Early Childhood Curriculum

by Wortham, Sue C.

• ISBN13: 9780131704404
• ISBN10: 0131704400
• Edition: 4th
• Format: Paperback
• Copyright: 2006-01-01
• Publisher: Pearson College Div

Summary

With its chronological approach from infancy through Grade 3, this text directly ties curriculum to the understanding of child development. Key changes to this EDITION include o the addition of instructional strategies for meeting standards o information on how teachers can address increased demands for accountability and maintain a quality program o expanded content on integrating the curriculum o a focus on balanced literacy o new discussions on factors that put children at risk

Table of Contents

CHAPTER ONE The Changing Role of the Teacher in Developing Curriculum for Diverse Populations	1	(20)
Chapter Objectives	1	(1)
Introduction	2	(1)
Who Are the Children Served in Early Childhood Programs?	2	(10)
Children in Early Childhood Programs Are Diverse	3	(3)
Early Childhood Programs and At-Risk Learners	6	(6)
The Complex Nature of Settings for Early Childhood Programs	12	(4)
Public School Programs	12	(1)
Nonpublic School Programs	13	(2)
Child Care	15	(1)
Continuing Complexity in Preschool Programs	15	(1)
The Changing Role of the Teacher in Developing Curriculum for Early Childhood Programs	16	(3)
The Role of the Teacher in Developing Curriculum for Diverse Populations 16 Multicultural Curriculum	17	(1)
Curriculum for Children from Diverse Family Environments	17	(1)
Curriculum for Children with Special Needs	18	(1)
The Role of the Teacher in Involving Parents in Curriculum Development	18	(1)
The Role of the Teacher in Addressing Conflicts Between Theory and Practice in Curriculum Development	18	(1)
Summary	19	(1)
Study Questions	20	(1)
CHAPTER TWO Historical and Theoretical Bases for Appropriate Programs in Early Childhood Settings	21	(24)
Chapter Objectives	21	(1)
Historical Roots of Early Childhood Education	22	(10)
Rural Schools	22	(1)
The Evolution of Early Childhood Education	23	(2)
The Progressive Era	25	(1)
Nursery School and Child Care Movements	26	(1)
The Influence of Maria Montessori	26	(1)
Urbanization of Public Schools	27	(1)
A Period of Innovation: The 1950's and 1960's	27	(1)
The Evolution of Early Childhood Programs for Populations at Risk	28	(1)
African American Education	29	(1)
Latino Education	30	(1)
Native American Education	30	(1)
Minority Education During the Depression and War Years	30	(1)
Early Childhood Programs for Children with Disabilities	30	(1)
Intervention and Compensatory Programs in the 1960's and 1970's	31	(1)
Theoretical Bases of Development	32	(6)
Maturational Theory	32	(1)
Psychoanalytic Theory	33	(1)
Psychosocial Theory	33	(2)
Behaviorist Theory	35	(1)
Social Learning Theory	35	(1)
Cognitive-Developmental Theory/ Constructivism	36	(2)
Early Childhood Curriculum Practices Today: Historical Influences Revisited	38	(4)
The Expanding Roles of Early Childhood Education	39	(1)
Parental Interest in Learning in the Early Childhood Years	39	(1)
Expansion of Child Care	40	(1)
Expansion of Preschool Programs in Public Schools	41	(1)
Summary	42	(1)
Study Questions	43	(2)
CHAPTER THREE The Need for Quality Programs in Early Childhood Education	45	(30)
Chapter Objectives	45	(1)
Introduction	46	(1)
Challenges to Quality in Early Childhood Programs	46	(1)
Goals for Quality Early Childhood Programs	47	(4)
Staff Training, Licensing, and Funding	47	(1)
Characteristics of Quality Programs	48	(3)
How Classical and Contemporary Theories Inform Quality Early Childhood Programs	51	(3)
Applying Classical Theories	51	(1)
Theory and Cultural Relevance: Ecological Theory	52	(2)
Gardner's Theory of Intelligence	54	(1)
Models of Quality Early Childhood Programs	54	(18)
