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Working With Young Children,9781566373876

Working With Young Children

by ;
ISBN13:

9781566373876

ISBN10:
1566373875
Format:
Hardcover
Pub. Date:
6/1/1998
Publisher(s):
Goodheart-Willcox Co
List Price: $50.60

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What version or edition is this?
This is the edition with a publication date of 6/1/1998.
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  • The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included.

Summary

Working with Young Children focuses on the application of child development principles to the care of children in group settings. Introduce your students to the fast-growing field of child care services, and help them learn the necessary skills. This popular text features an inviting, colorful format and up-to-date topics.
-- Topics include the CDA credential; guidance principles; water play, sand play, and blockbuilding experiences; new social studies topics; and more on-the-job application process.
-- Helps students develop effective skills for guiding children and for keeping them safe and healthy.
-- Provides instruction for setting up a developmentally-appropriate environment.
-- Covers planning and implementing curriculum that will meet children's needs and hold their interest.
-- Includes hundreds of full-color photos taken in actual child care settings.

Table of Contents

Part 1 The Children and You 13(96)
Chapter 1 You: Working with Young Children
13(14)
Social and Economic Changes
14(1)
Job Opportunities in Early Childhood
15(2)
Education and Training Needed to Work with Young Children
17(1)
The Teacher's Responsibilities
18(4)
Characteristics of Successful Teachers
22(5)
Chapter 2 Types of Early Childhood Programs
27(12)
Family Child Care
28(1)
Child Care Centers
28(1)
Montessori Schools
29(1)
Head Start
30(1)
Kindergarten
30(2)
School-Aged Child Care
32(1)
Parent Cooperatives
32(1)
Laboratory Schools
32(1)
High School Child Care Programs
33(1)
Sponsorship of Early Childhood Centers
33(2)
Selecting a Child Care Program
35(2)
Center Accreditation
37(2)
Chapter 3 Observing Children: A Tool for Assessment
39(12)
Assessment
40(3)
Assessment Tools
43(5)
Portfolios
48(1)
Guidelines for Observing Children
49(2)
Chapter 4 Understanding Children from Birth to Age Two
51(16)
Child Development
51(3)
Physical Development in the First Two Years
54(3)
Cognitive Development in the First Two Years
57(5)
Social-Emotional Development in the First Two Years
62(5)
Chapter 5 Understanding Two- and Three-Year-Olds
67(14)
Physical Development of Two-Year-Olds
67(2)
Cognitive Development of Two-Year-Olds
69(1)
Social-Emotional Development of Two-Year-Olds
70(2)
Teaching Two-Year-Olds
72(1)
Physical Development of Three-Year-Olds
73(2)
Cognitive Development of Three-Year-Olds
75(1)
Social-Emotional Development of Three-Year-Olds
76(2)
Teaching Three-Year-Olds
78(3)
Chapter 6 Understanding Four- and Five-Year-Olds
81(12)
Physical Development of Four- and Five-Year-Olds
81(3)
Congnitive Development of Preschoolers
84(4)
Social-Emotional Development of Preschoolers
88(2)
Teaching Four- and Five-Year-Olds
90(3)
Chapter 7 Middle Childhood
93(16)
Physical Development
94(2)
Health Concerns
96(2)
Cognitive Development
98(3)
Social-Emotional Development
101(4)
Moral Development
105(4)
Part 2 Creating a Safe and Healthy Environment 109(86)
