MARC ayrıntıları
| 000 -LEADER |
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| fixed length control field |
08665nam a2200409 i 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
060602s2007 njua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2006018369 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0132390930 |
| Qualifying information |
(paperback) |
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| International Standard Book Number |
9780132390934 |
| 024 3# - OTHER STANDARD IDENTIFIER |
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| Standard number or code |
9780132390934 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Transcribing agency |
DLC |
| Modifying agency |
BAKER |
| -- |
C#P |
| -- |
YDXCP |
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CRH |
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BTCTA |
| -- |
BAUN |
| 049 ## - LOCAL HOLDINGS (OCLC) |
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| Holding library |
BAUN_MERKEZ |
| 050 04 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB1139.25 |
| Item number |
.K67 2007 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Edition number |
22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Kostelnik, Marjorie J |
| 245 10 - TITLE STATEMENT |
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| Title |
Developmentally appropriate curriculum : |
| Remainder of title |
best practices in early childhood education / |
| Statement of responsibility, etc |
Marjorie J. Kostelnik, Anne K. Soderman, Alice P. Whiren |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
4th ed |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Upper Saddle River, N.J. : |
| Name of producer, publisher, distributor, manufacturer |
Pearson/Merrill Prentice Hall, |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2007] |
|
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| Date of production, publication, distribution, manufacture, or copyright notice |
©2007 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xvii, 478 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
28 cm |
| 336 ## - CONTENT TYPE |
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| Content Type Term |
text |
| Content Type Code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media Type Term |
unmediated |
| Media Type Code |
unmediated |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier Type Term |
volume |
| Carrier Type Code |
volume |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc |
Includes bibliographical references (pages 447-460) and indexes |
| 505 2# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
part 1. Foundations of early childhood education |
| Title |
-- 1. Developmentally appropriate practice : an evolving framework for teaching young children |
| -- |
-- Why is there a need for DAP? |
| -- |
-- The early childhood profession responds |
| -- |
-- What it means to be developmentally appropriate |
| -- |
-- 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 |
| -- |
-- 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 |
| -- |
-- 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 -- |
|
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| Formatted contents note |
part 2. Setting the stage for learning |
| Title |
-- 3. Planning and implementing effective small-group activities |
| -- |
-- Why plan? |
| -- |
-- Characteristics of effective planning |
| -- |
-- Teachers as planners |
| -- |
-- 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 |
| -- |
-- 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 |
| -- |
-- 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 |
| -- |
-- 6. Child guidance in early childhood classrooms |
| -- |
-- What children need to know |
| -- |
-- What self-discipline is |
| -- |
-- How self-discipline evolves |
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-- 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 |
| -- |
-- 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 |
| -- |
-- 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 -- |
|
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| Formatted contents note |
part 3. The curriculum |
| Title |
-- 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 |
| -- |
-- 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 |
| -- |
-- 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 |
| -- |
-- 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 |
| -- |
-- 13. The physical domain |
| -- |
-- Physical activity |
| -- |
-- Health, safety, and nutrition |
| -- |
-- Current educational issues |
| -- |
-- Purpose and goals |
| -- |
-- Teaching strategies |
| -- |
-- Activity suggestions |
| -- |
-- 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 -- |
|
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| Formatted contents note |
part 4. Integrating curriculum |
| Title |
-- 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 |
| -- |
-- 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 |
| -- |
-- Appendix A. Sample lesson plans |
| -- |
-- Appendix B. Field trips |
| -- |
-- Appendix C. The big, big turnip |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Early childhood education |
| Geographic subdivision |
United States |
|
|---|
| Topical term or geographic name as entry element |
Early childhood education |
| General subdivision |
Curricula |
| Geographic subdivision |
United States |
|
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| Topical term or geographic name as entry element |
Child development |
| Geographic subdivision |
United States |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Soderman, Anne Keil |
|
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| Personal name |
Whiren, Alice Phipps |
| 900 ## - EQUIVALENCE OR CROSS-REFERENCE-PERSONAL NAME [LOCAL, CANADA] |
|---|
| Personal Name |
24236 |
|
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| Numeration |
Satın |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Kitap |
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