The Montessori Approach	54	(4)
Developmentally Appropriate Practices	58	(4)
High/Scope Curriculum	62	(3)
Reggio Emilia	65	(4)
The Project Approach	69	(3)
Summary	72	(1)
Study Questions	73	(2)
CHAPTER FOUR Developmental Characteristics of Young Children from Birth to 8 Years: Implications for Learning	75	(36)
Chapter Objectives	75	(1)
Birth to 2 Years: The Sensorimotor Stage	76	(3)
Cognitive Development	76	(1)
Physical Development	77	(1)
Language Development	77	(1)
Social-Emotional Development	77	(2)
Characteristics and Competencies: Birth to 6 Months	79	(2)
Characteristics and Competencies: 6 to 12 Months	81	(1)
Characteristics and Competencies: 12to18Months	81	(3)
Characteristics and Competencies: 18 to 24 Months	84	(1)
Infant and Toddler Development: Implications for Learning	85	(2)
Ages 2 to 5: The Preoperational Stage	87	(4)
Cognitive Development	88	(1)
Physical Development	88	(1)
Language Development	89	(1)
Social-Emotional Development	90	(1)
Characteristics and Competencies: 2 to 5 Years	91	(3)
Development in the Preschool Years: Implications for Learning	94	(4)
Age 5 to 8 Years: The Transition from Preoperations to Concrete Operations.	98	(9)
Cognitive Development	104	(1)
Physical Development	104	(1)
Language Development	105	(1)
Social-Emotional Development	106	(1)
Characteristics and Competencies in Children Ages 5 to 8 Years: Implications for Learning and Instruction	107	(2)
Cognitive Development	108	(1)
Physical Development	108	(1)
Social-Emotional Development	108	(1)
Summary	109	(1)
Study Questions	110	(1)
CHAPTER FIVE Organizing Infant-Toddler Programs	111	(30)
Chapter Objectives	111	(1)
The Evolution of Infant-Toddler Programs	112	(8)
Infants and Toddlers Prior to the 20th Century	112	(1)
Infants and Toddlers in the 20th Century	113	(4)
Infant-Toddler Programs Today	117	(3)
Considerations for Developing Models for Infant-Toddler Programs	120	(2)
Theoretical Bases for Infant-Toddler Programs	120	(2)
Characteristics of a Quality Infant-Toddler Model	122	(16)
The Role of Quality Caregivers	122	(1)
The Role of the Environment	122	(1)
The Role of Play	123	(4)
The Role of Routines	127	(1)
The Role of Parents	127	(3)
Planning and Managing Infant-Toddler Developmental Experiences	130	(3)
The Role of Thematic Curriculum for Infants and Toddlers	133	(1)
The Role of Assessment in Infant-Toddler Programs	133	(5)
Summary	138	(2)
Study Questions	140	(1)
CHAPTER SIX Infant-Toddler Curriculum: Birth to Age 2	141	(36)
Chapter Objectives	141	(1)
Curriculum for Physical Development	142	(7)
Nurturing Physical Development in Infants and Toddlers	142	(7)
Curriculum for Cognitive Development	149	(8)
Nurturing Cognitive Development in Infants and Toddlers	149	(8)
Curriculum for Language Development	157	(8)
Nurturing Language Development in Infants and Toddlers	157	(8)
Curriculum for Social Development	165	(5)
Nurturing Social Development in Infants and Toddlers	165	(5)
Curriculum for the Expressive Arts	170	(4)
Nurturing Expressive Arts in Infants and Toddlers	170	(4)
Summary: A Word of Caution	174	(1)
Study Questions	175	(2)
CHAPTER SEVEN A Developmental Model for Preschool Programs	177	(34)
Chapter Objectives	177	(1)
Introduction	178	(1)
The Differences Between Theory and Practice	178	(1)
Considerations for Developing a Model for Preschool Education	179	(2)
Principles of Child Development	179	(1)
Balanced Curriculum	180	(1)
Parent, Teacher, and Child Relationships	180	(1)
Assessment and Accountability	181	(1)
Diversity in Children and Families	181	(1)
Characteristics of a Quality Developmental Model	181	(8)
Developmentally Appropriate Practices: Using Principles of Development	182	(1)
The Inclusive Classroom	183	(1)
