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Dr. Sue Bredekamp is an early childhood education specialist from Washington, DC who serves as a consultant and author on curriculum, teaching, and professional development for state and national organizations such as the National Association for the Education of Young Children (NAEYC), the Council for Professional Recognition, the Head Start Bureau, and Sesame Workshop. She is well-known as the co-author of NAEYC’s highly influential publications on Developmentally Appropriate Practice in Early Childhood Programs serving Children from Birth through Age 8. Dr. Bredekamp developed NAEYC’s accreditation system and served as Director of Professional Development from 1981 to 1998. She is also an advisor to the Head Start National Center on Quality Teaching and Learning, and serves on the Board of the HighScope Educational Research Foundation. From 2007 to 2009, she was a member of the National Research Council’s (NRC) Committee on Early Childhood Mathematics which produced a landmark report, Mathematics in Early Childhood: Paths toward Excellence and Equity. She co-authored Learning to Read and Write: Developmentally Appropriate Practices for Young Children.
Dr. Bredekamp has devoted her career to learning about and from children, and translating that knowledge for new and experienced teachers. She has been a visiting lecturer at Macquarie University in Sydney, Australia; Monash University in Melbourne; University of Alaska; and University of Hawaii. Dr. Bredekamp holds a Ph.D. in Curriculum and Instruction from the University of Maryland.
Table of Contents
Chapter 1: Continuity and Change in Early Childhood Education
Chapter 2: Building on a Tradition of Excellence
Chapter 3: Understanding and Applying Developmentally Appropriate Practice
Chapter 4: Applying What We Know about Children’s Learning and Development
Chapter 5: Adapting for Individual Differences
Chapter 6: Embracing a Culturally and Linguistically Diverse World
Chapter 7: Building Effective Partnerships with Families
Chapter 8: Creating a Caring Community of Learners: Guiding Young Children
Chapter 9: Teaching to Enhance Learning and Development
Chapter 10: Planning Effective Curriculum
Chapter 11: Assessing Children’s Learning and Development
Chapter 12: Teaching Children to Communicate: Language, Literacy, and the Arts
Chapter 13: Teaching Children to Investigate and Solve Problems: Mathematics, Science, and Technology
Chapter 14: Teaching Children to Live in a Democratic Society: Social–Emotional Learning and Social Studies
Chapter 15: Teaching Children to Be Healthy and Fit: Physical Development and Health
Chapter 16: Putting It All Together in Practice: Making a Difference for Children