Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (with MyEducationLab)

by Kostelnik, Marjorie J.; Soderman, Anne K.; Whiren, Alice P.

• ISBN13: 9780132390934
• ISBN10: 0132390930
• Edition: 4th
• Format: Package
• Copyright: 2011-01-01
• Publisher: Pearson College Div

Summary

This text brings together the best information available on creating an integrated, holistic approach to curriculum and instruction for children age 3 to 8 in child care, preschool, and early elementary grade settings. Provides Comprehensive Coverage in Teaching Students How to Plan and Implement Developmentally Appropriate, Integrated Curriculum bull; bull;Addresses all aspects of classroom life, including childrenrs"s development and learning, adult roles, creating physical and social environments, guiding childrensrs" behavior, teaching and learning within multiple domains, classroom management, assessment, and involving families. bull;Core curricular chapters include an overview, common issues, goals and objectives, teaching strategies, and many activity suggestions. bull;Provides opportunities for readers to develop materials for a professional portfolio. bull;Reinforces understanding of material with new "Practice for Your Certification or Licensure Exam" assessment items. Takes a Developmental Approach Curriculum chapters are organized by developmental/curricular domains: aesthetic, affective, cognitive, language, physical, and social. This ensures that childrenrs"s developmental needs are met while also addressing appropriate learning expectations for young children. Incorporates Standards bull; bull;New "Consult the Standards" tables and application activities at the END of each chapter help students understand where to find learning standards and provide concrete opportunities to use them in planning curriculum. bull;Goals and Objectives presented in domain chapters are based on developmental research and on a variety of national standards. Integrates Diversity Throughout bull; bull;Content, vignettes, and examples reflect all types of diversity: socioeconomic, ability, cultural, ethnic, linguistic, and gENDer. bull;Boxed "Examples of involving children with special needs" show teachers how to make adaptations. Instructor Resources include Online Test Bank, Test Management software, PowerPoint Slides, WebCT and Blackboard cartridges, and an Online Instructorrs"s Manual (with Classroom Observation tool for students in field placements and a Lesson Plan Grading Checklist).

Table of Contents

Introduction	1	(10)
Part 1 Foundations of Early Childhood Education	11	(48)
Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children	13	(18)
Why Is There a Need for DAP?	14	(1)
The Early Childhood Profession Responds	15	(1)
What It Means to Be Developmentally Appropriate	15	(2)
DAP Is Age Appropriate	15	(1)
DAP Is Individually Appropriate	15	(1)
DAP Is Socially and Culturally Appropriate	16	(1)
The Essence of Developmental Appropriateness	17	(1)
General Practices Typically Associated with DAP	17	(2)
It Requires Judgment to Determine Developmental Appropriateness	19	(1)
DAP Has Historic Roots	20	(2)
There Is Empirical Support for Developmentally Appropriate Programs	22	(1)
Let Us Consider Diversity	22	(1)
DAP Programs Vary in Structure and Content	23	(1)
DAP Is Adaptable Across Program Settings	23	(1)
DAP Is Adaptable Across Curriculum Models	23	(1)
The High/Scope Approach to Early Childhood Education	24	(2)
Origins	24	(1)
Central Principles	24	(1)