The Culturally Responsive Classroom	184	(1)
The Integrated Classroom	185	(1)
The Teacher's Role	185	(1)
The Role of the Environment	186	(1)
The Role of Technology	186	(1)
The Role of Play	187	(2)
The Role of the Daily Schedule	189	(1)
Planning and Managing Instruction	189	(16)
Understanding Developmental-Thematic Curriculum	190	(1)
Roles of Developmental-Thematic Curriculum	191	(1)
Designing Developmental-Thematic Curriculum Units	192	(11)
Implementing Developmental-Thematic Curriculum	203	(2)
The Role of Assessment in Preschool Programs	205	(3)
Assessment of Child Development and Learning	206	(1)
Assessment of Children in Preschool Programs	207	(1)
Assessment of Program Components	207	(1)
Summary	208	(1)
Study Questions	209	(2)
CHAPTER EIGHT Preschool Curriculum: Ages 3 to 5: Language and Cognitive Development	211	(42)
Chapter Objectives	211	(1)
Introduction	212	(1)
Curriculum for Language Development	212	(3)
How Young Children Develop Language	212	(1)
Forms of Language	213	(1)
Language Differences in the Preschool Years	213	(2)
Planning for Language Development	215	(3)
The Role of Play in Language Development	216	(1)
The Role of the Teacher in Language Development and Literacy	216	(1)
The Role of Parents in Language Development	217	(1)
The Role of the Environment in Language and Literacy	217	(1)
Designing Curriculum for Language Development	218	(2)
Experiences That Promote Expressive Language	219	(1)
Experiences That Promote Receptive Language	220	(1)
Developing Foundations for Literacy	220	(2)
Resolving the Issues in Beginning Literacy Instruction	221	(1)
What Does the Young Child Need to Know to Develop Literacy?	222	(1)
Goals for Literacy	222	(6)
Emergent Writing	223	(2)
Emergent Reading	225	(3)
Designing Language Curriculum for Children with Disabilities and Language Differences	228	(4)
Curriculum for Cognitive Development	232	(8)
How Young Children Develop Concepts	232	(1)
Planning for Cognitive Development	233	(1)
Goals for Cognitive Development: Mathematics and Science	234	(4)
The Role of the Teacher in Cognitive Development	238	(1)
The Role of the Environment and Play in Cognitive Development	239	(1)
Designing Curriculum for Cognitive Development	240	(1)
The Integrated Curriculum	240	(9)
Development and Integrated Curriculum	240	(8)
Creativity and Integrated Curriculum	248	(1)
Using Thematic Units as a Focus for Integrated Curriculum	248	(1)
Designing Cognitive Curriculum for Children with Disabilities	249	(2)
Summary	251	(1)
Study Questions	252	(1)
CHAPTER NINE Preschool Curriculum: Ages 3 to 5: Social and Physical Development	253	(34)
Chapter Objectives	253	(1)
Curriculum for Social Development	254	(16)
Understanding Social Development	254	(1)
Life Changes That Affect Social Development	254	(2)
Planning for Social Development	256	(4)
The Role of Play in Social Development	260	(1)
The Role of the Environment in Social Development	261	(1)
The Role of the Teacher in Social Development	261	(1)
Designing Curriculum for Social Development	262	(2)
Designing Curriculum for Social Science	264	(3)
Designing Integrated Curriculum for Children's Life Changes	267	(3)
Curriculum for Physical Development	270	(5)
Understanding Physical Development	270	(2)
Planning for Physical Development	272	(1)
The Role of Play in Physical Development	272	(1)
The Role of the Environment in Physical Development	273	(1)
The Role of the Teacher in Physical Development	274	(1)
Designing Curriculum for Physical Development	275	(9)
The Integrated Curriculum for Physical Development	279	(4)
Designing Physical Development Activities for Children with Disabilities	283	(1)
Summary	284	(1)
Study Questions	285	(2)
CHAPTER TEN A Model for Programs for Children 5 to 8	287	(36)
Chapter Objectives	287	(1)
