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Whole Child, The: Developmental Education for the Early Years,9780130226068
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Whole Child, The: Developmental Education for the Early Years

by
Edition:
7th
ISBN13:

9780130226068

ISBN10:
0130226068
Format:
Hardcover
Pub. Date:
1/1/2001
Publisher(s):
Prentice Hall
List Price: $88.00
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Summary

The seventh edition of "The Whole Child" gives readers the specific skills they need to function effectively with the children in their care. The t4ext focuses on the whole child and the five developmental selves--emotional, creative, physical, social, and cognitive. The seventh edition: Incorporates groundbreaking information about brain development and its implication for early childhood education. Includes information about the philosophy of Reggio Emilia. Adds new information on asthma and obesity. Extends coverage of Piaget and Vygotsky. Compares the emergent and conventional approaches to instruction. Features a text-specific companion website, www.prenhall.com/hendrick

Table of Contents

Part I Beginning to Teach 1(76)
How to Survive While Teaching: Suggestions and Guidelines for the First Few Weeks
2(26)
Some Thoughts About Getting Started
4(4)
Implications for the Profession: What Do These Facts Have to Do with Me?
8(1)
Research Study: Who Is Caring for America's Young Children
9(5)
Some Comforting Thoughts
14(1)
Basic Professional Ethics
15(2)
Some Recommendations for Starting Out
17(1)
Practical Things to Do to Increase Competence
18(2)
Recognize Stress and Deal with It as Effectively as Possible
20(2)
Some Special Problems
22(1)
The Way to Your Mentor's Heart
23(1)
Summary
24(4)
What Makes a Good Day for Children?
28(28)
Can Early Education Make a Difference?
30(2)
Do Different Educational Approaches Produce Different Results?
32(1)
Underlying Philosophy of This Book
33(4)
Basic Premises of This Book
37(1)
Putting Premises Into Practice: Planning a Good Day for Children
38(11)
Putting the Elements Together
49(1)
Summary
50(6)
What Parents Need
56(21)
Problems That Interfere with Good Communication
58(1)
Suggestions for Establishing a Good Relationship Between Parent and Teacher
59(2)
What If the Relationship Is Not Good?
61(3)
Maintaining Good Relationships: Keeping the Lines of Communication Open
64(1)
Counseling with Parents
65(1)
Research Study: Which Kinds of Children's Centers Are Likely to Do the Best Job Communicating with Parents?
66(2)
Practical Pointers About Conducting a Parent Conference
68(4)
Limits to Guidance Work
72(1)
Summary
72(5)
Part II Fostering Physical Well-Being 77(56)
Handling Daily Routines
78(28)
Schedules and Transitions Into Routines
80(2)
Research Study: Intentions Versus Reality
82(2)
Routines of Arrival and Departure
84(2)
Routines That Center Around Eating
86(11)
The Process of Toileting
97(2)
Handling Nap Times
99(2)
Summary
101(5)
Development of the Physical Self
106(27)
Promotion of Health and Safety in the Children's Center
108(5)
Basic Principles of Physical Development
113(2)
Fostering Large Muscle Development in Young Children
115(2)
Research Study: Can a Little Instruction Make a Big Difference?
117(1)
Use of Perceptual-Motor Activities to Enhance Physical Development
118(8)
Fostering Sensory Experience
126(2)
Summary
128(5)
Part III Nourishing and Maintaining Emotional Health 133(112)
Fostering Mental Health in Young Children
134(24)
Importance of Developing Basic Attitudes of Trust, Autonomy, and Initiative in Young Children
136(2)
Hallmarks of an Emotionally Healthy Young Child
138(3)
Personal Qualities That Will Help the Teacher Establish an Emotionally Positive Climate in the Children's Center
141(4)
Practical Ways to Help Young Children Achieve Healthy Emotional Development
145(8)
Summary
153(5)
Developing Self-Esteem in Young Children
158(16)
Relationship of Self-Esteem to Self-Concept
160(1)
Research Study: Is Positive Self-Esteem Related to Positive Social Behavior Toward Other People?
161(1)
Sources of Self-Esteem
162(1)
Common School Practices Likely to Reduce Self-Esteem: Self-Esteem Is Like a Balloon
163(1)
Positive Methods of Enhancing Self-Esteem
164(2)
Helping the Child Achieve Competence
166(4)
Summary
170(4)
Tender Topics: Helping Children Master Emotional Crises
174(36)
What Constitues a Crisis?
177(1)
Some General Principles for Helping Families Deal with Crises
177(2)
Some General Principles for Helping the Child Deal with Crises
179(3)
Helping Children Cope with Specific Crises
182(14)
Research Study: Would You Do It?
196(8)
Summary
204(6)
Welcoming Children Who Have Special Educational Requirements Into the Life of the School
210(35)
Identifying Children Who Have Special Needs and Finding Help for Them: The Preschool Teacher as a Screening Agent
212(3)
Including Children Who Have Disabilities
215(1)
Learning to Work as a Member of the Team
216(2)
Getting Started with a Child Who Has a Disability
218(2)
General Recommendations for Working with Children Who Have Disabilities
220(1)
Research Study: Do Preschool Children Recognize Disabilities in Their Peers?
221(3)
Identifying and Helping Children Who Have Physical Handicaps
224(6)
Identifying and Helping Children Who Have Emotional Difficulties
230(5)
Identifying and Helping Children Who Have Delayed or Advanced Mental Ability
235(5)
Summary
240(5)
Part IV Fostering Social Development 245(102)