Where Readers Can Find Out More	25	(1)
The Reggio Emilia Approach to Early Childhood Education	26	(2)
Origins	26	(1)
Goals	26	(1)
Content/Focus	26	(1)
Methods	26	(1)
Role of the Teacher	27	(1)
Role of the Children	27	(1)
Assessment	27	(1)
Where Readers Can Find Out More	27	(1)
The DAP Debate	28	(1)
What Does the DAP Debate Mean for Early Childhood Practitioners?	28	(1)
Implications of DAP for Professional Practice	29	(1)
Summary	29	(1)
Applying What You've Read in This Chapter	29	(1)
Practice for Your Certification or Licensure Exam	30	(1)
Teaching and Learning in Developmentally Appropriate Programs	31	(28)
Early Childhood Educators Need to Know About Child Development and Learning	32	(7)
Children Develop Holistically	32	(1)
Child Development Occurs in an Orderly Sequence	33	(1)
Child Development Proceeds at Varying Rates Within and Among Children	33	(1)
Children Are Active Learners	34	(1)
Children's Learning Is Influenced by Maturation	34	(1)
Children's Learning Is Influenced by Environment	34	(1)
Children's Learning Styles Differ	35	(1)
Children Learn Through a Combination of Physical Experience, Social Interaction, and Reflection	36	(1)
Children Learn Through Play	37	(1)
Practical Implications	37	(2)
Early Childhood Educators Need to Know About Effective Teaching Strategies	39	(1)
Which Teaching Strategies Are Best?	39	(1)
Common Teaching Strategies	39	(8)
Sensory Engagement	40	(1)
Environmental Cues	40	(1)
Task Analysis	40	(1)
Chaining and Successive Approximation	40	(1)
Scaffolding	41	(1)
Guided Practice	41	(1)
Invitations	42	(1)
Behavior Reflections	42	(1)
Paraphrase Reflections	42	(1)
Modeling	42	(1)
Effective Praise	43	(1)
Telling, Explaining, and Informing	43	(1)
Do-It Signals	44	(1)
Challenges	44	(1)
Questions	45	(1)
Silence	46	(1)
The Cycle of Learning	47	(2)
Phases in the Cycle of Learning	47	(2)
Linking the Cycle of Learning to Teaching	49	(1)
Accommodating the Needs of Individual Children	49	(1)
Timing	50	(1)
Teaching in the Zone of Proximal Development	50	(1)
Early Childhood Educators Need to Know About Content	51	(2)
Addressing Content in Early Childhood Education	53	(1)
Benefits of Standards	53	(1)
Challenges in Using Standards	53	(1)
Too Many Standards	53	(1)
Scattered Standards	53	(1)
Standards That Are Inappropriate for Young Children or an Individual Child	53	(1)
Standards Implemented in Lockstep Fashion	54	(1)
Addressing the Challenges	54	(2)
Summary	56	(1)
Applying What You've Read in This Chapter	56	(1)
Practice for Your Certification or Licensure Exam	57	(2)
Part 2 Setting the Stage for Learning	59	(156)
Planning and Implementing Effective Small-Group Activities	61	(24)
Why Plan?	62	(1)
Characteristics of Effective Planning	62	(1)
Teachers as Planners	63	(2)
Teachers as Diagnosticians	63	(1)
Teachers as Designers	64	(1)
Teachers as Organizers	64	(1)
Teachers as Evaluators	64	(1)
Teachers as Writers	64	(1)
Planning Basics	65	(1)
Creating Developmentally Appropriate Plans	66	(4)
Domain	66	(1)
Activity Name	66	(1)
Goal	67	(1)
Objectives	67	(1)
Content	68	(1)
Materials	69	(1)
Procedures	69	(1)
Simplifications	69	(1)
Extensions	69	(1)
Evaluation	70	(1)
Aligning All the Parts of the Lesson Plan	70	(1)
Using Principles of Developmental Direction to Enhance Your Planning	71	(3)
Known to Unknown	71	(1)
Self to Other	71	(1)
Whole to Part	72	(1)
Concrete to Abstract	72	(1)
Enactive to Symbolic Representation	72	(1)
Exploratory to Goal Directed	73	(1)
Less Accurate to More Accurate	73	(1)
Simple to Complex	74	(1)
