Caring for School Age Children,3E

by Click, Phyllis M.; Lynch, Jennifer

• ISBN13: 9780766824416
• ISBN10: 0766824411
• Edition: 3rd
• Format: Paperback
• Copyright: 2001-07-05
• Publisher: Wadsworth Publishing

Summary

Introduces the reader to the people in child care; the children; the families; and then shows how caregivers can help children in various competencies throughout different stages of childhood. Softcover.

Table of Contents

Preface	xiii
SECTION I THE PEOPLE IN CHILD CARE	1	(48)
Caregivers: Who Are They?	2	(15)
Caregiver Profile	3	(1)
What Do Children Really Need from Caregivers?	3	(9)
What Are They Called?	4	(1)
Characteristics of the Effective Caregiver/Teacher	4	(7)
Education and Experience	11	(1)
The Caregiver's Role in Children's Development	12	(1)
Ethical Considerations	12	(2)
Summary	14	(3)
The Children	17	(15)
Caregiver Profile	18	(1)
Development of Self	18	(4)
Implications for Child Care Staff Members	21	(1)
Peer Groups: ``The Society of Children''	22	(3)
Implications for Child Care Staff Members	24	(1)
Overview of Developmental Stages	25	(4)
Five- to Seven-Year-Olds	25	(1)
Eight- to Ten-Year-Olds	26	(2)
Eleven- to Thirteen-Year-Olds	28	(1)
Summary	29	(3)
Families: Where Children Are Nurtured	32	(17)
Caregiver Profile	33	(1)
The Changing Family	33	(2)
Effect of Home Environment on Children	35	(5)
Poverty	40	(1)
Helping Children and Their Parents	41	(3)
Summary	44	(5)
SECTION II HOW CHILDREN GROW AND DEVELOP	49	(78)
Development in Middle Childhood: Physical	50	(15)
Caregiver Profile	51	(1)
Importance of Understanding Child Development	51	(2)
Development and Learning	53	(1)
Physical Development	53	(3)
Height and Weight	53	(1)
Obesity	54	(1)
Causes of Obesity	55	(1)
Implications for Child Care Staff Members	56	(1)
Health Conditions	56	(1)
Implications for Child Care Staff Members	57	(1)
Motor Skills	57	(4)
Gross-Motor Skills	57	(1)
Fine-Motor Skills	58	(1)
Differences in Motor Skills	59	(1)
Implications for Child Care Staff Members	60	(1)
Summary	61	(4)
Development in Middle Childhood: Cognitive	65	(19)
Caregiver Profile	66	(1)
Cognitive Theories	66	(1)
Jean Piaget	67	(4)
Evaluation of Piaget's Theory	70	(1)
Implications for Child Care Staff Members	70	(1)
Behaviorist Learning Theory	71	(2)
Evaluation of Behaviorism	72	(1)
Implications for Child Care Staff Members	73	(1)
Sociocultural Theory	73	(2)
Evaluation of Sociocultural Theory	74	(1)
Implications for Child Care Staff Members	74	(1)
Intelligence and Learning	75	(1)
Implications for Child Care Staff Members	76	(1)
Language	76	(3)
Second Language Development	78	(1)
Implications for Child Care Staff Members	79	(1)
Summary	79	(5)
Development in Middle Childhood: Psychosocial	84	(13)
Caregiver Profile	85	(1)
Theories of Psychosocial Development	86	(1)
Pschoanalytic Theory	86	(1)
Sigmund Freud	86	(1)
Evaluation of Psychoanalytic Theory	87	(1)
Psychosocial Theory	87	(3)
Erik Erikson	87	(2)
Evaluation of Psychosocial Theory	89	(1)
Implications for Child Care Staff members	90	(1)
Moral Development	90	(4)
Jean Piaget	91	(1)
Lawrence Kohlberg	91	(1)
Evaluation of Kohlberg's Theory	92	(1)
Implications for Child Care Staff Members	93	(1)
Summary	94	(3)
Helping Children Develop Social Competence	97	(30)
Caregiver Profile	98	(1)
Social Competence	98	(2)
Strategies	99	(1)
Activities	99	(1)
Conflict Resolution	100	(5)
Strategies	102	(1)
Activities	103	(2)
Self-Image	105	(4)
Strategies	106	(1)
Activities	106	(3)
Cooperation	109	(3)
Strategies	109	(2)
Activities	111	(1)
Changing Children's Behavior	112	(4)
Strategies	115	(1)
Communications That Help Change Behavior	116	(1)
Behaviors that Create Problems for the Individual or the Group	117	(6)
The Overly Aggressive Child	118	(1)
The Quiet Child	119	(1)
The Overly Active Child	119	(1)
ADHD	120	(1)
The Autistic Child	121	(2)
Summary	123	(4)
SECTION III THE BACKGROUND	127	(42)
Program Planning	128	(23)
Caregiver Profile	129	(1)
Developmentally Appropriate Practice	129	(4)
Holistic vs. Academic Approach	133	(1)
