9780205337545

A Practical Guide to Early Childhood Curriculum Linking Thematic, Emergent, and Skill-Based Planning to Children's Outcomes

by
  • ISBN13:

    9780205337545

  • ISBN10:

    0205337546

  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2002-10-10
  • Publisher: Pearson

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Summary

@SUMMARY= This comprehensive book offers easy and practical systems to organize and integrate interest-based and skill-based curriculum ideas and to effectively plan for young children. It makes ongoing lesson plans easier to write, implement and monitor, and links lesson planning to both curriculum objectives and children's outcomes in all learning domains. The book provides comprehensive information on the setting of daily schedules, long and short range lesson planning, guidance/classroom management, and trends and priorities in the field. Diagrams, lesson plan forms, illustrations, and developmentally sequenced activity tables help teachers organize scaffolded experiences in all learning domains. The book also describes implementation that meets the diverse and changing needs of every child from the beginning to end of the year.

Author Biography

Evelyn A. Petersen is an early childhood educator, author, and columnist who brings 40 years of experience in the field to her books, magazine features, columns, and video training cassettes. She holds degrees in child development/family life and early childhood education from Purdue and Central Michigan Universities. She has taught children, teachers, and parents from preschool to post-graduate levels and has worked with hundreds of early childhood programs in many states and tribal nations as a Head Start reviewer and consultant.

