. 108
Rationale for an Integrated Curriculum	p. 110
Selecting a Theme	p. 111
Implementing the Theme	p. 112
Evaluating the Theme	p. 114
Learning Plans	p. 116
Mandated Lessons and Goals	p. 118
Multicultural Education and Antibias Curriculum	p. 119
Computers in Early Childhood Programs	p. 122
Teaching and Learning with Computers	p. 124
Young Children Online	p. 126
Scheduling	p. 128
Details of the Schedule	p. 129
Simplifying Routines	p. 133
Adapting the Schedule	p. 133
Kindergarten: Half-Day, Full-Day, and Alternate-Day Programs	p. 134
Other Scheduling Issues	p. 134
Children With Special Needs	p. 135
Celebrating Diversity	p. 136
Summary	p. 137
Reflections	p. 138
Explorations and Activities	p. 139
Play: Learning at Its Best	p. 140
Defining Play	p. 142
Types of Play	p. 142
Characteristics of Play	p. 142
Levels of Play	p. 144
Purposes of Play	p. 148
Intellectual Development	p. 148
Social and Emotional Development	p. 150
Physical Development	p. 150
Development of Play Behaviors	p. 151
Infancy	p. 151
Preschool	p. 151
Early Primary Grades	p. 151
Middle Childhood	p. 152
Play in School Settings	p. 153
Roles of the Teacher	p. 156
Play in Primary Classrooms	p. 157
Benefits of Play at School	p. 158
Selecting Materials for Play	p. 159
Play as a Teaching Strategy	p. 160
Communicating the Benefits of Play	p. 162
Play and Academic Learning	p. 164
Outdoor Play	p. 167
Children With Special Needs	p. 168
Celebrating Diversity	p. 170
Summary	p. 171
Reflections	p. 172
Explorations and Activities	p. 172
Guiding Behavior	p. 174
Defining Discipline, Punishment, and Guidance	p. 176
Punishment	p. 177
Guidance	p. 177
Planning for Guidance in the Classroom	p. 178
Preventing Behavior Problems	p. 180
Strategies for Guiding Behavior	p. 186
Teaching Skills and Behaviors	p. 186
Guiding Groups	p. 188
Making Guidance Decisions	p. 190
Behavior-Management Systems	p. 192
Assertive Discipline	p. 192
Glasser Model	p. 195
Ginott Model	p. 195
Dreikurs Model	p. 195
Assessing Behavior-Management Systems	p. 196
Children With Special Needs	p. 197
Celebrating Diversity	p. 198
Summary	p. 198
Reflections	p. 199
Explorations and Activities	p. 199
Assessment and Reporting	p. 200
Defining Assessment and Testing	p. 202
Types of Assessment	p. 203
Types of Tests	p. 203
Testing Young Children	p. 204
High-Stakes Testing	p. 205
No Child Left Behind (NCLB) Act	p. 206
Strategies for Assessment	p. 207
Tallies	p. 207
Running Narratives or Logs	p. 208
Incident Records	p. 208
Narratives	p. 209
Anecdotal Records	p. 210
Checklists and Rating Scales	p. 213
Records of Conversations, Conferences, and Interviews	p. 214
Rubrics	p. 215
Parent Questionnaires	p. 217
Self-Evaluations	p. 217
Organizing Assessment Data	p. 217
Portfolios	p. 219
Reporting Assessment Data	p. 223
Report Cards	p. 223
Conferences	p. 225
Student-Led Conferences	p. 228
Narrative Reports	p. 228
Telephone Calls	p. 229
Casual Conversations	p. 229
Newsletters	p. 229
Videotapes	p. 229
Evaluating Assessment and Reporting	p. 229
Program Assessment	p. 230
Children With Special Needs	p. 231
Celebrating Diversity	p. 232
Summary	p. 233
Reflections	p. 234
Explorations and Activities	p. 234
Working with Parents and Paraprofessionals	p. 236
Parent Involvement	p. 238
Realities of Parent-Teacher Relationships	p. 238
Implications for Teachers	p. 239
Encouraging Parent Involvement	p. 240
Strategies for Teachers and Schools	p. 240
Parent Roles	p. 242
Activities for Involving Parents	p. 244
Communicating with Parents	p. 246
School Handbooks	p. 246
Home Visits	p. 247
Parent Visits to School	p. 248
Letters and Notes	p. 251
Telecommunication	p. 252
Community Resources	p. 253
Volunteers in the Classroom	p. 253
Working with Paraprofessionals	p. 256
Children With Special Needs	p. 260
Celebrating Diversity	p. 262
Summary	p. 262
Reflections	p. 263
Explorations and Activities	p. 263
The Curriculum Chapters	p. 265
Celebrating the Magic of Language	p. 266
Defining Language	p. 268
Characteristics of Language	p. 268
Systems of Language	p. 268
Learning Language	p. 271
Sequence of Language Development	p. 272
Theoretical Models of Language Learning	p. 273
Teaching Language	p. 276
Creating an Effective Environment	p. 276
Standards for Language Development	p. 282
Observing Language Learners	p. 283
Providing Activities That Encourage Language Growth	p. 283
Children With Special Needs	p. 289
Celebrating Diversity	p. 293
Summary	p. 299
Reflections	p. 301
Explorations and Activities	p. 301
Developing Literacy	p. 302
Defining Literacy	p. 304
Teacher Qualities That Support Literacy	p. 304
Evaluating the Research	p. 304
Understanding How Literacy Develops	p. 305