Applying the Principles of Developmental Direction to Your Plans	74	(1)
Common Activities in Early Childhood Programs	75	(6)
Exploratory Play	76	(1)
Guided Discovery	76	(1)
Problem Solving	77	(1)
Discussions	78	(1)
Demonstrations	79	(1)
Direct Instruction	79	(2)
Making and Implementing Plans	81	(1)
Summary	82	(1)
Applying What You've Read in This Chapter	82	(1)
Practice for Your Certification or Licensure Exam	83	(2)
Planning and Implementing Effective Group-Time Activities	85	(22)
Planning Effective Group Times	86	(2)
The Opening	87	(1)
The Body	87	(1)
The Closing	88	(1)
Group-Time Transitions	88	(1)
Writing Group-Time Plans	88	(1)
Group-Time Preparations and Strategies	89	(3)
Location	89	(1)
Focus	89	(1)
Pace and Variety	90	(1)
Materials	91	(1)
Preparation	91	(1)
Active Involvement	91	(1)
Group-Time Teaching Methods	91	(1)
Preparing Other Adults to Support Group-Time Learning	92	(1)
Variations on Traditional Group Times	92	(4)
Greeting Time	92	(1)
Planning Time	92	(1)
Storytelling Time	92	(1)
Music Time	93	(1)
Read-Aloud Time	93	(1)
Class Meetings	94	(1)
Brainstorming Groups	94	(1)
Minilessons	94	(1)
Author's Chair	95	(1)
Reporting Time	95	(1)
Common Questions Practitioners Ask About Group Time	96	(2)
Adaptation of Whole-Group Instruction for Children of Different Ages and Abilities	98	(3)
Pitfalls to Avoid During Group-Time Planning	101	(2)
Failing to Prepare Adequately	101	(1)
Relying on Whole-Group Instruction to Meet Goals Better Addressed in Smaller Groups	101	(1)
Selecting Inappropriate Materials	102	(1)
Incorporating Too Many Routinized Activities	102	(1)
Waiting Too Long to Engage Children in Active Learning	102	(1)
Allowing Group Time to Go on Too Long	103	(1)
Summary	103	(1)
Applying What You've Read in This Chapter	104	(1)
Practice for Your Certification or Licensure Exam	104	(3)
Organizing Space, Materials, and Time	107	(34)
Organizing the Physical Environment	108	(4)
Safety	108	(1)
Comfort	108	(1)
Space	109	(1)
Sound	110	(1)
Equipment and Material Size	111	(1)
Mobility	111	(1)
Attractiveness	111	(1)
Storage	112	(1)
Why Use Learning Centers?	112	(1)
Characteristics of Effective Early Childhood Learning Centers	113	(2)
Examples of Centers	115	(5)
Language Arts Center	115	(1)
Creative Arts and Construction Center	116	(1)
Science and Collections Center	116	(1)
Math and Manipulative Materials Center	116	(1)
Blocks Center	117	(1)
Pretend-Play Center	117	(1)
Large-Group Center	118	(1)
Sand and Water Centers	118	(1)
Outdoor Nature Center	119	(1)
Commercial Playground Centers	119	(1)
Other Centers	120	(1)
Dealing with Implementation Issues	120	(7)
Getting Started	120	(1)
Structuring Self-Sustaining Centers	120	(1)
Deciding How Many Centers to Make Available	121	(1)
Monitoring Children's Use of Centers	121	(1)
Evaluating Skill Development	122	(1)
Using Learning Centers Intermittently in a Traditional Classroom	123	(1)
Organizing Physical Space in the Classroom	124	(1)
Organizing Outdoor Environments	124	(3)
Adjusting the Physical Environment	127	(2)
Adding to the Environment	127	(1)
Removing Something from the Environment	128	(1)
Altering the Environment	128	(1)
Selecting Materials for Each Curricular Domain	129	(1)
General Guidelines for the Selection and Use of Materials	129	(2)
Provide for Firsthand Experiences with Real Things	129	(1)
Provide Complete, Safe, and Usable Materials	130	(1)
Provide Literacy-Related Materials in All Centers	130	(1)
Provide Materials That Represent the Diversity of the United States and Most Particularly the Diversity of the Local Community	130	(1)
