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Developmentally Appropriate Curriculum : Best Practices in Early Childhood Education

by: Kostelnik, Marjorie J.; Soderman, Anne K.; Whiren, Alice P.

Developmentally Appropriate Curriculum : Best Practices in Early Childhood Education

by: Kostelnik, Marjorie J.; Soderman, Anne K.; Whiren, Alice P.

ISBN 13:
9780137035533
ISBN 10:
0137035535
Edition: 5th
Format: Paperback
Copyright: 02/03/2010
Publisher: Pearson
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Developmentally Appropriate Curriculum : Best Practices in Early Childhood Education > ISBN13: 9780137035533

Summary

This best-selling text addresses all aspects of classroom life, including the roles of children and adults, the physical and social environments, and teaching and learning within multiple domains for children age three to eight. It provides a comprehensive, cohesive approach to curriculum development, which results in greater continuity for children and practitioners in group settings in childcare, preschool, and the early elementary grades. Concentrating as much on the "how" of curriculum development as on the "what and why," the authors provide practical, research-based guidelines for translating theory into best practice that accommodates age-appropriateness, individual differences, and social and cultural diversity. Students learn how to conceptualize, plan, implement, and evaluate curriculum through detailed application opportunities in each chapter.

Author Biography

Marjorie J. Kostelnik is Dean of the College of Education and Human Sciences at the University of Nebraska, Lincoln. A former child care, Head Start, and preschool teacher, as well as elementary school specialist, Dr. Kostelnik has been actively involved in helping educators in early childhood programs explore the implications of developmentally appropriate practices. Her work has taken her to many settings throughout the United States and abroad. Marjorie teaches classes in early childhood inclusive education and is currently on the Coordinating Commission for High Quality Early Childhood Education for the state of Nebraska.

Anne K. Soderman had 14 years of classroom experience working with children in both public and nonpublic educational settings prior to joining Michigan State University in 1979, where she is now Professor Emeritus. In addition to continuing to consult with schools in international settings, she is currently carrying out an administrative assignment and conducting research on second-language acquisition in Beijing, China. Soderman is also co-author of Guiding Children’s Social Development and Learning, 6^th Ed. (2009), Creating Literacy-Rich Preschools and Kindergartens (2008) and Scaffolding Emergent Literacy (2005).

Alice Phipps Whiren is a professor emeritus of the Department of Family and Child Ecology, Michigan State University. She taught curriculum in early childhood and child development to undergraduate and graduate students and was supervisor of the Child Development Laboratories. Early in her career, she taught young children in an inner-city public school in Michigan. She also served as a Head Start assistant director and has provided a variety of training sessions for preprimary teachers nationally and internationally.

Introduction

Part 1 Foundations of Early Childhood Education

Chapter 1 Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children

Why Is There a Need for DAP?

The Early Childhood Profession Responds

General Practices Typically Associated with DAP

It Requires Judgment to Determine Developmental Appropriateness

DAP Has Historic Roots

There Is Empirical Support for Developmentally Appropriate Programs

DAP Programs Vary in Structure and Content

DAP Is Adaptable Across Program Settings

The High/Scope Approach to Early Childhood Education

The Reggio Emilia Approach to Early Childhood Education

The DAP Debate

What Does the DAP Debate Mean for Early Childhood Practitioners?

Implications of DAP for Professional Practice

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 2 Teaching and Learning in Developmentally Appropriate Programs

Early Childhood Educators Need to Know About Child Development and Learning

Early Childhood Educators Need to Know About Effective Teaching Strategies

Which Teaching Strategies Are Best?

Common Teaching Strategies

The Cycle of Learning

Linking the Cycle of Learning to Teaching

Teaching in the Zone of Proximal Development

Early Childhood Educators Need to Know About Content

Addressing Content in Early Childhood Education

Benefits of Standards

Challenges in Using Standards

Addressing the Challenges

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Part 2 Setting the Stage for Learning

Chapter 3 Planning and Implementing Effective Small-Group Activities
Why Plan?

Characteristics of Effective Planning

Planning Basics

Creating Developmentally Appropriate Plans

Aligning All the Parts of the Lesson Plan

Using Principles of Developmental Direction to Enhance Your Planning

Applying the Principles of Developmental Direction to Your Plans

Common Activities in Early Childhood Programs

Making and Implementing Plans

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 4 Planning and Implementing Effective Group-Time Activities

Planning Effective Group Times

Writing Group-Time Plans

Group-Time Preparations and Strategies

Variations on Traditional Group Times

Common Questions Practitioners Ask About Group Time

Adaptation of Whole-Group Instruction for Children of Different Ages and Abilities

Pitfalls to Avoid During Group-Time Planning

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 5 Organizing Space, Materials, and Time

Organizing the Physical Environment

Why Use Learning Centers?

