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Early Childhood Curriculum : Developmental Bases for Learning and Teaching

ISBN: 9780130914248 | 013091424X
Edition: 3rd
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2002

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SummaryTable of Contents
With its chronological approach from infancy through Grade 3, this text directly ties curriculum to the understanding of child development. Key changes to this edition include o the addition of instructional strategies for meeting standards o information on how teachers can address increased demands for accountability and maintain a quality program o expanded content on integrating the curriculum o a focus on balanced literacy o new discussions on factors that put children at risk
Appropriate for undergraduate cour... MORE
The Changing Role of the Teacher in Developing Curriculum for Diverse Populations
1(22)
Introduction
2(1)
Who are the Ch... MORE
2(11)
Children in Early Childhood Programs Are Diverse
2(5)
Early Childhood Programs and At-Risk Learners
7(6)
The Complex Nature of Settings for Early Childhood Programs
13(5)
Public School Programs
14(1)
Nonpublic School Programs
15(1)
Continuing Complexity in Preschool Programs
16(2)
The Changing Role of the Teacher in Developing Curriculum for Early Childhood Programs
18(2)
The Role of the Teacher in Developing Curriculum for Diverse Populations
18(1)
Multicultural Curriculum
18(1)
Curriculum for Children from Diverse Family Environments
19(1)
Curriculum for Children with Special Needs
19(1)
The Role of the Teacher in Involving Parents in Curriculum Development
19(1)
The Role of the Teacher in Addressing Conflicts Between Theory and Practice in Curriculum Development
20(1)
Summary
20(1)
Study Questions
21(2)
Historical and Theoretical Bases for Appropriate Programs in Early Childhood Settings
23(26)
Historical Roots of Early Childhood Education
24(11)
Rural Schools
24(1)
The Evolution of Early Childhood Education
25(2)
The Progressive Era
27(1)
Nursery School and Child Care Movements
28(1)
The Influence of Maria Montessori
29(1)
Urbanization of Public Schools
29(1)
A Period of Innovation: The 1950s and 1960s
30(1)
The Evolution of Early Childhood Programs for Populations at Risk
31(1)
African American Education
32(1)
Latino Education
32(1)
Native American Education
33(1)
Minority Education During Depression and War Years
33(1)
Early Childhood Programs for Children with Disabilities
33(1)
Intervention and Compensatory Programs in the 1960s and 1970s
34(1)
Theoretical Bases of Development
35(7)
Maturational Theory
35(1)
Psychoanalytic Theory
36(1)
Behaviorist Theory
37(2)
Social Learning Theory
39(1)
Cognitive-Developmental Theory/Constructivism
39(3)
Early Childhood Curriculum Practices Today: Historical Influences Revisited
42(4)
The Expanding Role of Early Childhood Education
43(1)
Parental Interest in Learning in the Early Childhood Years
43(1)
Expansion of Child Care
44(1)
Expansion of Preschool Programs in Public Schools
45(1)
Summary
46(2)
Study Questions
48(1)
The Need for Quality Programs in Early Childhood Education
49(30)
Introduction
50(1)
Challenges to Quality in Early Childhood Programs
50(1)
Goals for Quality Early Childhood Programs
51(3)
Staff Training, Licensing, and Funding
51(1)
Characteristics of Quality Programs
52(2)
How Classical and Contemporary Theories Inform Quality Early Childhood Programs
54(4)
Applying Classical Theories
54(2)
Theory and Cultural Relevance: Ecological Theory
56(1)
Gardner's Theory of Intelligence
56(2)
Models of Quality Early Childhood Programs
58(17)
Developmentally Appropriate Practices (DAP)
58(6)
High/Scope Curriculum
64(3)
Reggio Emilia
67(5)
The Project Approach
72(3)
Summary
75(2)
Study Questions
77(2)
Developmental Characteristics of Young Children from Birth to 8 Years: Implications for Learning
79(36)
Birth to 2 Years: The Sensorimotor Stage
80(3)
Cognitive Development
80(1)
Physical Development
81(1)
Language Development
81(1)
Social-Emotional Development
81(2)
Characteristics and Competencies: Birth to 6 Months
83(1)
Characteristics and Competencies: 6 to 12 Months
84(3)
Characteristics and Competencies: 12 to 18 Months
87(1)
Characteristics and Competencies: 18 to 24 Months
87(2)
Infant and Toddler Development: Implications for Learning
