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Student Teaching : Early Childhood Practicum Guide

ISBN: 9780827376199 | 0827376197
Edition: 3rd
Format: Paperback
Publisher: Thomson Delmar Learning
Pub. Date: 9/4/1996

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SummaryTable of Contents
This informative, up-to-date book is written specifically for student teachers in early childhood settings. It provides current hands-on techniques and academic readings that encourage a reflective approach to teaching responsibilities and assignments. It details the roles of the cooperating resident teacher, the college supervisor, and the student teacher. Thought-provoking activities, group interactions, and review sections are included to foster professional growth. Sample evaluations, lesson planning guides, and pointers are also included.
Prefaceix
Acknowledgmentsx
About the Authorsxi
SECTION 1 Orientation to Student Teaching
Introduction to Student Teaching Practicum
1... MORE
Training Guidelines
2(1)
Initial Feelings
2(1)
The Mechanics of Student Teaching
2(1)
Key participants play a Role in Student Teacher Development
3(1)
Before Placements
3(4)
Orientation
7(2)
Professionalism
9(6)
Student Teaching Goals
15(6)
Placement---First Days on the Teaching Team
21(1)
Preparing for your First Days
21(1)
Meeting with the Administrator
22(2)
Your Classroom
24(3)
Beginning Days
27(1)
Becoming a Team Member
28(1)
Goals of the Team and Program
29(2)
Working Relationships
31(9)
A Student Teacher's Values
40(11)
Knowing Yourself and your Values
41(1)
The Acquisition of Values
41(3)
Your Values
44(1)
Personal Values and Activities
45(1)
Ethics
46(5)
SECTION 2 Programming
Review of Child Development and Learning Theory
51(19)
Theories of Child Development
52(1)
How Do Children Learn
53(12)
Student Teacher Intelligent Behavior
65(5)
Activity Planning
70(25)
Identifying Child Interests
71(1)
Constructivism and Developmentally Appropriate Practice
72(2)
Activity Resources
74(1)
Curriculum Areas
74(2)
How Language Instruction Fits into All Activity Planning
76(8)
Goals and Objectives
84(1)
Developmental Skills
85(10)
Instruction---Group Times, Themes, and Discovery Centers
95(14)
Working with Group
96(4)
Thematic Teaching
100(9)
SECTION 3 Classroom Management Revisited
Classroom Management Goals and Techniques
109(25)
Classroom Management
110(3)
The Guidance Function in Classroom Management
113(1)
Child Empowerment
114(2)
Classroom Management Techniques
116(6)
Additional management Strategies
122(5)
Guidance Techniques Used in Elementary Schools
127(7)
Analyzing Behavior to Promote Self-Control
134(23)
Erikson's Theory of Psychosocial Development and Its Relation to Self Control
135(7)
Burton White and Self-Control
142(3)
Maslow's Hierarchy of Needs and Its Relation to Self-Control
145(3)
A Case Study to Analyze
148(2)
Cultural Differences
150(7)
SECTION 4 Communication
Common Problems of Student Teachers
157(22)
Kinds of Problems
158(3)
Seeking Help
161(4)
The Role of Communication
165(5)
Listening: The Ability to Receive
170(9)
Problem Solving
179(10)
Theories in Problem Solving
180(1)
A Problem-Solving Process
181(8)
SECTION 5 The Child
Case Studies, Analysis and Applications
189(25)
Case Studies
190(1)
Observation Forms
190(2)
Analysis of Observation
192(9)
Observation and Conjecture
201(13)
Working with Children with Disabilities
214(17)
Laws Relating to the Education of Young Children with ``Special needs''
214(17)
SECTION 6 Parents
The Changing American Family
231(15)
The American Family in the `90s
232(1)
History of Early Childhood Education
233(2)
Parents as Volunteers
235(1)
How to Motivate Parents to Volunteer
236(10)
Parents and Student Teachers
246(21)
Interacting with Parents
247(1)
Models of Communication
248(7)
Planning the Home Visit
255(1)
The Home Visit
256(2)
Other Home-School Interactions
258(9)
SECTION 7 Knowing Yourself and Your Competencies
Being Observed
267(20)
Goals of Observation, Evaluation, and Discussion
268(1)
Methods of Observation
269(1)
Clinical Supervision
270(4)
Reliability
274(6)
Peer Evaluations
280(7)
Teaching Styles and Techniques
287(12)
Teaching Models
287(5)
Other Teaching Styles
292(2)
Two Negative Models
294(5)
The Whole Teacher---Knowing your Competencies
299(12)
Competency-based Training
299(2)
The Whole Teacher
301(2)
Can Early Childhood Students Sharpen Critical Thinking Skills?
303(1)
Self-Perception
304(1)
Self-Analysis
305(6)
SECTION 8 Professional Concerns
Quality Programs
311(16)
Meeting Children's Needs
312(2)
Standards of Quality Programs
314(2)
Types of Quality Programs
316(1)
Who Decides the Quality of a Program
316(2)
Acceditation and Its Relationship to Quality
318(3)
Mentoring Programs
321(1)
Defining an Optimal Education and Care System
321(6)
Professional Commitment and Growth
327(15)
Definitions
328(1)
Concerns in the Profession
328(1)
Professional Behavior and Commitment
329(2)
Professional Growth and Development
331(3)
Professional Growth Opportunities
334(4)
Parents' Attitudes Toward Professionalism
338(4)
Trends and Issues
342(25)
Trends
342(9)
Issues
351(16)
SECTION 9 Infant/Toddler Placements
Student Teaching with Infants and Toddlers
367(20)
Standards
368(1)
Characteristics of a Quality infant/Toddler Center
368(1)
Home Versus Day Care Center
369(1)
A Curriculum for Infants and Toddlers
369(1)
Student Teaching with Infants and Toddlers
370(1)
General Rules and Regulations
371(4)
Approaching and Working with Children
375(1)
Caregiving as a Teaching Activity
376(1)
Activites in the Infant/Toddler Center
377(3)
Child's Physical Environment
380(1)
Awareness of Your Own Needs as a Caregiver
381(2)
Safety
383(4)
Appendix387(47)
Glossary434(8)
Index442

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