{"product_id":"early-childhood-curriculum-9780137152339","title":"Early Childhood Curriculum","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eCHAPTER ONE The Changing Role of the Teacher in Developing Curriculum for Diverse Populations Chapter Objectives Introduction Who Are the Children Served in Early Childhood Programs? Children in Early Childhood Programs are Diverse Cultural Differences Ethnic Differences Language Differences Differences in Family Environments Differences in Learning Needs Early Childhood Programs and At-Risk Learners Children of Divorced Families Children of Teenage Parents Homeless Children Children Living in Other Stressful Situations Children Who Have Disabilities At-Risk Children May Need Intervention Programs The Complex Nature of Settings for Early Childhood Programs Public School Programs Kindergarten Programs Prekindergtarten Programs Bilingual and English as a Second Language Programs Programs for Children with Special Needs Extended-Care Programs Nonpublic School Programs Head Start Child Care Continuing Complexity in Preschool Programs The Changing Role of the Teacher In Developing Curriculum for Early Childhood Programs The Role of the Teacher in Developing Curriculum for Diverse Populations Multicultural Curriculum Curriculum for Children from Diverse Family Environments Curriculum for Children with Special Needs The Role of the Teacher in Involving Parents in Curriculum Development The Role of the Teacher in Addressing Conflicts Between Theory and Practice in Curriculum Development Summary Study Questions CHAPTER TWO Historical and Theoretical Bases for Appropriate Programs in Early Childhood Settings Chapter Objectives Historical Roots of Early Childhood Education Rural Schools The Evolution of Early Childhood Education The Progressive Era Nursery School and Child Care Movements The Influence of Maria Montessori Urbanization of Public Schools A Period of Innovation: The 1950s and 1960s The Evolution of Early Childhood Programs for Populations at Risk African American Education Latino Education Native American Education Minority Education During the Depression and War Years Early Childhood Programs for Children with Disabilities Intervention and Compensatory Programs in the 1960s and 1970s Growth and Change in Early Childhood Programs from 1980 through 2006 Theoretical Bases of Development Maturational Theory Psychoanalytic Theory Psychosocial Theory Behaviorist Theory Social Learning Theory Cognitive-Developmental Theory\/Constructivism Early Childhood Curriculum Practices Today: Historical Influences Revisited The Expanding roles of Early Childhood Education Parental Interest in Learning in the Early Childhood Years Expansion of Child Care Expansion of Preschool Programs in Public Schools Summary Study Questions CHAPTER THREE The Need for Quality Programs in Early Childhood Education Chapter Objectives Introduction How Classical and Contemporary Theories Inform Quality Early Childhood Programs Applying Classical Theories Maturational Theory Cognitive-Developmental Theory Psychosocial Theory Behaviorist Theory Theory and Cultural Relevance: Ecological Theory Gardner’s Theory of Intelligence Characteristics of Quality Early Childhood Programs Principles of Child Development Balanced Curriculum Parent, Teacher, and Child Relationships Assessment and Accountability Diversity in Children and Families Ethics and Teacher Relationships Models of Quality Early Childhood Programs The Montessori Approach The History of the Montessori Approach Understanding the Montessori Approach The Montessori Controversy Developmentally Appropriate Practices The History of DAP The Initial Development of DAP Guidelines for DAP Revisions in DAP Understanding the DAP Approach High\/Scope Curriculum The History of High\/Scope Development of the High\/Scope Curriculum Understanding the High\/Scope Model Adult-Child Interaction Learning Environment Daily Routines Assessment Reggio Emilia History of Reggio Emilia Development of the Reggio Emilia Model Understanding the Reggio Emilia Approach The Environment The Role of the Teaching Staff The Role of the Child The Curriculum Assessment The Project Approach History of the Project Approach Development of the Project Approach The Role of Interaction The Value of Informality Variety of Teaching Methods Understanding the Project Approach The Curriculum: Three Phases of Projects Assessment Challenges to Quality in Early Childhood Programs Differences in Training and Preparation Differences