School for Young Children: Developmentally Appropriate Practices

by Wolfgang, Charles H.; Wolfgang, Mary E.

• ISBN13: 9780205282586
• ISBN10: 020528258X
• Edition: 2nd
• Format: Paperback
• Copyright: 1999-01-01
• Publisher: Allyn & Bacon

Summary

This practical book focuses on teaching young children through a play curriculum. The authors provide an instructional model for the play curriculum by focusing on four fundamental questions. What is the definition of play and the play curriculum? What tools and means are used to assess play development? How is a play classroom organized? What is the pedagogical role of the teacher in the play process? Based on developmentally-appropriate theory and research, the text encourages the application of concepts through authentic classroom examples and vignettes.

Table of Contents

Preface	xi
1 Models of Teaching Young Children	1	(10)
Historical Early Childhood Models	1	(3)
Developmentally Appropriate Practices (DAP)	4	(3)
Summary	7	(1)
References	7	(4)
2 Understanding the Young Child's Play	11	(19)
The Basics of the Play-Activity Curriculum	13	(1)
Play: How Do You Know It When You See It?	13	(8)
Sensorimotor Play	13	(3)
Symbolic Play	16	(2)
Construction Play	18	(3)
Games with Rules	21	(1)
The Value of Play	21	(5)
Emotional Development	21	(1)
Social Development	22	(2)
Cognitive Development	24	(1)
Developmental Play Capacities of Young Children	24	(2)
Summary	26	(1)
Activities	26	(1)
References	27	(3)
3 Organizing Classroom Space and Play Materials	30	(32)
Classification of Play Materials	30	(1)
Fluid-Construction and Structured-Construction	31	(1)
Fluid Materials and Children's Perceptions	31	(2)
Providing a Structure for the Use of Fluids	33	(1)
Restructuring-Construction	34	(1)
Symbolic Toys	34	(1)
Steps and Procedures for Organizing Space	35	(6)
The Floor Plan	36	(1)
Permanent Structures and Features	36	(1)
Coatracks and Children's Storage	36	(1)
Scaled Furniture	36	(1)
Example Classroom Map	37	(2)
Adequate Play Units	39	(2)
Label Activity Areas	41	(1)
Structured-Construction Organization	41	(10)
Shelves and Containers	49	(1)
Tables	50	(1)
Puzzles	51	(1)
Fluid-Construction Area	51	(6)
Water-Play and Sand-Play	52	(1)
Water and Sand Playthings	52	(1)
Sand-Play	53	(1)
Clay, Modeling Clay, and Dough	53	(1)
Homemade Dough	53	(1)
Painting	54	(2)
Pencils, Crayons, Chalk, and Permanent Markers	56	(1)
Paper Constructions and Junk Creations	56	(1)
Other Fluids	56	(1)
Macrosymbolic Play or Sociodramatic Play Area	57	(1)
Microsymbolic Play and the Block Area	58	(2)
Interest Centers for Onlooker and Isolated Activities	59	(1)
Room Planning	60	(1)
Summary	61	(1)
Activities	61	(1)
References	61	(1)
4 Play-Activity Learning: Goals and Teaching Methods	62	(24)
Teaching through Play	63	(6)
The Teacher Behavior Continuum	63	(6)
Fluid-Construction	69	(4)
Fluid Materials	72	(1)
Water-Play	72	(1)
Fingerpainting	73	(1)
Clay or Modeling Dough	73	(1)
Structured-Construction	73	(2)
Puzzles, Form Boards, and Montessori Equipment	74	(1)
Problem-Solving Activity as Nonplay	75	(5)
Problem Solving with Objects	76	(3)
Problem Solving with Peers and Others	79	(1)
Summary	80	(1)
Activities	81	(1)
Suggested Readings	81	(1)
References	82	(4)
5 New Learning through Thematic-Project Experiences	86	(28)
Question Taxonomy	87	(2)
How the Child's Mind Works	89	(2)
Inductive/Deductive Thinking	90	(1)
Transductive Thinking	90	(1)
Weikart Triangle	91	(1)
Cognitive Content Areas	91	(4)
Levels of Representation	95	(2)
Levels of Operation	97	(1)
Thematic-Project Teaching	98	(8)
Webbing	98	(8)
Teacher Behavior Continuum: Thematic-Project Teaching	106	(1)
Step 1--Say	107	(1)
Step 2--Show	107	(1)
Step 3--Check	107	(1)
Lesson Plans	107	(3)
Lesson Plan (Introductory)	109	(1)
Strategies	110	(1)
Symbols to Signs	110	(1)
Reading Readiness	111	(1)
Classroom Display Table and Murals	111	(1)
Traditional Subject Areas	112	(1)
Summary	112	(1)
Activities	112	(1)
References	113	(1)
6 Understanding Direct Instruction and Instructional Design	114	(30)
Vivian Fueyo
Understanding Learning from a Direct Instruction Point of View	115	(2)
The Design of Instruction	117	(10)
Performance	118	(2)
Condition	120	(1)
Criterion for Evaluation	120	(7)
Strategies for Designing Instruction	127	(7)
Behavior Rehearsal	127	(3)
Scripts	130	(1)
Cueing	130	(4)
Assessing Student Learning in Instructional Design	134	(1)
Other Applications of Instructional Design	134	(3)
A Word about Consequences and Reinforcement	137	(1)
Activities	138	(2)
References	140	(4)