The Significance of Developmental Changes in the Primary Grades	288	(2)
Physical Development	288	(1)
Cognitive Development	289	(1)
Social and Emotional Development	289	(1)
The Role of Play in the Primary Grades	290	(1)
Describing Appropriate Curriculum for Children Ages 5 to 8	291	(1)
Describing a Curriculum for Continuing Developmental Needs	291	(1)
The Primary Grades: Models for Children Ages 5 to 8	292	(3)
The British Infant School Model	293	(1)
Team Teaching	294	(1)
Multiage Grouping	295	(1)
Characteristics of the Primary Model	295	(2)
Developmental Curriculum	295	(1)
Integrated Curriculum	296	(1)
Systematic Instruction	296	(1)
Cooperative Learning Groups	296	(1)
Peer Teaching	297	(1)
Planning and Managing Instruction	297	(18)
The Role of the Environment	297	(2)
Designing Thematic Curriculum	299	(12)
Implementing Thematic Curriculum	311	(2)
Incorporating Systematic Instruction	313	(2)
The Role of Assessment in Kindergarten and Primary Grades	315	(4)
The Purposes of Assessment in Kindergarten and Primary Grades	316	(3)
Summary	319	(1)
Study Questions	320	(3)
CHAPTER ELEVEN The Transitional Curriculum: Ages 5 to 8: Language Arts	323	(26)
Chapter Objectives	323	(1)
Curriculum for Language Arts	324	(21)
The Continuing Process of Language Development	324	(1)
Addressing the Language Needs of Diverse Speakers	325	(1)
Designing Curriculum for Language Development	326	(2)
Cooperative Learning Groups	328	(1)
The Continuing Process of Literacy Development	328	(2)
The Language Arts Program for Children Ages 5 to 8	330	(9)
Organizing the Language Arts Program	339	(2)
Accommodating the Learning Differences of Students with Special Needs	341	(4)
The Integrated Curriculum	345	(1)
Summary	346	(1)
Study Questions	347	(2)
CHAPTER TWELVE The Transitional Curriculum: Ages 5 to 8: Mathematics and Science	349	(26)
Chapter Objectives	349	(1)
Curriculum for Mathematics	350	(12)
Trends and Issues in Mathematics	350	(2)
Planning the Mathematics Program	352	(2)
The Role of Technology in the Mathematics Program	354	(1)
Organizing the Mathematics Program	355	(4)
Designing Curriculum for the Mathematics Program	359	(2)
Accommodating Learning Differences Among Students	361	(1)
Curriculum for Science	362	(9)
How Young Children Learn About Science	362	(1)
Trends and Issues in Science	363	(1)
Planning the Science Program	364	(1)
Incorporating the Science Process	364	(1)
The Role of the Environment	364	(2)
The Role of the Teacher	366	(1)
Organizing the Science Program	366	(1)
Designing Curriculum for the Science Program	367	(2)
Integrated Experiences That Promote Science	369	(2)
The Integrated Curriculum	371	(1)
Summary	372	(1)
Study Questions	373	(2)
CHAPTER THIRTEEN The Transitional Curriculum: Ages 5 to 8: Social Studies and Physical Education	375	(20)
Chapter Objectives	375	(1)
Curriculum for Social Studies	376	(9)
Social Development of Ages 5 to 8	376	(2)
Activities for Nurturing Continued Social Development	378	(1)
Social Studies Curriculum in Kindergarten and the Primary Grades	379	(1)
Goals for Social Studies	379	(4)
Designing Curriculum for Social Studies	383	(1)
The Integrated Curriculum for Social Studies	383	(2)
Curriculum for Physical Education	385	(7)
Physical Development of Children Ages 5 to 8	385	(2)
Planning for Physical Development	387	(1)
Designing Curriculum for Physical Development and Education	388	(2)
The Integrated Curriculum for Physical Development	390	(2)
Summary	392	(1)
Study Questions	393	(2)
CHAPTER FOURTEEN Teaching in the Real World	395	(6)
Beth	396	(1)
Renee	397	(1)
Yolanda	397	(1)
Susan	397	(1)
Rollo and Nancy	398	(1)
Gladys	398	(1)
Hector	398	(1)
Loretta	399	(1)
Loisa	399	(2)
References	401	(20)
Name Index	421	(5)
Subject Index	426