Table of Contents

Preface xi
What Is Curriculum?
1(11)
Child Development Principles
1(1)
Best Practices and Accepted Standards in the Field
2(1)
Developmentally Appropriate Practice
3(1)
Goals
4(2)
Experiences and Materials
6(1)
Two Major Types of Curriculum
7(1)
Roles of Adults
7(1)
Infant-Toddler Curriculum
8(1)
Summary
9(1)
Self-Study Activities
10(1)
Resources and Suggested Readings
10(2)
Curriculum and Child Development
12(16)
Who Are the Children for Whom Teachers Plan?
13(6)
What Are Infants Like?
14(1)
What Are Toddlers Like?
14(1)
What Are 2-Year-Olds Like?
15(1)
What Are 3-Year-Olds Like?
15(1)
What Are 4-Year-Olds Like?
16(1)
What Are 5-Year-Olds Like?
17(1)
What Are 6-to 8-Year-Olds Like?
17(2)
Planning for Children's Health and Well-Being
19(3)
Health
19(2)
Safety
21(1)
Planning for Other Curriculum Goals
22(4)
Thematic Planning
22(1)
Basic Planning
22(1)
Physical Objectives
23(1)
Creative Arts
24(1)
Sensory Materials
25(1)
Summary
26(1)
Self-Study Activities
26(1)
Resources and Suggested Readings
26(2)
The Setting: Where Curriculum Happens
28(22)
Advocates of the Learning Environment
28(2)
Learning Centers: General Remarks
30(4)
Definition
30(1)
Size
30(1)
Traffic Flow
31(1)
Noise Level
31(1)
Accessibility
31(1)
Collaborative Play Spaces
32(1)
Play Slots
32(1)
Materials
32(1)
Physical Definitions of Space
33(1)
Learning Centers in Infant-Toddler Programs, Kindergartens, and Primary Classrooms
34(1)
Basic Learning Centers in the Setting
35(7)
Science and Math Discovery Learning
35(1)
Sensory Learning
36(1)
Housekeeping and Dramatic Play
36(1)
Large-Muscle Area
37(1)
Blocks Area
38(1)
Small-Muscle Area
38(1)
Food Experiences Area
38(1)
Creative Process: Art Media Area
39(1)
Music and Movement
39(1)
Literacy and Library Areas
40(1)
Computer Area
40(1)
Construction and Woodworking
41(1)
Outdoor Area
41(1)
Field Trips and Visitors
42(1)
Other Considerations in the Setting
42(2)
Summary
44(1)
Self-Study Activities
45(1)
Resources and Suggested Readings
45(5)
The Schedule: When Curriculum Happens
50(11)
Schedules as Guidelines
50(1)
Schedules as Documentation
51(1)
Critiques of Daily Schedules
52(3)
Challenges in Scheduling
55(5)
Time Management
55(1)
Small-Group Time
56(2)
Balance
58(1)
Flow
59(1)
Summary
60(1)
Self-Study Activities
60(1)
Resources and Suggested Readings
60(1)
Lesson Plans: How Curriculum Happens
61(13)
Lesson Plans as Tools for Planning
61(1)
Lesson Plans as Documentation
62(1)
Elements of a Comprehensive Lesson Plan
63(1)
Quality Lesson Plans Incorporate Detail
64(1)
Too Much Detail
64(1)
Too Little Detail
64(1)
Assistance in Lesson Planning
65(1)
Documenting Individualized Teaching
66(1)
Seven Steps in Effective Lesson Planning
66(1)
Lesson Plan Examples
67(1)
Summary
68(1)
Self-Study Activity
68(1)
Resources and Suggested Readings
68(6)
Individualizing: The Why of Curriculum
74(21)
Assessment
74(1)
Developmental Screening Tools
75(1)
IEPs and IFSPs
75(1)
Developmental Assessment Tools
76(4)
Outcomes
77(2)
Considerations in Choosing Screening Instruments
79(1)
Observation
80(5)
Definition
80(1)
Purpose
80(1)
Methods of Observation
81(1)
How Do Teachers Observe?
82(1)
Record Keeping
83(2)
An Original Observation Form
85(2)
Evaluating and Organizing Information for Appropriate Planning
87(1)
Individualizing for Every Child
88(1)
An Individualization to Outcomes System
89(1)
Summary Sheets: Using a System for Individualizing and Documentation
89(3)
Summary
92(1)
Self-Study Activities
93(1)
Resources and Suggested Readings
93(2)
Interest-Based Curriculum: Horizontal Planning
95(14)
All Curriculum Information
95(2)
Systems for Using Thematic Curriculum
97(5)
Horizontal Plan Outlines
98(3)
Themes: Making Choices
101(1)
Systems for Using Emergent Curriculum
102(5)
Projects
103(1)
Planning Webs
104(2)
Teachable Moments
106(1)
Summary
107(1)
Self-Study Activities
107(1)
Resources and Suggested Readings
108(1)
Skill-Based Curriculum: Vertical Planning
109(30)
The Systematic Management of Skill-Based Activities
109(1)
Why a Management System Is Needed
110(1)
Skill-Based Activities
111(1)
Developmentally Sequenced Activities
112(6)
Natural Sequencing
113(1)
Guided Sequencing
113(1)
Planned Sequencing: Motor Skills
114(2)
Planned Sequencing: Perceptual Skills
116(2)
A System for Skill-Based Planning
118(1)
Vertical Planning
119(1)
Learning Domains Addressed in This System
120(3)
A Planning System That Incorporates Sequenced Time Blocks
123(12)
General Notes on Format
128(1)
General and Specific Activity Ideas
129(1)
Manner of Sequencing
130(1)
Placement of Activities within Categories
131(1)
Individualizing the Use of the System
132(1)
The Pace of the Teacher or Group
133(1)
Integrating Themes with Skill-Based Activities
133(1)
Using the System in Lesson Planning
134(1)
Parent Partnerships: Sharing Information and Time Blocks with Parents
135(1)
Summary
136(1)
Self-Study Activities
137(1)
Resources and Suggested Readings
138(1)
Putting It All Together: Integrated Curriculum and Integrated Learning
139(24)
Simple Integrated Curriculum and Webs
140(5)
Playdough
140(1)
Dramatic Play
141(2)
Bean Bags
143(2)
Complex Integrated Curriculum and Webs
145(9)
An Apple Snack
145(4)
Newspapers
149(1)
Earth
150(4)
Water
154(1)
Integrating Web Information with Horizontal and Vertical Planning
154(1)
Linking Web Information with Curriculum Objectives
155(6)
Large Group
156(1)
Small Group
156(2)
Free Choice---Planned Activity Time
158(2)
Outdoor Time
160(1)
Summary
161(1)
Self-Study Activities
162(1)
Resources and Suggested Readings
162(1)
Classroom Management: Social-Emotional Outcomes
163(16)
Preventive Management and Guidance
163(3)
Schedule
163(1)
Materials
164(1)
Room Arrangement
164(1)
Play Slots or Play Spaces
164(1)
Balance of Stimulation
165(1)
Stress Reducers
165(1)
Accessibility
165(1)
Ratio
166(1)
Parents as Staff
166(1)
Management and Guidance in Action
166(9)
Rules
166(1)
Positive Guidance
167(1)
Positive Modeling
168(1)
Diffusion and Redirection
168(1)
Transitions
169(1)
Circle Time
170(1)
Positive Expectations---Positive Reinforcement
170(1)
Choices
171(1)
Problem Solving
172(1)
Consequences
172(1)
Contracts
172(1)
Be Consistent
173(1)
Say No and Say Why
173(1)
Do More and Say Less
173(1)
Help Children Calm Down
173(1)
Time-Out
174(1)
Peer Reinforcement and Challenging Behaviors: A Case Study
175(2)
Summary
177(1)
Self-Study Activities
177(1)
Resources and Suggested Readings
178(1)
Trends and Priorities in Early Childhood Education
179(35)
Current Trends
179(5)
Developmental Continuity
179(1)
Programs for Children under Age Three
180(1)
Partnerships
181(2)
Assessment: Reporting Children's Progress
183(1)
Cultural Diversity and Inclusion as Curriculum Priorities
184(4)
Curriculum Challenges
188(1)
Language and Literacy
188(1)
Language and Literacy with Infants and Toddlers
189(1)
Language and Literacy in Preschool Programs
190(10)
The Teacher's Role
190(1)
The Setting
191(1)
Open Questions
191(1)
Active Listening
192(1)
Dictation and Experience Stories
192(1)
Journals
193(1)
Reading and Writing Centers
194(1)
Dramatic Play and Props
194(1)
Puppets
195(1)
Blocks
196(1)
Sharing Conversations in Groups
196(1)
Nonverbal Communication
197(1)
The Art, Sensory, and Woodworking Areas
197(1)
The Computer Center
198(2)
Discovery Learning: Math and Science
200(11)
Divergent Thinking
200(1)
Art, Sensory, and Woodworking
201(2)
Manipulatives
203(1)
Blocks
204(2)
Food Experiences
206(1)
Math Activities
206(2)
Science and Nature
208(2)
Physical Science
210(1)
Summary
211(1)
Self-Study Activities
211(1)
Resources and Suggested Readings
212(2)
Appendix A: Skill-Based Learning Experiences: September to May 214(16)
Appendix B: Program Curriculum Examples 230(8)
Appendix C: Developmental Profiles: Birth to Age Eight 238(11)
Index 249

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