| 000 | 08665nam a2200409 i 4500 | ||
|---|---|---|---|
| 008 | 060602s2007 njua b 001 0 eng | ||
| 010 | _a2006018369 | ||
| 020 |
_a0132390930 _q(paperback) |
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| 020 | _a9780132390934 | ||
| 024 | 3 | _a9780132390934 | |
| 040 |
_aDLC _cDLC _dBAKER _dC#P _dYDXCP _dCRH _dBTCTA _dBAUN |
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| 049 | _aBAUN_MERKEZ | ||
| 050 | 0 | 4 |
_aLB1139.25 _b.K67 2007 |
| 082 | 0 | 0 | _222 |
| 100 | 1 | _aKostelnik, Marjorie J | |
| 245 | 1 | 0 |
_aDevelopmentally appropriate curriculum : _bbest practices in early childhood education / _cMarjorie J. Kostelnik, Anne K. Soderman, Alice P. Whiren |
| 250 | _a4th ed | ||
| 264 | 1 |
_aUpper Saddle River, N.J. : _bPearson/Merrill Prentice Hall, _c[2007] |
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| 264 | 4 | _c©2007 | |
| 300 |
_axvii, 478 pages : _billustrations ; _c28 cm |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 504 | _aIncludes bibliographical references (pages 447-460) and indexes | ||
| 505 | 2 |
_apart 1. Foundations of early childhood education _t-- 1. Developmentally appropriate practice : an evolving framework for teaching young children _t-- Why is there a need for DAP? _t-- The early childhood profession responds _t-- What it means to be developmentally appropriate _t-- General practices typically associated with DAP _t-- It requires judgment to determine developmental appropriateness _t-- DAP has historic roots _t-- There Is empirical support for developmentally appropriate programs _t-- DAP programs vary in structure and content _t-- The high/scope approach to early childhood education _t-- The Reggio Emilia approach to early childhood education _t-- The DAP debate _t-- What does the DAP debate mean for early childhood practitioners? _t-- Implications of DAP for professional practice _t-- 2. Teaching and learning in developmentally appropriate programs _t-- Early childhood educators need to know about child development and learning _t-- Early childhood educators need to know about effective teaching strategies _t-- Which teaching strategies are best? _t-- Common teaching strategies _t-- The cycle of learning _t-- Linking the cycle of learning to teaching _t-- Teaching in the zone of proximal development _t-- Early childhood educators need to know about content _t-- Addressing content in early childhood education _t-- Benefits of standards _t-- Challenges in using standards _t-- Addressing the challenges -- |
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| 505 | 2 |
_apart 2. Setting the stage for learning _t-- 3. Planning and implementing effective small-group activities _t-- Why plan? _t-- Characteristics of effective planning _t-- Teachers as planners _t-- Planning basics _t-- Creating developmentally appropriate plans _t-- Aligning all the parts of the lesson plan _t-- Using principles of developmental direction to enhance your planning _t-- Applying the principles of developmental direction to your plans _t-- Common activities in early childhood programs _t-- Making and implementing plans _t-- 4. Planning and implementing effective group-time activities _t-- Planning effective group times _t-- Writing group-time plans _t-- Group-time preparations and strategies _t-- Variations on traditional group times _t-- Common questions practitioners ask about group time _t-- Adaptation of whole-group instruction for children of different ages and abilities _t-- Pitfalls to avoid during group-time planning _t-- 5. Organizing space, materials, and time _t-- Organizing the physical environment _t-- Why use learning centers? _t-- Characteristics of effective early childhood learning centers _t-- Examples of centers _t-- Dealing with implementation issues _t-- Adjusting the physical environment _t-- Selecting materials for each curricular domain _t-- General guidelines for the selection and use of materials _t-- Using the same materials for many purposes _t-- Creating a daily schedule _t-- Sample schedule _t-- 6. Child guidance in early childhood classrooms _t-- What children need to know _t-- What self-discipline is _t-- How self-discipline evolves _t-- Degrees of self-discipline among children and within the same child _t-- Developmental influences on self-discipline _t-- How experience influences self-discipline _t-- How adult discipline styles influence children's self-discipline _t-- The relation between authoritative teaching and DAP _t-- Authoritative teaching and the importance of teamwork among staff _t-- Questions adults ask about promoting self-discipline in children _t-- 7. Evaluating and guiding