in Salaries The Impact of Frequent Staff Turnover Differences in Funding Summary Study Questions CHAPTER FOUR Developmental Characteristics of Young Children from Birth to 8 Years: Implications for Learning Chapter Objectives Neural Development: Understanding the Implications of Brain Research Neural Development Stress Hormones and Brain Development Deprivation and Brain Development Birth to 2 Years: The Sensorimotor Stage Cognitive Development Physical Development Language Development Social-Emotional Development Characteristics and Competencies: Birth to 6 Months Characteristics and Competencies: 6 to 12 Months Characteristics and Competencies: 12 to 18 Months Characteristics and Competencies: 18 to 24 Months Infant and Toddler Development: Implications for Learning Ages 2 to 5: The Preoperational Stage Cognitive Development Physical Development Language Development Social-Emotional Development Characteristics and Competencies: 2 to 5 Years Development in the Preschool Years: Implications for Learning Ages 5 to 8 Years: The Transition from Preoperations to Concrete Operations Cognitive Development Physical Development Language Development Social-Emotional Development Characteristics and Competencies in Children Ages 5 to 8 Years: Implications for Learning and Instruction Cognitive Development Physical Development Social-Emotional Development Summary Study Questions CHAPTER FIVE Organizing Infant-Toddler Programs Chapter Objectives The Evolution of Infant-Toddler Programs Infants and Toddlers Prior to the 20th Century Infants and Toddlers in the 20th Century Infant-Toddler Programs in the 21st Century Infant-Toddler Child Care Family Child Care Child Care Centers Public School Centers Infant-Toddler Intervention Programs Infant-Toddler Enrichment Programs Considerations for Developing Models for Infant-Toddler Programs Implications of Brain Research for Contemporary Programs Implications of Infant-Toddler Developmental Needs Cultural Influences Family Partnership Influences Characteristics of a Quality Infant-Toddler Model The Role of Quality Caregivers The Role of the Environment The Role of Play Physical Play Cognitive Play Social Play The Outdoor Play Environment The Role of Routines Implications of Infant-Toddler Developmental Needs The Role of Parents Planning and Managing Infant-Toddler Developmental Experiences Interactions and Experiences for Physical Development Interactions and Experiences for Social and Emotional Development Interactions and Experiences for Cognitive and Language Development The Role of Thematic Curriculum for Infants and Toddlers The Role of Assessment in Infant-Toddler Programs Assessment of Infant-Toddler Development and Competencies Assessment of Program Components Assessment of Infant-Toddler Experiences and Activities Assessment of the Behavior of Adult Caregivers Assessment of Infants and Toddlers with Special Needs Assessment of Parental Involvement in Infant-Toddler Programs Summary Study Questions CHAPTER SIX Infant-Toddler Curriculum: Birth to Age 2 Chapter Objectives Curriculum for Physical Development Nurturing Physical Development in Infants and Toddlers Curriculum for Cognitive Development Nurturing Cognitive Development for Infants and Toddlers Curriculum for Language Development Nurturing Language Development in Infants and Toddlers Curriculum for Social Development Nurturing Social Development in Infants and Toddlers Curriculum for the Expressive Arts Nurturing Expressive Arts in Infants and Toddlers Summary Study Questions CHAPTER SEVEN A Developmental Model for Preschool Programs Chapter Objectives Introduction The Differences between Theory and Practice Considerations for Developing a Model for Preschool Education Principles of Child Development Cognitive Development Social-Emotional Development Balanced Curriculum Parent, Teacher, and Child Relationships Assessment and Accountability Diversity in Children and Families Characteristics of a Quality Developmental Model Developmentally Appropriate Practices: Using Principles of Development The Inclusive Classroom The Culturally Responsive Classroom The Integrated Classroom The Teacher’s Role The Role of the Environment The Role of Technology The Role of Play The Role of the Daily Schedule Planning and Managing Instruction Understanding Developmental-Thematic Curriculum Roles of Developmental-Thematic Curriculum Developmental-Thematic Curriculum as the Basic Framework Developmental-Thematic as One of Several Approaches Developmental-Thematic