Chapter 8 Preparing the Environment
109(22)
Value of Planned Space
110(1)
Physical Space
111(3)
Furniture
114(1)
Color Choices for Child Care Centers
115(1)
Factors That Affect Space Organization
116(3)
Organizing Basic Activity Areas
119(6)
Outdoor Play Area
125(6)
Chapter 9 Selecting Toys, Equipment, and Educational Materials
131(16)
Selection Criteria
131(9)
Selecting Safe Toys
140(2)
Selecting Play Yard Equipment
142(2)
Reporting Unsafe Products
144(1)
Sources for Toys and Equipment
144(3)
Chapter 10 Promoting Children's Safety
147(14)
Safety Objectives
148(1)
Provide a Safe Environment
149(2)
Practice Fire Safety
151(2)
Weather or Disaster Emergencies
153(1)
Poisonings
154(1)
Child Abuse
155(1)
Reporting Child Abuse
156(1)
Protection Education
157(1)
Liability
157(4)
Chapter 11 Planning Nutritious Meals and Snacks
161(14)
Nutrition
162(2)
The Food Guide Pyramid
164(3)
Planning Meals and Snacks
167(2)
Serving Meals
169(6)
Chapter 12 Guiding Children's Health
175(20)
Objectives for Guiding Health
176(1)
Health Policies
176(6)
Controlling Diseases Transmitted by Foods
182(1)
First Aid
183(1)
Wounds and Their Treatment
183(3)
Burns and Their Treatment
186(1)
Splinters
187(1)
Insect Stings
187(1)
Choking
187(1)
Dental Emergencies
187(2)
Head Lice
189(1)
Caring for Children Who Become III
189(1)
Special Health Concerns
190(5)
Part 3 Guiding Children 195(60)
Chapter 13 Developing Guidance Skills
195(20)
Goals of Guidance
195(1)
Guidance and You
196(1)
Preparing for Guidance
197(1)
Direct Guidance
198(4)
Indirect Guidance
202(1)
Techniques for Effective Guidance
203(6)
Promoting a Positive Self-Concept
209(6)
Chapter 14 Guidance Problems
215(12)
Causes of Tension
216(4)
Stress
220(1)
Reactions to Tension
221(1)
Negativism
221(1)
Stealing
221(1)
Anger
222(1)
Biting
223(1)
Tattling
223(1)
Exploring the Body
223(1)
Thumbsucking
224(1)
Fear
224(3)
Chapter 15 Establishing Classroom Rules
227(10)
Establishing Rules
227(2)
Enforcing Rules
229(1)
Rules for Specific Areas and Activities
229(5)
Communicating Rules
234(1)
Chapter 16 Handling Daily Routines
237(18)
The Daily Schedule
237(2)
Daily Routines
239(9)
Transitions
248(7)
Part 4 Learning Experiences for Children 255(166)
Chapter 17 The Curriculum
255(20)
Developing Program Goals
256(1)
Who Plans the Curriculum?
256(1)
Assessment: An Important Step in Curriculum Planning
257(1)
The Content and Process-Centered Curriculum
257(1)
Factors to Consider in Curriculum Planning
258(5)
Themes
263(4)
Written Plans
267(8)
Chapter 18 Guiding Art, Blockbuilding, and Sensory Experiences
275(18)
The Importance of Art Experiences
275(1)
Techniques for Guiding Art Experiences
276(1)
Stages of Art Skill Development
277(1)
Art Supplies and Tools
278(5)
Painting Activities
283(2)
Molding
285(1)
Cutting
286(1)
Collages
287(1)
Blockbuilding
287(2)
Sensory Experiences: Sand and Water Play
289(1)
Woodworking
290(3)
Chapter 19 Guiding Storytelling Experiences
293(14)
The Importance of Storytelling
294(1)
Books as a Source of Stories
294(1)
Selecting Books for Children
295(3)
Reading Stories to Children
298(3)
Achieving Variety in Storytelling
301(3)
Displaying Books
304(3)
Chapter 20 Guiding Play and Puppetry Experiences
307(14)
Stages of Play
307(2)
Stages of Material Use in Play
309(1)
Socio-Dramatic Play
309(5)
Puppetry
314(7)
Chapter 21 Guiding Manuscript Writing
321(10)
Objectives for Writing
