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Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (with MyEducationLab),9780131381445
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Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (with MyEducationLab)

by ; ;
Edition:
5th
ISBN13:

9780131381445

ISBN10:
013138144X
Format:
Package
Pub. Date:
2/4/2010
Publisher(s):
Pearson
List Price: $151.93

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Summary

This best-selling text addresses all aspects of classroom life, including the roles of children and adults, the physical and social environments, and teaching and learning within multiple domains for children age three to eight. It provides a comprehensive, cohesive approach to curriculum development, which results in greater continuity for children and practitioners in group settings in childcare, preschool, and the early elementary grades. Concentrating as much on the "how" of curriculum development as on the "what and why," the authors provide practical, research-based guidelines for translating theory into best practice that accommodates age-appropriateness, individual differences, and social and cultural diversity. Students learn how to conceptualize, plan, implement, and evaluate curriculum through detailed application opportunities in each chapter.

Author Biography

Marjorie J. Kostelnik is Dean of the College of Education and Human Sciences at the University of Nebraska, Lincoln. A former child care, Head Start, and preschool teacher, as well as elementary school specialist, Dr. Kostelnik has been actively involved in helping educators in early childhood programs explore the implications of developmentally appropriate practices. Her work has taken her to many settings throughout the United States and abroad. Marjorie teaches classes in early childhood inclusive education and is currently on the Coordinating Commission for High Quality Early Childhood Education for the state of Nebraska.


Anne K. Soderman had 14 years of classroom experience working with children in both public and nonpublic educational settings prior to joining Michigan State University in 1979, where she is now Professor Emeritus. In addition to continuing to consult with schools in international settings, she is currently carrying out an administrative assignment and conducting research on second-language acquisition in Beijing, China. Soderman is also co-author of Guiding Children’s Social Development and Learning, 6th Ed. (2009), Creating Literacy-Rich Preschools and Kindergartens (2008) and Scaffolding Emergent Literacy (2005).


Alice Phipps Whiren is a professor emeritus of the Department of Family and Child Ecology, Michigan State University. She taught curriculum in early childhood and child development to undergraduate and graduate students and was supervisor of the Child Development Laboratories. Early in her career, she taught young children in an inner-city public school in Michigan. She also served as a Head Start assistant director and has provided a variety of training sessions for preprimary teachers nationally and internationally.

Table of Contents

Introduction    


Part 1 Foundations of Early Childhood Education  


Chapter 1 Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children    

Why Is There a Need for DAP?  

The Early Childhood Profession Responds  

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  

DAP Is Adaptable Across Program Settings  

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    

Summary    

Applying What You’ve Read in This Chapter    

Practice for Your Certification or Licensure Exam    


Chapter 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  

Summary 

Applying What You’ve Read in This Chapter 

Practice for Your Certification or Licensure Exam    


Part 2  Setting the Stage for Learning    


Chapter 3 Planning and Implementing Effective Small-Group Activities  
Why Plan?  

Characteristics of Effective Planning   

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   

Summary  

Applying What You’ve Read in This Chapter  

Practice for Your Certification or Licensure Exam  


Chapter 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   

Summary   

Applying What You’ve Read in This Chapter   

Practice for Your Certification or Licensure Exam  


Chapter 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   

Summary  

Applying What You’ve Read in This Chapter   

Practice for Your Certification or Licensure Exam 


Chapter 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   

Summary   

Applying What You’ve Read in This Chapter  

Practice for Your Certification or Licensure Exam   


Chapter 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   

Summary  

Applying What You’ve Read in This Chapter  

Practice for Your Certification or Licensure Exam  


Chapter 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   

Summary  

Applying What You’ve Read in This Chapter  

Practice for Your Certification or Licensure Exam  


Part 3 The Curriculum    


Chapter 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   

Summary  

Applying What You’ve Read in This Chapter   

Practice for Your Certification or Licensure Exam 


Chapter 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   

Summary  

Applying What You’ve Read in This Chapter   

Practice for Your Certification or Licensure Exam   


Chapter 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  

Summary   

Applying What You’ve Read in This Chapter  

Practice for Your Certification or Licensure Exam   


Chapter 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   

Summary   

Applying What You’ve Read in This Chapter  

Practice for Your Certification or Licensure Exam  


Chapter 13 The Physical Domain    

Physical Activity 

Health, Safety, and Nutrition  

Current Educational Issues   

Purpose and Goals 

Teaching Strategies  

Activity Suggestions  

Summary  

Applying What You’ve Read in This Chapter  

Practice for Your Certification or Licensure Exam  


Chapter 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   

Summary   

Applying What You’ve Read in This Chapter   

Practice for Your Certification or Licensure Exam  


Part 4 Integrating Curriculum   

Chapter 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   

Summary   

Applying What You’ve Read in This Chapter  

Practice for Your Certification or Licensure Exam   


Chapter 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   

Summary   

Applying What You’ve Read in This Chapter   

Practice for Your Certification or Licensure Exam   


Appendix A    Sample Lesson Plans   

Appendix B    Field Trips    

Appendix C    The Big, Big Turnip    

Glossary

References    

Name Index   

Subject Index   



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