children's progress by using authentic assessment _t-- The changing face of early childhood assessment _t-- Responsible early childhood assessment and evaluation _t-- Standardized testing : what part should it play in evaluating children's progress? _t-- Placement of young children on the basis of test results _t-- The concept of authentic assessment _t-- Strategies for assessment in the early childhood classroom _t-- Organization and use of authentic assessment and evaluation data : portfolios and student-led conferences _t-- 8. Strengthening developmentally appropriate programs through family involvement _t-- The changing nature of family involvement in early childhood education _t-- Barriers to family involvement _t-- Characteristics of effective family involvement _t-- Effective family involvement techniques -- |
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| 505 | 2 |
_apart 3. The curriculum _t-- 9. The aesthetic domain _t-- Aesthetics defined _t-- The arts defined _t-- Scope of this chapter _t-- Aesthetic education for young children _t-- Importance of aesthetic learning _t-- Relationship between aesthetic learning and knowing _t-- Children's acquisition of a fundamental knowledge base for aesthetic development _t-- Aesthetic learning and the teacher's role _t-- Current educational issues _t-- Purpose and goals _t-- Teaching strategies _t-- Pitfalls to avoid _t-- Approaches to teaching the arts _t-- Activity suggestions _t-- 10. The affective domain _t-- Children's developing self-awareness and sense of competence _t-- Children's acquisition of a fundamental knowledge base for affective development _t-- Children's stress reactions in response to overwhelming emotional demands _t-- Promotion of healthy self-esteem in the early learning environment _t-- Current educational issues _t-- Purpose and goals for affective development _t-- Affective teaching strategies _t-- Activity suggestions _t-- 11. The cognitive domain _t-- Cognitive maturation _t-- Children's acquisition of a fundamental knowledge base for cognitive development _t-- National expectations and standards _t-- Current educational issues _t-- Purpose and goals for the cognitive domain _t-- Teaching strategies _t-- Activity suggestions _t-- 12. The language domain _t-- Oral language development _t-- Children's acquisition of literacy : connections among oral language, phonological and phonemic awareness, and emerging reading and writing _t-- Integration of language experiences across the curriculum _t-- Current educational issues _t-- Purpose and goals for the language domain _t-- Teaching strategies _t-- Activity suggestions _t-- 13. The physical domain _t-- Physical activity _t-- Health, safety, and nutrition _t-- Current educational issues _t-- Purpose and goals _t-- Teaching strategies _t-- Activity suggestions _t-- 14. The social domain _t-- Social skill development _t-- Socialization : children's behavior and adult expectations _t-- Social responsibility _t-- Social studies _t-- Relationship between the social domain and cognition _t-- Current educational issues _t-- Purpose and goals _t-- Teaching strategies _t-- Activity suggestions -- |
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| 505 | 2 |
_apart 4. Integrating curriculum _t-- 15. Integrating curriculum through pretend and construction play _t-- Characteristics of play _t-- Pretend and construction play across the curriculum and in development _t-- Integration of multiple domains _t-- Teachers' questions regarding pretend and construction play _t-- Promotion of play skills _t-- 16. Integrating curriculum by using themes and projects _t-- Defining themes and projects _t-- How themes and projects contribute to children's concept development _t-- Additional benefits for children _t-- Teachers' benefits _t-- Program effects _t-- Pitfalls in theme teaching _t-- Principles of effective theme teaching _t-- How to create thematic units _t-- Common questions about themes and projects _t-- Appendix A. Sample lesson plans _t-- Appendix B. Field trips _t-- Appendix C. The big, big turnip |
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| 650 | 0 |
_aEarly childhood education _zUnited States |
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| 650 | 0 |
_aEarly childhood education _xCurricula _zUnited States |
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| 650 | 0 |
_aChild development _zUnited States |
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| 700 | 1 | _aSoderman, Anne Keil | |
| 700 | 1 | _aWhiren, Alice Phipps | |
| 900 | _a24236 | ||
| 900 | _bSatın | ||
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