322(1)
Prewriting Skills
322(1)
Manuscript Writing Systems
323(2)
Building Writing Skills
325(2)
Early Experiences in Writing
327(4)
Chapter 22 Guiding Math Experiences
331(14)
Goals of Early Math Experiences
332(1)
Assessing Math Ability
333(1)
Math Equipment
333(1)
Mathematical Activities
334(9)
Integrating Computers in Child Care Centers
343(2)
Chapter 23 Guiding Science Experiences
345(20)
What Is Science?
345(1)
Planning Science Activities
346(3)
Role of the Teacher
349(1)
Developing the Child's Understanding of Senses
350(1)
Using Color to Teach Science Concepts
351(1)
Using Water to Teach Science Concepts
352(1)
Using Foods to Teach Science Concepts
353(1)
Using the Child's Own Body to Teach Science Concepts
354(1)
Using Gardening to Teach Science Concepts
355(1)
Using Air to Teach Science Concepts
356(1)
Using Magnets to Teach Science Concepts
357(1)
Using Wheels to Teach Science Concepts
358(1)
Using Field Trips to Teach Science Concepts
358(1)
Using Animals to Teach Science Concepts
359(3)
Care of the Earth
362(3)
Chapter 24 Guiding Social Studies Experiences
365(12)
Importance of Social Studies
366(1)
The Teacher's Role in Social Studies
366(3)
Building Social Studies Concepts
369(8)
Chapter 25 Guiding Food and Nutrition Experiences
377(8)
Working with Parents
378(1)
Nutrition Concepts
379(1)
Cooking Experiences
379(2)
Eating Habits
381(1)
Setting the Table
382(3)
Chapter 26 Guiding Music and Movement Experiences
385(20)
Benefits of Music Experiences
386(1)
A Music Center
387(1)
The Teacher's Role
387(4)
Rhythm Instruments
391(3)
Scheduling Music
394(1)
Music Activities
395(3)
Movement Experiences
398(2)
Movement Activities
400(5)
Chapter 27 Guiding Field Trip Experiences
405(16)
The Importance of Field Trips
405(1)
First Field Trips
406(1)
Selecting Trips
407(3)
Planning a Field Trip
410(11)
Part 5 Other People You Will Meet 421(84)
Chapter 28 Programs for Infants and Toddlers
421(18)
Characteristics of Infant and Toddler Caregivers
422(1)
Guidelines for Infant-Toddler Care
422(1)
Infant Environments
423(1)
Toddler Environments
423(1)
Caring for Infants and Toddlers
424(5)
Toys for Infants and Toddlers
429(3)
Curriculum
432(2)
Parent Involvement
434(3)
Record Keeping
437(1)
Maintaining the Environment to Prevent Illness
437(2)
Chapter 29 Programs for School-Age Children
439(12)
Quality School-Age Programs
440(2)
Characteristics of Staff
442(1)
The Environment
443(2)
Planning Curriculum
445(1)
Scheduling
446(5)
Chapter 30 Guiding Children with Special Needs
451(20)
Individualized Educational Plans
452(1)
Teachers' Roles
453(1)
Hearing Disorders
454(2)
Speech and Language Disorders
456(2)
Vision Disorders
458(3)
Physical Disabilities
461(1)
Health Disorders
462(4)
Integrating Children with Special Needs
466(2)
Gifted Children
468(1)
Learning Disabilities
469(2)
Chapter 31 Parent Involvement
471(18)
Objectives
472(1)
Written Communication
473(3)
Class Videos
476(1)
Parent-Teacher Conferences
476(4)
Discussion Groups
480(1)
Other Methods of Involvement
481(2)
Volunteers
483(6)
Chapter 32 A Career for You in Child Care
489(16)
Ranking Job Preferences
489(1)
Resumes
490(4)
Avenues for Seeking Employment
494(3)
Preparing for an Interview
497(1)
The Interview
498(4)
On the Job
502(3)
Appendix 505(15)
Acknowledgments 520(1)
Photo Credits 520(1)
Glossary 521(12)
Index 533


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