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Developmentally appropriate practice is defined by the NAEYC as teachers making decisions about the well-being and education of children based on at least three kinds of information: What is known about child-development and learning What is known about the strengths, interests, and needs of each individual in the group Knowledge of the social and cultural contexts in which children live Both experienced and pre-service teachers need to follow these guidelines to ensure that they are supplying programs that promote the development and enhance the learning of all the children in their classrooms. In order to help teachers meet this goal of providing high-quality and developmentally appropriate programs for all children and their families, the authors have written a series of cases that exemplify the guidelines of the NAEYC, while at the same time showing students how to put the guidelines into actual practice. The cases in the book depict a diversity of children in diverse family settings and offer not just challenging situations, but possible solutions to those challenges. Each case is followed by a question (or questions) that promotes critical thinking and stimulates class discussion regarding the decisions the teacher made, the consequences of using specific practices, and the ethical bases for decision-making. The authors also stress the value of an anti-bias curriculum and its importance in creating a caring community of learners and preparing all children for the increasingly diverse world of the future.
Martha Foster is teaching classes for the Education/Child and Family Studies Department of Linn-Benton Community College in Albany, Oregon.
Table of Contents
|Matrix of Cases||p. x|
|Caring for Infants||p. 1|
|Mason in Two Different Environments (Infants)||p. 5|
|Helping Jack be Mobile (Toddlers)||p. 8|
|Jack's First Day in Family Child Care||p. 8|
|Using Assessment to Observe Jack||p. 9|
|Conferencing with Emily, Jack's Mother||p. 10|
|Implementing the Plan||p. 12|
|Edward and Keon Invent a Game (Toddlers)||p. 13|
|Audrey Chooses Different Boots (2 Years)||p. 14|
|Nurturing Connections in Rafael's New World (2 Years)||p. 16|
|Rafael's First Day||p. 16|
|Rafael's Second Day||p. 18|
|The Library Construction Project (2 Years, First Grade)||p. 20|
|A Project Emerges for the Meadow Room||p. 20|
|A Project Emerges for the First Grade||p. 22|
|Observing Stephen's Aggression (3 Years)||p. 24|
|"I'm Sorry" (3 Years)||p. 27|
|Learning to Climb (3-5 Years)||p. 31|
|Natural Settings: "Does It Tickle?" (3-5 Years)||p. 33|
|The ABC Train (3-5 Years)||p. 36|
|How a Child-Centered Environment Nurtures Maya, a Child with Down Syndrome (3-5 Years)||p. 41|
|Understanding Maya and Recalling Earlier Challenges||p. 41|
|Curriculum That Helps Maya Progress||p. 43|
|From Home to Preschool (3-5 Years)||p. 48|
|The Initial Home Visit||p. 48|
|Plans for the Initial Classroom Visit at Open House||p. 49|
|The Open House, Tuesday, 6:30-7:30 p.m.||p. 50|
|Preparing for the First Day at School||p. 53|
|The First Day of School||p. 53|
|Problem Solving and the Blocks (3-5 Years)||p. 55|
|Robert and the Garage||p. 55|
|Knocking Down the Blocks||p. 57|
|Elena's Fears and How She Learns from New Experiences (3-5 Years)||p. 59|
|Familiar Experiences with Animals||p. 59|
|Observing Elena||p. 61|
|The Petting Fair Preview||p. 62|
|Brent and Cory Need Extra Help (3-5 Years)||p. 64|
|Mean Talk||p. 64|
|Separate Classrooms||p. 66|
|Heather Learns Through Play (3-5 Years)||p. 68|
|Emiliana's First Report of Child Abuse (3-5 Years)||p. 71|
|An Activity Close to Amanda's Heart (4-5 Years)||p. 74|
|Favorite Childhood School Memories||p. 74|
|Amanda's Plan||p. 75|
|Amanda Confers with Hana||p. 76|
|Amanda's Teaching Day||p. 77|
|Debriefing with Hana||p. 78|
|Observation Reveals the Issue (4-5 Years)||p. 80|
|Productive Play with Fairy Dust (Kindergarten)||p. 83|
|Helping Julian Adjust (Kindergarten)||p. 86|
|What Is Going on with Julian?||p. 86|
|Talking with Julian's Mother||p. 88|
|Using the Information to Help Julian||p. 89|
|Sharing Akil's Work Sample (Combined First-Second Grade)||p. 91|
|Why Won't Luke Finish His Work? (First Grade)||p. 93|
|A Parent's Visit||p. 93|
|Observing Luke and His Classroom||p. 95|
|Meeting with Taylor||p. 97|
|Friday's Meeting||p. 99|
|Immediate Changes||p. 101|
|Meeting Again with Elizabeth||p. 102|
|Why Dante Succeeds in Second Grade (Second Grade)||p. 104|
|Dante's Family Is Concerned||p. 104|
|Dante's Parents Observe||p. 108|
|Involving Children (Second Grade)||p. 116|
|William and Nashawna and the Ocean Animals Project||p. 116|
|William Leads a Family Conference||p. 121|
|Lecia and the Standardized Tests (Third Grade)||p. 125|
|Table of Contents provided by Ingram. All Rights Reserved.|