Characteristics of Effective Early Childhood Learning Centers

Examples of Centers

Dealing with Implementation Issues

Adjusting the Physical Environment

Selecting Materials for Each Curricular Domain

General Guidelines for the Selection and Use of Materials

Using the Same Materials for Many Purposes

Creating a Daily Schedule

Sample Schedule

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 6 Child Guidance in Early Childhood Classrooms

What Children Need to Know

What Self-Discipline Is

How Self-Discipline Evolves

Degrees of Self-Discipline Among Children and Within the Same Child

Developmental Influences on Self-Discipline

How Experience Influences Self-Discipline

How Adult Discipline Styles Influence Children’s Self-Discipline

The Relation Between Authoritative Teaching and DAP

Authoritative Teaching and the Importance of Teamwork Among Staff

Questions Adults Ask About Promoting Self-Discipline in Children

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 7 Evaluating and Guiding Children’s Progress by Using Authentic Assessment

The Changing Face of Early Childhood Assessment

Responsible Early Childhood Assessment and Evaluation

Standardized Testing: What Part Should It Play in Evaluating Children’s Progress?

Placement of Young Children on the Basis of Test Results

The Concept of Authentic Assessment

Strategies for Assessment in the Early Childhood Classroom

Organization and Use of Authentic Assessment and Evaluation Data: Portfolios and Student-Led Conferences

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 8 Strengthening Developmentally Appropriate Programs Through Family Involvement

The Changing Nature of Family Involvement in Early Childhood Education

Barriers to Family Involvement

Characteristics of Effective Family Involvement

Effective Family Involvement Techniques

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Part 3 The Curriculum

Chapter 9 The Aesthetic Domain

Aesthetics Defined

The Arts Defined

Scope of This Chapter

Aesthetic Education for Young Children

Importance of Aesthetic Learning

Relationship Between Aesthetic Learning and Knowing

Children’s Acquisition of a Fundamental Knowledge Base for Aesthetic Development

Aesthetic Learning and the Teacher’s Role

Current Educational Issues

Purpose and Goals

Teaching Strategies

Pitfalls to Avoid

Approaches to Teaching the Arts

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 10 The Affective Domain

Children’s Developing Self-Awareness and Sense of Competence

Children’s Acquisition of a Fundamental Knowledge Base for Affective Development

Children’s Stress Reactions in Response to Overwhelming Emotional Demands

Promotion of Healthy Self-Esteem in the Early Learning Environment

Current Educational Issues

Purpose and Goals for Affective Development

Affective Teaching Strategies

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 11 The Cognitive Domain

Cognitive Maturation

Children’s Acquisition of a Fundamental Knowledge Base for Cognitive Development

National Expectations and Standards

Current Educational Issues

Purpose and Goals for the Cognitive Domain

Teaching Strategies

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 12 The Language Domain

Oral Language Development

Children’s Acquisition of Literacy: Connections Among Oral Language, Phonological and Phonemic Awareness, and Emerging Reading and Writing

Integration of Language Experiences Across the Curriculum

Current Educational Issues

Purpose and Goals for the Language Domain

Teaching Strategies

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 13 The Physical Domain

Physical Activity

Health, Safety, and Nutrition

Current Educational Issues

Purpose and Goals

Teaching Strategies

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 14 The Social Domain

Social Skill Development

Socialization: Children’s Behavior and Adult Expectations

Social Responsibility

Social Studies

Relationship Between the Social Domain and Cognition

Current Educational Issues

Purpose and Goals

Teaching Strategies

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Part 4 Integrating Curriculum

Chapter 15 Integrating Curriculum Through Pretend and Construction Play

Characteristics of Play

Pretend and Construction Play Across the Curriculum and in Development

Integration of Multiple Domains

Teachers’ Questions Regarding Pretend and Construction Play

Promotion of Play Skills

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 16 Integrating Curriculum by Using Themes and Projects

Defining Themes and Projects

How Themes and Projects Contribute to Children’s Concept Development

Additional Benefits for Children

Teachers’ Benefits

Program Effects

Pitfalls in Theme Teaching

Principles of Effective Theme Teaching

How to Create Thematic Units

Common Questions About Themes and Projects

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Appendix A Sample Lesson Plans

Appendix B Field Trips

Appendix C The Big, Big Turnip

References

Name Index

Subject Index

Supplemental Materials

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