CART

(0) items

Developmentally Appropriate Practice in Early Childhood Programs,9780935989793

Developmentally Appropriate Practice in Early Childhood Programs

by ; ;
Edition:
Revised
ISBN13:

9780935989793

ISBN10:
093598979X
Format:
Paperback
Pub. Date:
1/1/1997
Publisher(s):
NAEYC
List Price: $35.00

Buy Used Textbook

(Recommended)
Usually Ships in 2-3 Business Days
U9780935989793
$24.50

Buy New Textbook

Usually Ships in 3-5 Business Days
N9780935989793
$34.13

Rent Textbook

We're Sorry
Sold Out

eTextbook

We're Sorry
Not Available

More New and Used
from Private Sellers
Starting at $0.01
See Prices

Questions About This Book?

What version or edition is this?
This is the Revised edition with a publication date of 1/1/1997.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
  • The Used copy of this book is not guaranteed to inclue any supplemental materials. Typically, only the book itself is included.

Related Products


  • Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8
    Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8




Table of Contents

Preface v(4)
Acknowledgments ix
Part 1 NAEYC Position Statement: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (Adopted July 1996) 3(30)
The current context of early childhood programs
3(3)
Rationale for the position statement
6(1)
NAEYC's commitment to children
7(1)
Statement of the position
8(1)
Principles of child development and learning that inform developmentally appropriate practice
9(7)
Guidelines for decisions about developmentally appropriate practice
16(7)
Creating a caring community of learners
16(1)
Teaching to enhance development and learning
17(3)
Constructing appropriate curriculum
20(1)
Assessing children's learning and development
21(1)
Establishing reciprocal relationships with families
22(1)
Moving from either/or to both/and thinking in early childhood practice
23(1)
Policies essential for achieving developmentally appropriate early childhood programs
24(1)
References
25(8)
Part 2 Developmentally Appropriate Practice: The Early Childhood Teacher As Decisionmaker/Sue Bredekamp 33(22)
Overview and NAEYC's definition of developmentally appropriate practice
36(1)
Using knowledge about child development and learning to inform practice
36(3)
Using knowledge of individual children to inform practice
39(2)
Using knowledge of the social and cultural context to inform practice
41(2)
Using multiple sources of knowledge in professional decisionmaking
43(1)
Resolving contradictions
44(7)
Resolving contradictions in practice: A strategy for making decisions and negotiating conflicts
47(1)
Considering children's individual needs in decisions about developmentally appropriate practice
48(1)
Considering families' concerns and the wider social context in decisions about developmentally appropriate practice
48(3)
Conclusion
51(1)
References
51(4)
Part 3 Developmentally Appropriate Practice for Infants and Toddlers 55(42)
Development in the First Three Years of Life
55(15)
Young infants (birth to 9 months)
56(4)
Mobile infants (8 to 18 months)
60(5)
Toddlers (16 to 36) months
65(5)
Developmental milestones of children from birth to age 3
70(2)
Examples of appropriate and inappropriate practices for infants
72(9)
Examples of appropriate and inappropriate practices for toddlers
81(10)
References and resources
91(6)
Part 4 Developmentally Appropriate Practice for 3- through 5-Year-Olds 97(44)
Development and learning in children age 3 through 5
98(25)
Integrated development and learning during early childhood
98(1)
A sketch of physical development in 3-, 4-, and 5-year-olds
99(5)
Physical growth
99(1)
Maturation
100(1)
Sensation and perception
100(1)
Gross-motor development
101(1)
Gross-motor development--Widely held expectations
102(1)
Considerations for early childhood educators
103(1)
Fine-motor development
103(2)
Fine-motor development--Widely held expectations
105
Considerations for early childhood educators
104
A sketch of language and communication development in 3-, 4-, and 5-year-olds
104
Language and communication development--Widely held expectations
108(1)
Considerations for early childhood educators
109(1)
A sketch of cognitive development in 3-, 4-, and 5-year-olds
110(5)
Characteristics of thought
112(1)
Information processing
113(1)
Social cognition
114(1)
Considerations for early childhood educators
115(1)
A sketch of social and emotional development of 3- through 5-year-olds
115(3)
Considerations for early childhood educators
116(1)
Social and emotional development--Widely held expectations
117(1)
Responding to individual and cultural variation
118(3)
Negotiating transitions: Changes and challenges
121(2)
Examples of appropriate and inappropriate practices for 3- through 5-year-olds
123(13)
References
136(5)
Part 5 Developmentally Appropriate Practice for 6- through 8-Year-Olds in the Primary Grades 141(41)
Development and learning in primary-age children
144(17)
A sketch of physical development in 6- through 8-year-olds
146(1)
Growth and maturation, sensation and perception
146(1)
Gross- and fine-motor development
147(1)
A sketch of cognitive development in 6- through 8-year-olds
147(8)
Characteristics of thought
148(3)
Information processing
151(1)
Language and communication development
152(1)
Moral development
152(3)
A sketch of social and emotional development in 6- through 8-year-olds
155(3)
Considerations for early childhood educators
156(2)
Responding to individual and cultural variation
158(3)
Examples of appropriate and inappropriate practices for 6- through 8-year-olds
161(19)
References
180(2)
Index 182


Please wait while the item is added to your cart...