Case Studies in Early Childhood Education Implementing Developmentally Appropriate Practices

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  • Edition: 1st
  • Format: Paperback
  • Copyright: 2009-02-25
  • Publisher: Pearson

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Developmentally appropriate practice is defined by the NAEYC as teachers making decisions about the well-being and education of children based on at least three kinds of information: What is known about child-development and learning What is known about the strengths, interests, and needs of each individual in the group Knowledge of the social and cultural contexts in which children live Both experienced and pre-service teachers need to follow these guidelines to ensure that they are supplying programs that promote the development and enhance the learning of all the children in their classrooms. In order to help teachers meet this goal of providing high-quality and developmentally appropriate programs for all children and their families, the authors have written a series of cases that exemplify the guidelines of the NAEYC, while at the same time showing students how to put the guidelines into actual practice. The cases in the book depict a diversity of children in diverse family settings and offer not just challenging situations, but possible solutions to those challenges. Each case is followed by a question (or questions) that promotes critical thinking and stimulates class discussion regarding the decisions the teacher made, the consequences of using specific practices, and the ethical bases for decision-making. The authors also stress the value of an anti-bias curriculum and its importance in creating a caring community of learners and preparing all children for the increasingly diverse world of the future.

Author Biography

Martha Foster is teaching classes for the Education/Child and Family Studies Department of Linn-Benton Community College in Albany, Oregon.

Table of Contents

Matrix of Casesp. x
Caring for Infantsp. 1
Mason in Two Different Environments (Infants)p. 5
Helping Jack be Mobile (Toddlers)p. 8
Jack's First Day in Family Child Carep. 8
Using Assessment to Observe Jackp. 9
Conferencing with Emily, Jack's Motherp. 10
Implementing the Planp. 12
Edward and Keon Invent a Game (Toddlers)p. 13
Audrey Chooses Different Boots (2 Years)p. 14
Nurturing Connections in Rafael's New World (2 Years)p. 16
Rafael's First Dayp. 16
Rafael's Second Dayp. 18
The Library Construction Project (2 Years, First Grade)p. 20
A Project Emerges for the Meadow Roomp. 20
A Project Emerges for the First Gradep. 22
Observing Stephen's Aggression (3 Years)p. 24
"I'm Sorry" (3 Years)p. 27
Learning to Climb (3-5 Years)p. 31
Natural Settings: "Does It Tickle?" (3-5 Years)p. 33
The ABC Train (3-5 Years)p. 36
How a Child-Centered Environment Nurtures Maya, a Child with Down Syndrome (3-5 Years)p. 41
Understanding Maya and Recalling Earlier Challengesp. 41
Curriculum That Helps Maya Progressp. 43
From Home to Preschool (3-5 Years)p. 48
The Initial Home Visitp. 48
Plans for the Initial Classroom Visit at Open Housep. 49
The Open House, Tuesday, 6:30-7:30 p.m.p. 50
Preparing for the First Day at Schoolp. 53
The First Day of Schoolp. 53
Problem Solving and the Blocks (3-5 Years)p. 55
Robert and the Garagep. 55
Knocking Down the Blocksp. 57
Elena's Fears and How She Learns from New Experiences (3-5 Years)p. 59
Familiar Experiences with Animalsp. 59
Observing Elenap. 61
The Petting Fair Previewp. 62
Brent and Cory Need Extra Help (3-5 Years)p. 64
Mean Talkp. 64
Separate Classroomsp. 66
Heather Learns Through Play (3-5 Years)p. 68
Emiliana's First Report of Child Abuse (3-5 Years)p. 71
An Activity Close to Amanda's Heart (4-5 Years)p. 74
Favorite Childhood School Memoriesp. 74
Amanda's Planp. 75
Amanda Confers with Hanap. 76
Amanda's Teaching Dayp. 77
Debriefing with Hanap. 78
Observation Reveals the Issue (4-5 Years)p. 80
Productive Play with Fairy Dust (Kindergarten)p. 83
Helping Julian Adjust (Kindergarten)p. 86
What Is Going on with Julian?p. 86
Talking with Julian's Motherp. 88
Using the Information to Help Julianp. 89
Sharing Akil's Work Sample (Combined First-Second Grade)p. 91
Why Won't Luke Finish His Work? (First Grade)p. 93
A Parent's Visitp. 93
Observing Luke and His Classroomp. 95
Meeting with Taylorp. 97
Friday's Meetingp. 99
Immediate Changesp. 101
Meeting Again with Elizabethp. 102
Why Dante Succeeds in Second Grade (Second Grade)p. 104
Dante's Family Is Concernedp. 104
Dante's Parents Observep. 108
Involving Children (Second Grade)p. 116
William and Nashawna and the Ocean Animals Projectp. 116
William Leads a Family Conferencep. 121
Lecia and the Standardized Tests (Third Grade)p. 125
Glossaryp. 132
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