Curriculum as an Occasional Resource Designing Developmental-Thematic Curriculum Units Selecting a Theme Topic Brainstorming a Topic Developing a Brainstorming Web Selecting Unit Activities Determining Concepts, Skills, and Processes Describing Developmental-Thematic Unit Objectives Aligning Objectives with State Standards Describing Integrated Unit Activities Adapting Lesson Plans for Diversity Planning for Assessment Assessment of the Activity Assessment of Student Learning Scheduling Unit Activities Implementing Developmental-Thematic Curriculum Gathering Resources Arranging the Environment Planning with the Children The Role of Assessment in Preschool Programs Assessment of Child Development and Learning Assessment of Children in Preschool Programs Assessment of Program Components Summary Study Questions CHAPTER EIGHT Preschool Curriculum: Ages 3 to 5: Language and Cognitive Development Chapter Objectives Introduction Curriculum for Language Development How Young Children Develop Language Forms of Language Language Differences in the Preschool Years Planning for Language Development The Role of Play in Language Development The Role of the Teacher in Language Development and Literacy The Role of Parents in Language Development The Role of an Environment in Language Development Designing Curriculum for Language Development Experiences That Promote Expressive Language Experiences That Promote Receptive Language Developing Foundations for Literacy Resolving the Issues in Beginning Literacy Instruction What Does the Young Child Need to Know to Develop Literacy? Goals for Literacy Essential Early Literacy Strategies Emergent Writing Activities for Promoting Emergent Writing Taking Dictation and Developing Language Experience Stories Emergent Reading Designing Language Curriculum for Children with Language Differences Designing Language Curriculum for Children with Disabilities Curriculum for Cognitive Development How Young Children Develop Concepts Planning for Cognitive Development Goals for Cognitive Development: Mathematics and Science The Role of the Teacher in Cognitive Development The Role of the Environment and Play in Cognitive Development Designing Curriculum for Cognitive Development The Integrated Curriculum Development and Integrated Curriculum Creativity and Integrated Curriculum Using Thematic Units as a Focus for Integrated Curriculum A Project Unit on Pizzas An Emergent Curriculum Based on the Reggio Emilia Approach Designing Cognitive Curriculum for Children with Disabilities Summary Study Questions CHAPTER NINE Preschool Curriculum: Ages 3 to 5: Social and Physical Development Chapter Objectives Curriculum for Social Development Understanding Social Development Life Changes That Affect Social Development Child Abuse Violence Serious Illness and Death Planning for Social Development Goals for Social Development Goals for Social Science Psychology Geography Sociology Anthropology The Role of Play in Social Development The Role of the Environment in Social Development The Role of the Teacher in Social Development Designing Curriculum for Social Development Fostering Social Development Designing Curriculum for Social Science Designing Integrated Curriculum in Social Science Designing Integrated Curriculum for Children’s Life Changes Curriculum for Physical Development Understanding Physical Development Components of Perceptual-Motor Development Planning for Physical Development The Role of Play in Physical Development The Role of the Environment in Physical Development The Indoor Environment The Outdoor Environment The Role of the Teacher in Physical Development Physical Development and Physical Fitness: Childhood Obesity Designing Curriculum for Physical Development The Integrated Curriculum for Physical Development Designing Physical Development Activities for Children with Disabilities Summary Study Questions CHAPTER TEN Planning Programs for Children Ages 5 to 8 Chapter Objectives The Significance of Developmental Changes in the Primary Grades Physical Development Cognitive Development Social and Emotional Development The Role of Play in the Primary Grades Describing Appropriate Curriculum for Children Ages 5 to 8 Describing a Curriculum for Continuing Developmental Needs Planning Programs for Children Ages 5 to 8 in the Primary Grades The British Infant School Model Team Teaching Multiage Grouping Characteristics of Primary Programs Developmental Curriculum Integrated Curriculum Systematic Instruction Cooperative Learning Groups