Demonstrate the Proper Use of Materials and Equipment	130	(1)
Purchase Sturdy, High-Quality Equipment and Materials	130	(1)
Demonstrate the Proper Care and Storage of Materials and Supervise Children as They Take on Organizational Tasks	131	(1)
Give Reasons for the Standards You Set for Children's Use of Materials	131	(1)
Using the Same Materials for Many Purposes	131	(1)
Creating a Daily Schedule	131	(4)
Routines	132	(1)
Pace	132	(1)
Variety	132	(2)
Balance	134	(1)
Adapting a Schedule That Works for Your Children	134	(1)
Integration	134	(1)
Schedule Preparation: A Guide	134	(1)
Schedule Implementation	135	(1)
Sample Schedule	135	(4)
Preprimary Schedule	135	(1)
Kindergarten Schedule	136	(1)
First-Grade Schedule	137	(2)
Summary	139	(1)
Applying What You've Read in This Chapter	139	(1)
Practice for Your Certification or Licensure Exam	140	(1)
Child Guidance in Early Childhood Classrooms	141	(24)
What Children Need to Know	142	(1)
What Self-Discipline Is	143	(1)
How Self-Discipline Evolves	144	(2)
The Earliest Days (No Regulation)	144	(1)
Adherence (External Regulation)	144	(1)
Identification (Shared Regulation)	145	(1)
Internalization (Self-Regulation)	145	(1)
Degrees of Self-Discipline Among Children and Within the Same Child	146	(1)
Developmental Influences on Self-Discipline	146	(3)
Emotional Development	146	(1)
Cognitive Development	147	(1)
Language Development	148	(1)
Memory Skills	149	(1)
How Experience Influences Self-Discipline	149	(1)
Modeling	149	(1)
Instruction	149	(1)
Consequences	150	(1)
How Adult Discipline Styles Influence Children's Self-Discipline	150	(7)
The Uninvolved Discipline Style	151	(1)
The Permissive Discipline Style	151	(1)
The Authoritarian Discipline Style	152	(1)
The Authoritative Discipline Style	152	(1)
Adoption of an Authoritative Approach to Child Guidance	152	(5)
The Relation Between Authoritative Teaching and DAP	157	(1)
Authoritative Teaching and the Importance of Teamwork Among Staff	158	(1)
Questions Adults Ask About Promoting Self-Discipline in Children	159	(2)
Isn't Just Saying ``No'' Faster and Therefore Better?	159	(1)
What If I Am the Only Teacher in the Room?	159	(1)
Shouldn't Children Already Know How to Behave by the Time They Get to Kindergarten and First and Second Grade?	159	(1)
How Can We Promote Consistency Between the Way Guidance Is Handled in the Early Childhood Setting and How It Is Addressed at Home?	160	(1)
What Can Be Done When Conflicts Exist Between the Teacher's and Parents' Approaches to Discipline?	161	(1)
Summary	161	(1)
Applying What You've Read in This Chapter	162	(1)
Practice for Your Certification or Licensure Exam	163	(2)
Evaluating and Guiding Children's Progress by Using Authentic Assessment	165	(22)
The Changing Face of Early Childhood Assessment	166	(1)
Responsible Early Childhood Assessment and Evaluation	167	(1)
Examining the Evaluator's Subjectivity-Objectivity and Skills	167	(1)
Obtaining the Child's Best Response	167	(1)
Choosing an Evaluation Setting	168	(1)
Determining the Timing of the Evaluation	168	(1)
Selecting Data Collection Strategies and Tools	168	(1)
Standardized Testing: What Part Should It Play in Evaluating Children's Progress?	168	(2)
Placement of Young Children on the Basis of Test Results	170	(1)
The Concept of Authentic Assessment	170	(1)
Strategies for Assessment in the Early Childhood Classroom	171	(11)
Screening and Readiness Procedures	172	(1)
Structured and Nonstructured Observation	172	(5)
Oral Reading Tests: Running Records	177	(2)