89(3)
Ages 2 to 5: The Preoperational Stage
92(4)
Cognitive Development
92(1)
Physical Development
93(1)
Language Development
93(1)
Social-Emotional Development
94(2)
Characteristics and Competencies: 2 to 5 Years
96(2)
Development in the Preschool Years: Implications for Learning
98(9)
Age 5 to 8 Years: The Transition from Preoperations to Concrete Operations
107(4)
Cognitive Development
108(1)
Physical Development
109(1)
Language Development
109(1)
Social-Emotional Development
110(1)
Characteristics and Competencies in Children Ages 5 to 8 Years: Implications for Learning and Instruction
111(1)
Cognitive Development
111(1)
Physical Development
111(1)
Social-Emotional Development
112(1)
Summary
112(1)
Study Questions
113(2)
Organizing Infant-Toddler Programs
115(32)
The Evolution of Infant-Toddler Programs
116(9)
Infants and Toddlers Prior to the Twentieth Century
116(1)
Infants and Toddlers in the Twentieth Century
117(4)
Infants- and Toddlers Today
121(4)
Considerations for Developing Models for Infant-Toddler Programs
125(2)
Theoretical Bases for Infant-Toddler Programs
125(2)
Characteristics of a Quality Infant-Toddler Model
127(17)
The Role of Quality Caregivers
127(1)
The Role of the Environment
127(2)
The Role of Play
129(3)
The Role of Routines
132(2)
The Role of Parents
134(2)
Planning and Managing the Infant-Toddler Developmental Experiences
136(2)
The Role of Thematic Curriculum for Infants and Toddlers
138(1)
The Role of Assessment in Infant-Toddler Programs
139(5)
Summary
144(1)
Study Questions
145(2)
Infant-Toddler Curriculum: Birth to Age 2
147(36)
Curriculum for Physical Development
148(7)
Nurturing Physical Development in Infants and Toddlers
148(7)
Curriculum for Cognitive Development
155(8)
Nurturing Cognitive Development in Infants and Toddlers
155(8)
Curriculum for Language Development
163(8)
Nurturing Language Development in Infants and Toddlers
163(8)
Curriculum for Social Development
171(5)
Nurturing Social Development in Infants and Toddlers
171(5)
Curriculum for the Expressive Arts
176(4)
Nurturing Expressive Arts Development in Infants and Toddlers
176(4)
Summary: A Word of Caution
180(3)
A Developmental Model for Preschool Programs
183(34)
Introduction
183(1)
The Difference Between Theory and Practice
183(2)
Considerations for Developing a Model for Preschool Education
185(2)
Principles of Child Development
185(1)
Balanced Curriculum
186(1)
Parent, Teacher, and Child Relationships
186(1)
Assessment and Accountability
187(1)
Diversity in Children and Families
187(1)
Characteristics of a Quality Developmental Model
187(8)
Developmentally Appropriate Practices (DAP): Using Principles of Development
189(1)
The Inclusive Classroom
190(1)
The Culturally Responsive Classroom
191(1)
The Integrated Classroom
191(1)
The Teacher's Role
191(1)
The Role of the Environment
192(1)
The Role of Play
193(1)
The Role of the Daily Schedule
194(1)
Planning and Managing Instruction
195(17)
Understanding Developmental-Thematic Curriculum
196(1)
Roles of Developmental-Thematic Curriculum
197(1)
Designing Developmental-Thematic Curriculum Units
198(13)
Implementing Developmental-Thematic Curriculum
211(1)
Arranging the Environment
211(1)
The Role of Assessment in Preschool Programs
212(3)
Assessment of Child Development and Learning
212(1)
Assessment of Children in Preschool Programs
213(1)
Assessment of Program Components
214(1)
Summary
215(1)
Study Questions
215(2)
Preschool Curriculum: Ages 3 to 5: Language and Cognitive Development
217(48)
Introduction
218(1)
Curriculum for Language Development
218(4)
How Young Children Develop Language
218(1)
Forms of Language
219(1)
Language Differences in the Preschool Years
220(2)
Planning for Language Development
222(3)
The Role of Play in Language Development
222(1)
The Role of Teacher in Language Development and Literacy
223(1)
The Role of Parents in Language Development
223(1)
The Role of Environment in Language Development and Literacy
224(1)
Designing Curriculum for Language Development
225(2)
Experiences That Promote Expressive Language
225(2)
Experiences That Promote Receptive Language
227(1)
Developing Foundations for Literacy
227(3)
Resolving the Issues in Beginning Literacy Instruction
228(1)
What Does the Young Child Need to Know to Develop Literacy?