Planning for Cultural and Linguistic Diversity	134	(2)
Antibias Curriculum	136	(1)
The Importance of Planning	137	(2)
What Should Be Included?	139	(2)
Organizing the Program	141	(5)
Independent Projects	141	(1)
Group Activities	142	(1)
Interest Centers	143	(1)
Field Trips	144	(1)
Clubs	144	(1)
Spontaneous Activities	145	(1)
Community Involvement	146	(1)
Making a Schedule	146	(1)
Summary	147	(4)
Creating an Environment	151	(18)
Caregiver Profile	152	(1)
How the Environment Enhances Development	152	(1)
Developing the Plan	153	(2)
Overall Design of Indoor Space	155	(4)
What Should Be Included?	156	(2)
When You Have to Share Indoor Space	158	(1)
Overall Design of Outdoor Space	159	(6)
Safety	161	(2)
What Should Be Included?	163	(1)
When You Have to Share Outdoor Space	164	(1)
Summary	165	(4)
SECTION IV THE CURRICULUM	169	(112)
Games and Other Fun Things to Do	170	(23)
Caregiver Profile	171	(1)
How Games Can Enhance Development	171	(2)
Games and Safety	173	(1)
Outdoor Games	174	(5)
Activities	174	(5)
Active Games That Can Be Played Indoors	179	(3)
Activities	180	(2)
Indoor Games	182	(5)
Activities	182	(5)
Guidelines for Having Fun with Games	187	(1)
Computers	188	(2)
Guidelines for Caregivers	190	(1)
Summary	190	(3)
Imagination and the Arts	193	(49)
Caregiver Profile	194	(1)
Role of the Arts in Supporting Development	194	(2)
Visual Arts	196	(7)
Activities	197	(5)
Equipment to Have Available	202	(1)
Discussion	203	(1)
Music and Movement	203	(4)
Activities	204	(2)
Equipment to Have Available	206	(1)
Discussion	207	(1)
Drama	207	(3)
Activities	208	(2)
Equipment to Have Available	210	(1)
Discussion	210	(1)
Summary	210	(5)
Science and Math
Caregiver Profile	215	(1)
Children as Natural Scientists	216	(1)
The Process and Content of Science	217	(1)
The Science Environment	217	(1)
Role of the Leader in the Science Activity	218	(1)
Physical Science: How Can I Make it Move?	219	(2)
Activities	220	(1)
Chemistry: How Can I Make It Change?	221	(3)
Activities	222	(2)
Biological and Earth Science: How Do I Fit In and What Is My Role?	224	(6)
Activities: Biological Science	226	(3)
Activities: Earth Science	229	(1)
Equipment to Have Available	230	(2)
Math in Child Care	232	(4)
Activities	233	(3)
Equpment to Have Available	236	(1)
Guidelines for Child Care Staff Members	236	(1)
Summary	237	(5)
Planning for the Future	242	(20)
Caregiver Profile	243	(1)
Importance of Preparing Children for the Future	244	(1)
Exploring the Options	244	(14)
Activities	244	(14)
Guidelines for Child Care Staff members	258	(1)
Summary	259	(3)
Getting Fit, Staying Fit	262	(19)
Caregiver Profile	263	(1)
How Healthy Are Our Kids?	263	(9)
Activities	265	(7)
Equipment to Have Available	272	(1)
Getting Fit, Staying fit	272	(5)
Activities	273	(3)
Equipment to Have Available	276	(1)
Guidelines for Child Care Staff members	277	(1)
Summary	278	(3)
SECTION V RESOURCES AND REGULATIONS	281	(32)
Using Community Resources	282	(15)
Caregiver Profile	283	(1)
How Community Resources Can Support School-Age Programs	283	(1)
Intergenerational Programs	284	(7)
Activities for Seniors and Children	285	(4)
Activities Using High-School and College Students	289	(2)
Community Agencies, Organizations, and Businesses	291	(2)
Guidelines for Using Volunteers	293	(1)
Removing Barriers to Community Participation	294	(1)
Summary	295	(2)
Quality and Standards	297	(16)
Caregiver Profile	298	(1)
Changes in Goals for Child Care	299	(1)
Child Care in the 21st Century	299	(1)
Accreditation and Standards	300	(5)
National School Age Care Alliance (NSACA)	300	(1)
NSACA Standards	301	(2)
National Association for the Education of Young Children (NAEYC)	303	(1)
National Association for Family Child Care (NAFCC)	304	(1)
Credentials	305	(2)
Child Development Associate	305	(1)
National Institute on Out-of-School time (NIOST)	306	(1)
Evaluation	307	(2)
School-Age Care Environment Rating Scale (SACERS)	307	(2)
Summary	309	(4)
Appendix A All About Me	313	(6)
Appendix B Internet Links for Child Care Information	319	(4)
Glossary	323	(4)
Index	327