Teacher-Child Miniconferences	179	(1)
The Ecomap	180	(1)
Self-Appraisal by the Child	181	(1)
Organization and Use of Authentic Assessment and Evaluation Data: Portfolios and Student-Led Conferences	182	(3)
Portfolios: Matching Assessment with How Children Learn	182	(1)
Student-Led Conferences: Bringing Parents and Others into the Process	183	(2)
Summary	185	(1)
Applying What You've Read in This Chapter	185	(1)
Practice for Your Certification or Licensure Exam	186	(1)
Strengthening Developmentally Appropriate Programs Through Family Involvement	187	(28)
The Changing Nature of Family Involvement in Early Childhood Education	188	(3)
Barriers to Family Involvement	191	(1)
Characteristics of Effective Family Involvement	192	(3)
Collaboration	192	(1)
Variety	193	(1)
Intensity	193	(1)
Individuation	194	(1)
Effective Family Involvement Techniques	195	(18)
Establishing Relationships with Families	195	(3)
Gathering Information from Families	198	(1)
Keeping Families Informed	199	(3)
Establishing Two-Way Communication Between Families and the Program	202	(5)
Integrating Families into the Program	207	(2)
Involving Men in Early Childhood Programs	209	(2)
Providing Family Education	211	(1)
Facilitating Family-to-Family Support	212	(1)
Summary	213	(1)
Applying What You've Read in This Chapter	213	(1)
Practice for Your Certification or Licensure Exam	214	(1)
Part 3 The Curriculum	215	(162)
The Aesthetic Domain	221	(28)
Aesthetics Defined	222	(1)
The Arts Defined	222	(1)
Scope of This Chapter	223	(1)
Aesthetic Education for Young Children	223	(2)
Importance of Aesthetic Learning	225	(1)
Relationship Between Aesthetic Learning and Knowing	225	(3)
Physical Knowledge Through Aesthetic Activities	225	(1)
Logical-Mathematical Knowledge Through Aesthetic Activities	226	(1)
Representational Knowledge Through Aesthetic Activities	226	(1)
Social-Conventional Knowledge Through Aesthetic Activities	226	(1)
Metacognition in Aesthetic Learning	226	(2)
Children's Acquisition of a Fundamental Knowledge Base for Aesthetic Development	228	(4)
Development of Aesthetic Preferences	228	(1)
Development of Musical Interests	229	(1)
Development of Vocal Music (Singing) Behaviors	229	(1)
Development of Instrumental Music Interests	229	(1)
Development of Creative Movement and Dance Interests	229	(1)
Development of Visual Art Expression	230	(1)
Development of Enactment or Dramatic Behaviors	231	(1)
Aesthetic Learning and the Teacher's Role	232	(1)
Current Educational Issues	232	(3)
Teaching the Arts Without Special Training	232	(1)
Teaching the Arts by Using Adult-Designed Products	233	(1)
Responding to Children's Creative Products	233	(2)
Purpose and Goals	235	(1)
Purpose	235	(1)
Goals	235	(1)
Teaching Strategies	235	(5)
Pitfalls to Avoid	240	(1)
Don't Focus on Making a Model When Demonstrating	240	(1)
Don't Hurry Children into Making a Product	240	(1)
Don't Waste Children's Time	241	(1)
Avoid Overdirecting	241	(1)
Don't Reinforce Only a Realistic Approach	241	(1)
Approaches to Teaching the Arts	241	(1)
Activity Suggestions	242	(4)
Summary	246	(1)
Applying What You've Read in This Chapter	246	(1)
Practice for Your Certification or Licensure Exam	247	(2)
The Affective Domain	249	(20)
Children's Developing Self-Awareness and Sense of Competence	250	(2)
Children's Acquisition of a Fundamental Knowledge Base for Affective Development	252	(1)
Children's Stress Reactions in Response to Overwhelming Emotional Demands	253	(1)
Promotion of Healthy Self-Esteem in the Early Learning Environment	254	(2)
