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| Author's Preface and Acknowledgments | |
| Introduction | |
| A Lesson Planning System-Concept and Development | |
| Developmentally Appropriate Practice | |
| Accepted Standards in the Field | |
| Overview of Guidebook | |
| Self Study Activities | |
| Suggested Reading | |
| End Notes | |
| Developmentally Based Planning | |
| Introduction | |
| Planning for Children's Well-Being | |
| Health Nutrition Safety | |
| Planning for Other Learning Activities | |
| Thematic Activities Physical Activities Manipulative Activities Art Media Activities Sensory Activities | |
| General Characteristics of Three to Five Year Olds | |
| Three Year Olds Four Year Olds Five Year Olds | |
| Tables 2.1, 2.2, 2.3 Developmental Milestones | |
| Ages Two to Three Ages Three to Four Ages Four to Five | |
| Developmental Sequences and Lesson Planning | |
| Summary | |
| Self Study Activities | |
| Suggested Reading | |
| End Notes | |
| Interest-Based Planning Horizontal Curriculum | |
| Introduction | |
| Spontaneous Curriculum Planning | |
| Horizontal Curriculum Planning | |
| Example of Horizontal Planning and Notes on Use | |
| Spontaneous Teaching: Teachable Moments | |
| Summary | |
| Self Study Activities | |
| Suggested Reading | |
| Skill-Focused Planning Vertical Curriculum | |
| The Need for Developmental Planning of Skill-Focused Activities | |
| Introduction-The Need for a Management System | |
| Skill-Focused Activities | |
| Developmentally Sequenced Activities | |
| Challenges for Teachers Natural Developmental Sequencing Guided Developmental Sequencing Planned Developmental Sequencing | |
| A System for Skill-Focused Planning | |
| Sequenced Skill-Focused Planning | |
| Tables 4.1 and 4.2. Skill-Focused Activities | |
| General Notes on Format General and Specific Activity Examples Manner of Sequencing Placement of Activities within Categories Individualizing the System Pace of the Teacher or Group Integrating Themes with Activities Using the System in Lesson Planning | |
| Parent Education-Sharing Information and Time Blocks with Parents | |
| Summary | |
| Self Study Activities | |
| Suggested Reading | |
| End Notes | |
| Daily Schedules: Daily Lesson Plans | |
| Introduction | |
| What is a Lesson Plan | |
| Elements Purposes | |
| Daily Schedules | |
| Definition Examples of Schedules Challenges in Scheduling Core Elements of the Schedule | |
| Lesson Plans | |
| Adequate and Clear Detail Assistance in Lesson Planning Documenting Individualized Teaching Transitions | |
| Summary-Core Elements of the Lesson Plan | |
| Horizontal Entries Vertical Entries Concrete and Sensory Entries Teacher-Directed Group Times Individualized Teaching Child Planned Activity Time Alternating Flow of Active and Quiet Times Outdoor Time Health, Nutrition, and Safety Entries Program Priority Entries | |
| Self Study Activities | |
| Suggested Reading | |
| Figures 5.1 and 5.2. Examples of Lesson Plan Forms and Comments | |
| Using the System | |
| A Review-Chapters 1 through 5 | |
| Getting Ready to Work on the Lesson Plan | |
| Ten Steps to Follow in Lesson Planning | |
| Check Calendar Review Program Goals/Strategies Review Development of Group Enter Daily Basic Activities Review Summary of Individual Needs Choose/Enter Skill-Focused Activities for Groups or Individuals Choose/Enter Theme Activity Ideas Enter Regularly Required Activities Check Anecdotal and/or IEP Plans | |
| Note any Modifications Gather Special Materials if Needed | |
| A Preview-Chapters 7 through 11 | |
| Resources for Teachers-Where Do We Find Them? | |
| Children, Families, Community Education Plans or Standards of Quality Past and Current Experiences Books/Resources in the Field | |
| Self Study Activity | |
| Suggested Reading | |
| Summary of the 10 Steps in Lesson Planning | |
| Individualizing in Lesson Plans Assessment, Observation, Documentation | |
| Introduction - Assessment | |
| Screening | |
| Definition and Purpose IEP's and IFSP's Screening for Individualized Planning Considerations in Choosing Screening Tools | |
| Observation | |
| Definition Purpose Methods of Observation The Teacher's Role Records - How Do You Write What You Observe | |
| Summary | |
| Self Study Activities | |
| Suggested Reading | |
| End Notes | |
| The Setting Learning Centers | |
| Materials | |
| Introduction-Diversity in Settings | |
| Interactive Learning in the Environment | |
| Learning Centers-General Remarks | |
| Definition Size Arrangement Materials Physical Definition of Learning Center Space | |
| Learning Centers | |
| Discovery Learning-Science and Math Sensory Learning Dramatic Play Large Muscle Blocks Small Muscle Foods Experience Art Media-Creative Process Music and Movement Literacy and Library Construction-Woodworking Outdoor Areas Field Trips and Visitors | |
| Other Considerations in the Setting | |
| Light Orderliness Children As Helpers Displays and Decorations Personalized Space Safety and Health Required Postings Parent Information Social-Emotional Climate | |
| Summary | |
| Self Study Activities | |
| Suggested Reading | |
| End Notes | |
| Floor Plan Examples | |
| Figures 8.1 and 8.2 | |
| Free Choice Time Planning | |
| Management | |
| Introduction-Values and Challenges | |
| Our Educational Goals for Children | |
| Responsible Adults | |
| Play and Work | |
| Free Choice-Planned Activity Time | |
| Relationship of Skills to Adult World | |
| Skills Learned in Free Choice Time | |
| Management | |
| Materials Play Slots Balance Guidance | |
| Summary | |
| Self Study Activities | |
| Suggested Reading | |
| End Notes | |
| National Priorities Literacy, Math, Science, Multicultural, Parent Involvement | |
| Introduction-National Initiatives | |
| Literacy, Math, Science Parent Involvement Ecology and the Environment Anti Bias and Multicultural Awareness | |
| Literacy | |
| The Setting Open Questions Active Listening Dictation and Experience Stories Journals Reading and Writing Centers Dramatic Play and Props Puppets Blocks Sharing Conversation in Groups Nonverbal Communication | |
| Discovery Learning - Math and Science | |
| Divergent Thinking Sensory Learning Manipulatives Blocks Dramatic Play Foods Experiences Math Activities Science and Nature | |
| Ecology and Environmental Awareness | |
| Recycling Growing Things | |
| Anti Bias and Multicultural Awareness | |
| Definitions - Awareness, Understanding, and Action Examples Excerpts from Other Sources | |
| Parent Involvement | |
| Benefits of Involvement Motivation for Parent Participation Strategies - Two Way Written Communication Strategies -Two Way Verbal Communication Documenting Parent Involvement and Input | |
| Summary | |
| Self Study Activities | |
| Suggested Reading | |
| End Notes | |
| Emergent Curriculum/Integrated Activities From Webs to Plans | |
| Introduction - Integrated Learning | |
| Simple Integrated Activities and Webs | |
| Playdough Dramatic Play Bean Bags | |
| Complex Integrated Activities and Webs | |
| An Apple Snack Newspapers Earth Water | |
| Transferring Web Information into Horizontal and Vertical Plans | |
| Transferring Web Information into the Lesson Plan | |
| Large Group Small Group Skill Practice Free Choice Outdoor Time | |
| Summary | |
| Self Study Activities | |
| Suggested Reading | |
| Appendices | |
| Developmentally Sequenced Activities | |
| Self Assessment | |
| Resources | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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