Standards for Reading Teachers	p. 309
Program Elements That Support Literacy	p. 309
Goals for Literacy Instruction	p. 311
Standards for Literacy Development	p. 312
Providing a Supportive Classroom Environment	p. 314
Oral Language and Listening Skills	p. 315
Music as a Literacy Activity	p. 316
Reading Aloud and Storytelling	p. 317
Learning about Print	p. 319
Attending to Sound	p. 319
Presenting Selected Text	p. 324
Commercial Programs for Literacy Instruction	p. 326
Helping All Children Feel Successful as Literacy Learners	p. 327
Learning to Write	p. 329
Development of Writing	p. 329
Conventions of Written Language	p. 334
The Writing Process with Young Children	p. 335
Assessing the Development of Literacy	p. 337
Observing Oral Language	p. 337
Observing Writing	p. 337
Determining Knowledge of Books and Print	p. 339
Observing Reading	p. 339
Children With Special Needs	p. 340
Celebrating Diversity	p. 341
Summary	p. 345
Reflections	p. 345
Explorations and Activities	p. 346
Manipulation and Discovery through Mathematics	p. 348
Defining Mathematics	p. 350
Learning Mathematics	p. 350
Teaching Mathematics	p. 352
Standards for Mathematics Education	p. 353
The Strand Model	p. 354
Materials for Mathematics Instruction	p. 372
Manipulates	p. 372
Calculators and Computers	p. 374
Integrating Mathematics into the Curriculum	p. 374
Mathematics and Play	p. 374
Mathematics and Literacy	p. 376
Mathematics and Literature	p. 378
Assessment of Mathematics	p. 378
Children With Special Needs	p. 380
Celebrating Diversity	p. 381
Summary	p. 382
Reflections	p. 383
Explorations and Activities	p. 383
Manipulation and Discovery through Science	p. 384
Defining Science	p. 386
Learning Science	p. 386
Manipulation, Observation, and Discovery	p. 386
The Scientific Process	p. 388
Teaching Science	p. 391
Ensuring Safety	p. 392
Teaching Basic Concepts and Encouraging Positive Attitudes	p. 393
Planning the Sequence of Activities	p. 393
Standards for Science Education	p. 395
Integrating Science into the Curriculum	p. 405
Science and Literacy	p. 407
Children With Special Needs	p. 410
Celebrating Diversity	p. 411
Summary	p. 411
Reflections	p. 412
Explorations and Activities	p. 412
Encouraging the Creative Arts	p. 414
The Importance of Arts Experiences	p. 416
Goals of Arts Education	p. 417
Standards for Arts Education	p. 419
Visual Arts	p. 419
Stages in Development	p. 420
Goals of Visual Arts Experiences	p. 422
Standards for Visual Arts Education	p. 424
Suggested Visual Arts Experiences	p. 425
Art versus Craft Activities	p. 427
Music	p. 428
Goals of a Music Program	p. 429
Standards for Music Education	p. 430
Singing	p. 431
Playing Instruments	p. 433
Listening Experiences	p. 434
Approaches to Music Instruction	p. 434
Movement and Dance	p. 436
Movement Experiences	p. 436
Dance Education	p. 437
Standards for Dance Education	p. 437
Drama	p. 438
Encouraging Drama	p. 439
Standards for Drama Education	p. 440
Roles of Specialists	p. 441
Assessing Experiences in the Arts	p. 442
Integrating the Arts into the Curriculum	p. 443
Children With Special Needs	p. 445
Celebrating diversity	p. 448
Summary	p. 450
Reflections	p. 450
Explorations and Activities	p. 451
Living Together: The Social Studies	p. 452
Defining Social Studies	p. 454
Learning Social Studies	p. 455
A Constructivist View	p. 455
Teaching Social Studies	p. 456
Multiple Views of the Social Studies Curriculum	p. 456
Current Expectations	p. 461
Standards for Social Studies Education	p. 462
Planning Social Studies Experiences	p. 464
Integrating Social Studies into the Curriculum	p. 468
Social Studies Themes	p. 470
Celebrating Holidays	p. 472
Children With Special Needs	p. 477
Celebrating Diversity	p. 477
Summary	p. 478
Reflections	p. 479
Explorations and Activities	p. 479
Promoting Wellness: Physical Education and Health, Nutrition, and Safety Education	p. 480
Physical Education	p. 482
Encouraging Motor Development	p. 482
Goals of Physical Development Programs	p. 484
Standards for Physical Education	p. 486
Physical Education Activities	p. 487
Health, Nutrition, and Safety Education	p. 490
Health Education	p. 490
Nutrition Education	p. 494
Safety Education	p. 498
Integrating Physical Education and Health, Nutrition, and Safety Education into the Curriculum	p. 503
Children With Special Needs	p. 504
Celebrating Diversity	p. 505
Summary	p. 506
Reflections	p. 507
Explorations and Activities	p. 507
Glossary	p. 509
Resources for Further Reading	p. 515
Children's Books	p. 523
References	p. 526
Index	p. 545
Table of Contents provided by Ingram. All Rights Reserved.

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