Current Educational Issues	256	(2)
Including Affective Education in the Curriculum	256	(1)
Potential Lack of Professional Competence	256	(1)
Debating About Touch in Early Childhood Settings	257	(1)
Meeting the Needs of Children with Special Needs	257	(1)
Acquiring Self-Esteem: Can It Be Taught or Must It Be Developed?	258	(1)
Evaluating Emotional Growth	258	(1)
Purpose and Goals for Affective Development	258	(1)
Purpose	258	(1)
Goals	258	(1)
Affective Teaching Strategies	259	(3)
Activity Suggestions	262	(4)
Summary	266	(1)
Applying What You've Read in This Chapter	266	(1)
Practice for Your Certification or Licensure Exam	267	(2)
The Cognitive Domain	269	(26)
Cognitive Maturation	270	(4)
Contributions of Neuroscience to Understanding Children's Cognitive Development	270	(3)
Brain to Mind: Neural Development and Cognitive Processing	273	(1)
Children's Acquisition of a Fundamental Knowledge Base for Cognitive Development	274	(7)
The Young Child as Scientist	276	(4)
The Young Child as Mathematician	280	(1)
National Expectations and Standards	281	(2)
Current Educational Issues	283	(1)
Purpose and Goals for the Cognitive Domain	284	(2)
Purpose	284	(1)
Goals for Science and Other Cognitive Functions	284	(1)
Goals for Mathematics and Other Cognitive Functions	285	(1)
Teaching Strategies	286	(2)
Activity Suggestions	288	(5)
Summary	293	(1)
Applying What You've Read in This Chapter	293	(1)
Practice for Your Certification or Licensure Exam	294	(1)
The Language Domain	295	(24)
Oral Language Development	296	(2)
Red Flags in Early Speech and Language Development	297	(1)
Children's Acquisition of Literacy: Connections Among Oral Language, Phonological and Phonemic Awareness, and Emerging Reading and Writing	298	(5)
Enhancing and Scaffolding Children's Emerging Literacy	300	(2)
A Balanced Literacy Program	302	(1)
Integration of Language Experiences Across the Curriculum	303	(1)
Current Educational Issues	304	(3)
Purpose and Goals for the Language Domain	307	(2)
Purpose	307	(1)
Goals	307	(2)
Teaching Strategies	309	(4)
Activity Suggestions	313	(3)
Summary	316	(1)
Applying What You've Read in This Chapter	317	(1)
Practice for Your Certification or Licensure Exam	318	(1)
The Physical Domain	319	(30)
Physical Activity	320	(11)
Importance of Physical Activity	320	(1)
Principles of Motor Development	321	(1)
Fundamental Motor Skills	321	(3)
Perceptual-Motor Skills	324	(2)
Fine-Motor Skills	326	(4)
Movement Concepts	330	(1)
Physical Activity of Children Who Have Special Needs	330	(1)
Health, Safety, and Nutrition	331	(2)
Fitness	331	(2)
Comprehensive Health Curriculum	333	(1)
Selected Health Topics	333	(1)
Current Educational Issues	333	(5)
Educational Standards	338	(1)
Purpose and Goals	338	(1)
Purpose	338	(1)
Goals	338	(1)
Teaching Strategies	339	(3)
Gross- and Fine-Motor Skills	339	(1)
Perceptual-Motor Skills	340	(1)
Health, Nutrition, and Safety	341	(1)
Activity Suggestions	342	(4)
Summary	346	(1)
Applying What You've Read in This Chapter	346	(1)
Practice for Your Certification or Licensure Exam	347	(2)
The Social Domain	349	(28)
Social Skill Development	351	(5)
Children's Friendships	352	(3)
Prosocial Behavior: Acting Positively Toward Others	355	(1)
Socialization: Children's Behavior and Adult Expectations	356	(1)
Social Responsibility	356	(4)
Celebrating Diversity	357	(2)
Becoming Environmentally Aware	359	(1)
Social Studies	360	(3)
Standards and Goals for Social Studies	360	(1)
The Relationship Between Social Studies Standards/Themes and Traditional Subject Matter	360	(1)
