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Early Childhood Curriculum : Developmental Bases for Learning and Teaching (with MyEducationLab),9780132545433
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Early Childhood Curriculum : Developmental Bases for Learning and Teaching (with MyEducationLab)

by
Edition:
5th
ISBN13:

9780132545433

ISBN10:
0132545438
Format:
Package
Pub. Date:
2/4/2010
Publisher(s):
Pearson
List Price: $155.13
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  • Early Childhood Curriculum : Developmental Bases for Learning and Teaching
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  • Early Childhood Curriculum : Developmental Bases for Learning and Teaching
    Early Childhood Curriculum : Developmental Bases for Learning and Teaching
  • Early Childhood Curriculum : Developmental Bases for Learning and Teaching
    Early Childhood Curriculum : Developmental Bases for Learning and Teaching




Summary

With a solid theoretical focus and child-centered approach,Early Childhood Curriculumstresses the importance of students understanding the foundations of their field before they develop and use quality teaching and instruction programs. The text strikes a balance between the most current research and trends with classic theories to create a working basis for developing curriculum for children from 0-8 years old. This specific and reflective guide to implementing quality teaching programs in a chronological manner from infancy to grade three takes a largely constructivist approach that includes skills instruction and emergent literacy in a balanced reading program. The teacher guides, instructs, and scaffolds, and the child encounters, experiences, and accomplishes goals in beginning literacy. The new sixth edition of the text includes thematic lesson plans that are updated to integrate state standards as well as current information on new brain research and its implications for infant-toddler programs.

Table of Contents

CHAPTER 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



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