7 Playground and Outdoor Space	144	(11)
Sample Playground	145	(7)
Zone A1: Upper Body Exercise	145	(3)
Zone A2: Swinging	148	(1)
Zone B1: Climbing Towers, Balance Beams, Carpentry Table	148	(2)
Zone B2: Open Grass, Porch Swing	150	(1)
Zone C1: Sandbox, Deck, Playhouse, Large Blocks	150	(1)
Zone C2: Storage Shed, Water Table, Paint Easel	151	(1)
Porches and Enclosures	152	(1)
Summary	153	(1)
Activities	153	(1)
References	154	(1)
8 Discipline and Child Guidance	155	(25)
Why Do Children Misbehave?	156	(1)
Initiative versus Guilt	156	(1)
Setting Limits	157	(1)
Relationship-Listening	158	(5)
Looking	158	(1)
Spheres of Communication	159	(2)
Naming	161	(2)
Confronting-Contracting	163	(1)
Questioning	163	(1)
Rules and Consequences	164	(5)
Commanding	164	(3)
Acting or Physical Intervention	167	(2)
Aggression	169	(2)
Biting	170	(1)
Spitting	170	(1)
Kicking or Hitting	171	(1)
Social Engineering	171	(2)
Case History	171	(2)
The Most-Wanted List	173	(1)
Conflict over Possessions	174	(2)
Looking	174	(2)
Swearing, Bathroom Talk, and Verbal Aggression	176	(2)
Moral Judgment	176	(1)
Disruption of the Social Situation	177	(1)
Summary	178	(1)
Activities	178	(1)
References	178	(2)
9 Daily Schedule	180	(22)
Arrivals	180	(4)
Lap Period	181	(1)
Customs Inspection Period	181	(1)
Practicing Period	181	(1)
Teacher-Apporach Period	181	(1)
Parent Departure	182	(2)
The Message Book	184	(1)
Snacks and Eating	185	(2)
Group Snack	185	(2)
Open Snack	187	(1)
Eating Difficulties	187	(2)
Acting Out While Eating	189	(1)
Recommended Meal Patterns	190	(1)
Rest/Sleeping Time	190	(3)
Circle/Story Time	193	(2)
One to All	193	(2)
Departure	195	(1)
Suggested Schedules	196	(1)
Active/Passive Times	196	(1)
Outside Climate and Weather	196	(1)
Motor-Rules and "Mars Day"	196	(3)
Summary	199	(1)
Activities	199	(1)
References	200	(2)
10 The Child with Special Needs	202	(9)
Inclusion	204	(1)
Public Laws 94-142 and 99-457	205	(1)
Who Are the Children with Special Needs?	205	(1)
The Teacher's Role	206	(1)
Individualized Education Plan	207	(3)
Activities	210	(1)
References	210	(1)
11 Working with Parents	211	(19)
Beth Quick
Communicating with Families	212	(6)
Teacher Attitudes	212	(1)
Newsletters	212	(1)
Parent Resource Room or Lending Library	213	(1)
Back-to-School Night	213	(1)
Parent Workshops or Education Groups	213	(1)
Covered-Dish Dinners and Socials	213	(1)
Art and Product Display	214	(1)
School/Home Activity Packs	214	(1)
Toy or Book Exchange	214	(1)
Telephone Tutor or Message System	214	(1)
Suggestion Box	214	(1)
Saturday Work Day	215	(1)
Drop In/Planned Lunch	215	(1)
Breakfasts	215	(1)
Parent Message Book	215	(1)
Family/Child Entertainment Day	215	(1)
Holiday Celebration	215	(1)
Toddler Morning	215	(1)
Parent/Teacher Conferences	216	(1)
Parent Handbook	216	(1)
Telephone List	217	(1)
Parent Bulletin Board	217	(1)
Babysitting List	217	(1)
Home Visits	217	(1)
School Gate Parent/Teacher Discussion	217	(1)
Addressing Parents' Concerns and Complaints	218	(3)
When Accidents Occur	218	(1)
Handling Parents' Complaints	218	(1)
Dealing with Difficult Parents and Situations	218	(3)
Needs of Students	221	(1)
Degrees of Crisis	222	(1)
Imminent Crisis	222	(1)
Developing Crisis	222	(1)
Potential Crisis	223	(1)
The Teacher's Helping Behavior	223	(3)
Summary	226	(1)
Activities	226	(1)
References	227	(1)
Suggested Teacher Resources	228	(2)
12 Assessment and Evaluation of Learning	230	(25)
Child-Centered Assessment	230	(5)
Understanding Specimen Observations	235	(1)
Open versus Closed	235	(1)
Degree of Selectivity	235	(1)
Degree of Inference Required	235	(1)
Advantages	235	(1)
Disadvantages	236	(1)
Diary	236	(1)
Open versus Closed	237	(1)
Degree of Selectivity	237	(1)
Degree of Inference Required	237	(1)
Advantages	237	(1)
Disadvantages	237	(1)
Anecdotal Records	237	(2)
Open versus Closed	238	(1)
Degree of Selectivity	238	(1)
Degree of Inference Required	238	(1)
Advantages	238	(1)
Disadvantages	239	(1)
Time Sampling	239	(2)
Open versus Closed	239	(1)
Degree of Selectivity	239	(1)
Degree of Inference Required	239	(2)
Advantages	241	(1)
Disadvantages	241	(1)
Rating Scales	241	(9)
Open versus Closed	248	(1)
Degree of Selectivity	248	(1)
Degree of Inference Required	248	(1)
Advantages	248	(1)
Disadvantages	249	(1)
Criterion-Referenced Test (Checklist)	250	(3)
Open versus Closed	251	(1)
Degree of Selectivity	252	(1)
Degree of Inference Required	252	(1)
Advantages	252	(1)
Disadvantages	252	(1)
Summary: A Wider Point of View	253	(1)
Activities	253	(1)
References	253	(2)
Index	255