Rent 9780135026038 | Case Studies in Early Childhood Education : Implementing Developmentally Appropriate Practices | Ozretich, Rachel; Burt, Linda; Doescher, Susan M.; Foster, Martha @knetbooks.com

Summary Table of Contents Author Biography

Developmentally appropriate practice is defined by the NAEYC as teachers making decisions about the well-being and education of children based on at least three kinds of information: What is known about child-development and learning What is known about the strengths, interests, and needs of each individual in the group Knowledge of the social and cultural contexts in which children live Both experienced and pre-service teachers need to follow these guidelines to ensure that they are supplying programs that promote the development and enhance t... MORE

Matrix of Cases	p. x
Caring for Infants	p. 1
Mason in Two Different Environments (Infants)	p. 5
Helping Jack be Mobile (Toddlers)	p. 8
Jack's First Day in Family Child Care	p. 8
Using Assessment to Observe Jack	p. 9
Conferencing with Emily, Jack's Mother	p. 10
Implementing the Plan	p. 12
Edward and Keon Invent a Game (Toddlers)	... MOREp. 13
Audrey Chooses Different Boots (2 Years)	p. 14
Nurturing Connections in Rafael's New World (2 Years)	p. 16
Rafael's First Day	p. 16
Rafael's Second Day	p. 18
The Library Construction Project (2 Years, First Grade)	p. 20
A Project Emerges for the Meadow Room	p. 20
A Project Emerges for the First Grade	p. 22
Observing Stephen's Aggression (3 Years)	p. 24
"I'm Sorry" (3 Years)	p. 27
Learning to Climb (3-5 Years)	p. 31
Natural Settings: "Does It Tickle?" (3-5 Years)	p. 33
The ABC Train (3-5 Years)	p. 36
How a Child-Centered Environment Nurtures Maya, a Child with Down Syndrome (3-5 Years)	p. 41
Understanding Maya and Recalling Earlier Challenges	p. 41
Curriculum That Helps Maya Progress	p. 43
From Home to Preschool (3-5 Years)	p. 48
The Initial Home Visit	p. 48
Plans for the Initial Classroom Visit at Open House	p. 49
The Open House, Tuesday, 6:30-7:30 p.m.	p. 50
Preparing for the First Day at School	p. 53
The First Day of School	p. 53
Problem Solving and the Blocks (3-5 Years)	p. 55
Robert and the Garage	p. 55
Knocking Down the Blocks	p. 57
Elena's Fears and How She Learns from New Experiences (3-5 Years)	p. 59
Familiar Experiences with Animals	p. 59
Observing Elena	p. 61
The Petting Fair Preview	p. 62
Brent and Cory Need Extra Help (3-5 Years)	p. 64
Mean Talk	p. 64
Separate Classrooms	p. 66
Heather Learns Through Play (3-5 Years)	p. 68
Emiliana's First Report of Child Abuse (3-5 Years)	p. 71
An Activity Close to Amanda's Heart (4-5 Years)	p. 74
Favorite Childhood School Memories	p. 74
Amanda's Plan	p. 75
Amanda Confers with Hana	p. 76
Amanda's Teaching Day	p. 77
Debriefing with Hana	p. 78
Observation Reveals the Issue (4-5 Years)	p. 80
Productive Play with Fairy Dust (Kindergarten)	p. 83
Helping Julian Adjust (Kindergarten)	p. 86
What Is Going on with Julian?	p. 86
Talking with Julian's Mother	p. 88
Using the Information to Help Julian	p. 89
Sharing Akil's Work Sample (Combined First-Second Grade)	p. 91
Why Won't Luke Finish His Work? (First Grade)	p. 93
A Parent's Visit	p. 93
Observing Luke and His Classroom	p. 95
Meeting with Taylor	p. 97
Friday's Meeting	p. 99
Immediate Changes	p. 101
Meeting Again with Elizabeth	p. 102
Why Dante Succeeds in Second Grade (Second Grade)	p. 104
Dante's Family Is Concerned	p. 104
Dante's Parents Observe	p. 108
Involving Children (Second Grade)	p. 116
William and Nashawna and the Ocean Animals Project	p. 116
William Leads a Family Conference	p. 121
Lecia and the Standardized Tests (Third Grade)	p. 125
Glossary	p. 132
Table of Contents provided by Ingram. All Rights Reserved.

Martha Foster is teaching classes for the Education/Child and Family Studies Department of Linn-Benton Community College in Albany, Oregon.

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