TY  - BOOK
AU  - Kostelnik,Marjorie J
AU  - Soderman,Anne Keil
AU  - Whiren,Alice Phipps
TI  - Developmentally appropriate curriculum: best practices in early childhood education 
SN  - 0132390930
AV  - LB1139.25 .K67 2007
PY  - 2007///]
CY  - Upper Saddle River, N.J.
PB  - Pearson/Merrill Prentice Hall
KW  - Early childhood education
KW  - United States
KW  - Curricula
KW  - Child development
N1  - Includes bibliographical references (pages 447-460) and indexes; part 1. Foundations of early childhood education; -- 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 --; part 2. Setting the stage for learning; -- 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; -- 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 --; part 3. The curriculum; -- 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 --; part 4. Integrating curriculum; -- 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
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