Social Studies in the Classroom	361	(2)
Relationship Between the Social Domain and Cognition	363	(1)
Current Educational Issues	363	(2)
Understanding the Relation Between Social Development and Social Studies	363	(1)
Teaching Peace: The Classroom and Beyond	363	(1)
Embracing Diversity: Interpretations and Misinterpretations	364	(1)
Determining How the Social Domain Fits into the School Day	364	(1)
Purpose and Goals	365	(1)
Purpose	365	(1)
Goals	365	(1)
Teaching Strategies	366	(2)
Activity Suggestions	368	(5)
Summary	373	(1)
Applying What You've Read in This Chapter	374	(1)
Practice for Your Certification or Licensure Exam	375	(2)
Part 4 Integrating Curriculum	377	(58)
Integrating Curriculum Through Pretend and Construction Play	379	(30)
Characteristics of Play	380	(12)
The Play Frame	380	(1)
Elements of Pretend Play	381	(2)
Types of Pretend Play	383	(2)
Construction Play	385	(1)
Types of Construction Projects	386	(1)
Comparison of Construction and Other Related Activities	387	(2)
Construction and Materials of Choice	389	(1)
Independence of Materials from the Ideas They Represent	389	(1)
Individual Differences in Children's Pretend and Construction Play	390	(2)
Pretend and Construction Play Across the Curriculum and in Development	392	(3)
Cognitive Domain	392	(1)
Aesthetic Domain	393	(1)
Affective Domain	393	(1)
Language Domain	394	(1)
Physical Domain	394	(1)
Social Domain	395	(1)
Integration of Multiple Domains	395	(2)
Teachers' Questions Regarding Pretend and Construction Play	397	(4)
Promotion of Play Skills	401	(5)
Customary Strategies to Enhance Play	402	(4)
Summary	406	(1)
Applying What You've Read in This Chapter	406	(1)
Practice for Your Certification or Licensure Exam	407	(2)
Integrating Curriculum by Using Themes and Projects	409	(26)
Defining Themes and Projects	410	(1)
How Themes and Projects Contribute to Children's Concept Development	410	(1)
Conceptual Development	410	(1)
Link Between Concepts and Themes/Projects	411	(1)
Additional Benefits for Children	411	(1)
Teachers' Benefits	411	(1)
Program Effects	412	(1)
Focusing on Content	412	(1)
Focusing on Process	413	(1)
Integrating Content and Process	413	(1)
Pitfalls in Theme Teaching	413	(1)
Principles of Effective Theme Teaching	414	(1)
How to Create Thematic Units	414	(14)
Sources of Ideas	414	(1)
Considering Essential Theme Criteria	415	(4)
Creating an Information Base	419	(1)
Developing Activity Ideas	419	(1)
Making a Plan	420	(1)
Implementing the Theme	421	(3)
Adapting ``Apples in the Schoolyard'': An Apple Theme	424	(4)
Common Questions About Themes and Projects	428	(5)
Must Every Activity Relate to the Theme or Project?	428	(1)
How Long Does a Typical Thematic Unit or Project Last?	429	(1)
Is There a Difference Between Planning Themes for 3- and 4-Year-Olds and Planning Themes for 6- to 8-Year-Olds?	429	(1)
How Do I Use Themes and Projects with So Much Required Content to Cover?	430	(1)
What About Repeating Themes?	430	(1)
How Can I Document Children's Participation in Themes and Projects?	431	(1)
What About Having All My Themes and Projects Revolve Around Holidays?	431	(2)
How Do I Know That Children Are Developing More Sophisticated, Complex Concepts?	433	(1)
Summary	433	(1)
Applying What You've Read in This Chapter	433	(1)
Practice for Your Certification or Licensure Exam	434	(1)
Appendix A Sample Lesson Plans	435	(8)
Appendix B Field Trips	443	(3)
Appendix C The Big, Big Turnip	446	(1)
References	447	(14)
Name Index	461	(6)
Subject Index	467