228(2)
Goals for Literacy
230(7)
Emergent Writing
230(5)
Emergent Reading
235(2)
Designing Language Curriculum for Children with Disabilities and Language Differences
237(4)
Curriculum for Cognitive Development
241(6)
How Young Children Develop Concepts
242(1)
Planning for Cognitive Development
242(2)
Goals for Cognitive Development: Mathematics and Science
244(1)
The Role of the Teacher in Cognitive Development
245(1)
The Role of the 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)
Preschool Curriculum: Ages 3 to 5: Social and Physical Development
265(36)
Curriculum for Social Development
266(17)
Understanding Social Development
266(1)
Life Changes That Affect Social Development
266(2)
Planning for Social Development
268(2)
Goals for Social Science
270(2)
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(1)
Designing Curriculum for Social Science
276(1)
Designing Integrated Curriculum in Social Science
277(5)
Designing Integrated Curriculum for Children's Life Changes
282(1)
Curriculum for Physical Development
283(8)
Understanding Physical Development
285(2)
Planning for Physical Development
287(1)
The Role of Play in Physical Development
287(1)
The Role of Environment in Physical Development
288(1)
The Role of the Teacher in Physical Development
289(2)
Designing Curriculum for Physical Development
291(7)
The Integrated Curriculum for Physical Development
294(3)
Designing Physical Development Activities for Children with Disabilities
297(1)
Summary
298(1)
Study Questions
299(2)
A Model for Programs for Children Ages 5 to 8
301(38)
The Significance of Developmental Changes in the Primary Grades
302(2)
Physical Development
302(1)
Cognitive Development
303(1)
Social and Emotional Development
303(1)
The Role of Play in the Primary Grades
304(1)
Describing Appropriate Curriculum for Children Ages 5 to 8
305(1)
Describing a Curriculum for Continuing Developmental Needs
305(2)
The Upgraded Primary: A Model for Children Ages 5 to 8
307(4)
The British Infant School Model
309(1)
Team Teaching
309(1)
Multiage Grouping
310(1)
Characteristics of the Ungraded Primary Model
311(1)
Ungraded Classrooms
311(1)
Developmental Curriculum
311(1)
Integrated Curriculum
311(1)
Systematic Instruction
311(1)
Cooperative Learning Groups
312(1)
Peer Teaching
312(1)
Planning and Managing Instruction
312(19)
The Role of the Environment
313(1)
Designing Thematic Curriculum
314(12)
Implementing Thematic Curriculum
326(3)
Incorporating Systematic Instruction
329(2)
The Role of Assessment in Kindergarten and Primary Grades
331(4)
The Purposes of Assessment in Kindergarten and Primary Grades
331(4)
Summary
335(1)
Study Questions
336(3)
The Transitional Curriculum: Ages 5 to 8: Language Arts, Mathematics, and Science
339(50)
Curriculum for Language Arts
340(19)
The Continuing Process of Language Development
341(1)
Addressing the Language Needs of Diverse Speakers
341(2)
Designing Curriculum for Language Development
343(1)
Cooperative Learning Groups
344(2)
The Continuing Process of Literacy Development
346(1)
The Language Arts Program for Children Ages 5 to 8
346(6)
Organizing the Language Arts Program
352(1)
Content-Area Grouping
353(5)
Accommodating the Learning Differences of Students with Special Needs
358(1)
Curriculum for Mathematics
359(13)
Trends and Issues in Mathematics
360(4)
Organizing the Mathematics Program
364(4)
Designing Curriculum for the Mathematics Program
368(3)
Accommodating Learning Differences Among Students
371(1)
Curriculum for Science
372(9)
How Young Children Learn About Science
372(1)
Trends and Issues in Science
373(1)
Planning the Science Program
374(1)
Incorporating the Science Process
375(1)
The Role of the Environment
375(1)
The Role of the Teacher
376(1)
Organizing the Science Program
377(1)
Designing Curriculum for the Science Program
378(2)
Integrated Experiences That Promote Science
380(1)
Integrating Curriculum in Language Arts, Mathematics, and Science
381(2)
Summary of Activities
382(1)
Summary
383(4)
Study Questions
387(2)
The Transitional Curriculum: Ages 5 to 8: Social Studies and Physical Education
389(24)
Curriculum for Social Studies
390(12)
Social Development for Ages 5 to 8
390(2)
Activities for Nurturing Continued Social Development
392(1)
Social Studies Curriculum in Kindergarten and the Primary Grades
393(1)
Goals for Social Studies
393(4)
Designing Curriculum for Social Studies
397(5)
Designing Integrated, Thematic Units in Social Studies
402(1)
Curriculum for Physical Education
402(8)
Physical Development of Children Ages 5 to 8
402(2)
Planning for Physical Development
404(1)
Designing Curriculum for Physical Development and Education
405(1)
The Integrated Curriculum for Physical Development
406(4)
Summary
410(1)
Study Questions
411(2)
Teaching in the Real World
413(6)
Beth
414(1)
Renee
415(1)
Yolanda
415(1)
Susan
415(1)
Rollo and Nancy
416(1)
Gladys
416(1)
Hector
417(1)
Loretta
417(1)
Loisa
418(1)
Appendix A Preschool Unit: Seeds419(10)
Appendix B Preschool Unit: Farm Animals429(10)
Appendix C Kindergarten-Primary Unit: If You Give a Mouse a Cookie439(10)
Appendix D Primary Unit: Alexander and the Terrible, Horrible, No Good, Very Bad Day449(8)
References457(22)
Name Index479(6)
Subject Index485

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