Peer Teaching Planning and Managing Instruction The Role of the Environment The Role of the Teacher Designing Thematic Curriculum Selecting a Theme Topic Brainstorming a Topic and Developing a Brainstorming Web Planning with Students and Selecting Unit Activities Determining Concepts, Skills, and Processes Aligning Objectives with State Standards Planning Lesson Activities and Projects Planning for Assessment Implementing Thematic Curriculum Planning with Students and Parents Scheduling Incorporating Systematic Instruction Managing Systematic Instruction Balancing Thematic and Systematic Instruction The Role of Assessment in Kindergarten and Primary Grades The Purposes of Assessment in Kindergarten and Primary Grades Assessing and Reporting Progress in Learning Teacher-Designed Assessments Commercially Designed Assessments Interviews Directed Assignments Work Samples Project Work Portfolios Reporting Progress to Parents Identifying and Addressing Learning Problems Summary Study Questions CHAPTER ELEVEN The Transitional Curriculum: Ages 5 to 8: Language Arts Chapter Objectives Curriculum for Language Arts The Continuing Process of Language Development Addressing the Language Needs of Diverse Speakers Designing Curriculum for Language Development Group Discussions Class Projects Dramatic Productions Field Trips Children’s Literature Cooperative Learning Groups The Continuing Process of Literacy Development Trends and Issues in Learning to Read in Kindergarten and the Primary Grades The Role of the Environment The Role of the Teacher The Role of Technology Stages of Literacy Acquisition Stage 1: Setting Foundations for Literacy Stage 2: Learning About Print and Understanding Printed Language Stage 3: Becoming Independent Readers Organizing the Language Arts Program A Non-Ability-Grouped, Multilevel, First-Grade Classroom Content-Area Grouping The Reading Workshop Accommodating the Learning Differences of Students with Special Needs The Integrated Curriculum Summary Study Questions CHAPTER TWELVE The Transitional Curriculum: Ages 5 to 8: Mathematics and Science Chapter Objectives Curriculum for Mathematics Trends and Issues in Mathematics Planning the Mathematics Program Goals for the Mathematics Program The Role of the Environment and the Teacher The Role of Technology in the Mathematics Program Organizing the Mathematics Program Designing Curriculum for the Mathematics Program Accommodating Learning Differences Among Students Curriculum for Science How Young Children Learn About Science Trends and Issues in Science Planning the Science Program Goals for the Science Program Incorporating the Science Process The Role of the Environment The Role of the Teacher Organizing the Science Program Components of the Science Program Designing Curriculum for the Science Program Integrated Experiences That Promote Science The Integrated Curriculum Summary Study Questions CHAPTER THIRTEEN The Transitional Curriculum: Ages 5 to 8: Social Studies and Physical Education Chapter Objectives Curriculum for Social Studies Social Development of Ages 5 to 8 Activities for Nurturing Continued Social Development Class Discussions Cooperative Learning Groups Democratic Decision Making Social Studies Curriculum in Kindergarten and the Primary Grades Goals for Social Studies History Geography Economics Sociology and Anthropology Current Issues Designing Curriculum for Social Studies The Integrated Curriculum for Social Studies Cross-Cultural E-Mail Toys Communities Biographies of Global Leaders Children’s Literature and Social Studies Learning About Time Through Literature Holiday Celebrations Addressing Community Needs Learning About the Legislative Process Understanding Children with Disabilities Curriculum for Physical Education Physical Development of Children Ages 5 to 8 Planning for Physical Development Designing Curriculum for Physical Development and Education The Role of the Teacher The Role of the Physical Education Teacher The Integrated Curriculum for Physical Development Summary Study Questions CHAPTER FOURTEEN Teaching in the Real World Beth Renee Yolanda Susan Rollo and Nancy Gladys Hector Loretta Loisa References ","brand":"Pearson Education (US)","offers":[{"title":"Default Title","offer_id":49524415234391,"sku":"9780137152339","price":167.78,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780137152339.jpg?v=1731856689","url":"https:\/\/bookcurl.com\/products\/early-childhood-curriculum-9780137152339","provider":"Book Curl","version":"1.0","type":"link"}