Developing Social Competence in Young Children
246(26)
Developmental Trends in Social Growth
248(4)
Research Study: Learning the Secret Passwords for Group Inclusion
252(2)
Helping Children Become Socially Competent: Suggestions for Teaching Appropriate Social Skills
254(13)
Summary
267(5)
Helping Young Children Establish Self-Discipline and Self-Control: But What if She Won't Do What I Say?
272(22)
Two Basic Goals of Discipline
274(1)
Establishing Inner Controls: Ego Strength and Moral Development
274(3)
Practical Things to Do to Make It Easier for Children to Behave in Acceptable Ways
277(7)
Research Study: Who's to Blame? Teachers' Reactions to Children's Misbehavior
284(7)
Summary
291(3)
Aggression: What to Do About It
294(20)
Undesirable Ways To Cope with Aggression
296(3)
Desirable Ways to Cope with Aggression
299(4)
Research Study: What Kinds of Things Make Young Children Angry, and What Do They Do in Response?
303(7)
Summary
310(4)
Providing Cross-Cultural, Nonsexist Education
314(33)
Examples of Teacher Prejudice
316(1)
Can Such Attitudes Be Changed?
317(1)
Suggestions for Controlling and Overcoming the Expression of Prejudice
317(3)
Is Preschool Too Soon to Begin Cross-Cultural, Nonsexist Education?
320(1)
What Do Cross-Cultural and Nonsexist Education Have in Common?
321(1)
Principles of Cross-Cultural Education
321(9)
Emphasizing the Similarities as Well as Valuing the Uniqueness of People
330(1)
Can Teaching About Cultural Uniqueness and Similarity of Needs Be Combined?
331(1)
Encouraging Equity by Providing a Nonsexist Education and Helping Children Value Their Own Sexuality
332(8)
Research Study: The Changing World of Picture Books
340(1)
Summary
341(6)
Part V Enhancing Creativity 347(58)
Fostering Creativity by Means of Self-Expressive Materials
348(26)
Definition of Creativity
350(1)
Importance of Creativity
351(1)
Stages of Development
351(2)
General Recommendations About Creativity
353(3)
Use of Self-Expressive Materials to Foster the Creative Self
356(1)
Practical Ways to Encourage the Creative Aspect of Self-Expressive Materials
357(5)
Presentation of Specific Materials
362(7)
Summary
369(5)
Fostering Creativity in Play
374(31)
Purposes of Play
376(4)
Research Study: Games Babies Play
380(2)
Developmental Stages of Play
382(3)
Factors Likely to Facilitate Creative Play
385(1)
Some Practical Ways to Stimulate and Extend Play
386(7)
Specific Activities to Encourage Creativity in Play
393(7)
Summary
400(5)
Part VI Developing Language Skills 405(58)
Fostering the Development of Language Skills
406(32)
How Language Is Acquired
408(4)
Developmental Milestones
412(4)
Basic Ways to Foster Language Development
416(6)
Language and Dialectical Differences
422(2)
Research Study: Does Learning a Second Language Mean Losing the First One?
424(5)
Children Who Have Special Disabilities Related to Speech and Hearing
429(5)
Summary
434(4)
Fostering the Emergence of Literacy
438(25)
Does Fostering Literacy Mean Teaching Reading?
441(1)
Some Fundamental Principles to Keep in Mind
442(2)
Research Study: Promoting Literacy in a Developmentally Appropriate Way
444(2)
Even Very Young Children Can and Should Be Involved in Producing the Written Word
446(3)
Suggestions for Presenting a Language-Rich Group Time Experience
449(9)
Using the Computer as a Method of Preschool Instruction
458(1)
Summary
459(4)
Part VII Fostering Cognitive Development 463(60)
Developing Thinking and Reasoning Skills: Using the Emergent Approach to Foster Creativity in Thought
464(30)
New Knowledge About Brain Development Supports the Vital Role Early Childhood Experiences Play in Fostering Its Growth
466(1)
Selecting Values and Priorities in the Cognitive Realm
467(1)
What are the Most Valuable Priorities?
468(4)
Putting These Basic Principles Into Practice: Two Approaches to Learning
472(1)
Implementing the Emergent Curriculum
472(1)
Some Basic Concepts of Vygotskian Psychology
473(1)
Research Study: Going Down the Road to Learning---Which Path Is Best to Take?
474(1)
Getting Started with Emergent Curriculum
475(1)
Some Basic Principles to Remember When Using the Emergent Approach
476(12)
An Example of How American Teachers Collaborated with the Children to Develop an Emergent Pathway Using the School's Ducklings for Inspiration
488(1)
Summary
488(6)
Developing Thinking and Reasoning Skills: Using the Conventional Approach to Build Midlevel Mental Abilities
494(29)
Basic Concepts of Piagetian Psychology
496(8)
How to Provide Opportunities for Practicing Concept Formation Skills
504(2)
Some Practical Suggestions About Presenting Midlevel Thinking and Reasoning Skills in the Curriculum
506(11)
An Example of How Midlevel Mental Ability Skills Can Be Included as Part of an Emergent Approach
517(1)
Summary
517(6)
Appendix A Code of Ethical Conduct and Statement of Commitment 523(8)
Appendix B Summary of Communicable Diseases 531(6)
Appendix C Recommended Childhood Immunization Schedule 537(4)
Appendix D Chart of Normal Development 541(8)
Appendix E 10 Quick Ways to Analyze Children's Books for Racism and Sexism 549(4)
Appendix F A Beginning List of Free and Recyclable Materials 553(4)
Appendix G Activities to Develop Auditory Discrimination 557(2)
Appendix H Educational Organizations, Newsletters, and Journals Associated with Early Childhood 559(4)
References 563(36)
Acknowledgments for Chapter-Opening Quotations 599(2)
Index 601


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