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Sharon Castle is an Associate Professor of Education at George Mason University. She teaches early childhood and elementary socials studies, fine arts, creativity and play, and research courses. Her current area of research is Professional Development Schools. She has also studied children’s creative and artistic development and school change. She received her Masters in Child Development from Iowa State University and her PhD in Curriculum and Instruction from the University of Maryland, College Park.
Renee C. Falconer is an Associate Professor of Education at George Mason University. She teaches child development and curriculum courses. She taught children in countries all over the world (including United Kingdom, Canada, Australia, Kenya and the US) for 20 years and has taught teachers in the eastern, western and southern United States. She received her Masters in Early Childhood Education (ages 3-8) from the University of South Carolina and her PhD in Curriculum and Instruction/Early Childhood and Multicultural Education from Utah State University.| Planning for the Social Studies | |
| These Are the Social Studies | |
| Past Approaches to the Social Studies | |
| Progressive Education and the Here-and-Now Curriculum | |
| Social-Living Curriculum | |
| Holiday Curriculum | |
| Social Forces and Theories Affecting the Curriculum | |
| Social Studies Today | |
| Active Learning | |
| Integrated | |
| Meaningful | |
| Of High Interest | |
| Standards for Knowledge, Skills and Attitudes | |
| Scope and Sequence | |
| Curriculum Models for Early Childhood Education | |
| Summary | |
| Extend Your Knowledge | |
| Resources | |
| Planning and Assessment | |
| Knowledge of Children | |
| Children Are Alike | |
| So Alike, So Different | |
| Special Needs | |
| Knowledge of the Community | |
| The Child's Physical World | |
| Cultural Knowledge and Values | |
| Knowledge of the Social Studies | |
| Short- and Long-Term Planning | |
| Involving the Children | |
| Planning for the Spontaneous | |
| Lesson Plans | |
| Units, Projects and Thematic Learning | |
| Assessment of the Social Studies Curriculum | |
| Observation | |
| Portfolios | |
| Informal Interviews | |
| Performance Interviews | |
| Checklists | |
| Standardized Tests | |
| Summary | |
| Extend Your Knowledge | |
| Resources | |
| Resources for Learning | |
| The Children | |
| The Family | |
| Informal Involvement | |
| Formal Involvement | |
| The School | |
| The Community | |
| Field Work | |
| Guest Speakers | |
| Community Service | |
| The Classroom | |
| Deciding on Learning Centers | |
| Introducing Centers | |
| Types of Centers | |
| Vicarious Materials in the Classroom | |
| Summary | |
| Extend Your Knowledge | |
| Resources | |
| The Processes of Social Studies | |
| Thinking and Concept Formation | |
| Planning Thinking Experiences | |
| Firsthand Experiences | |
| Experiences Involving Others | |
| Experiences Requiring Language | |
| Fostering Thinking Processes | |
| Questioning and Sensing Problems | |
| Locating Information: Field Trips | |
| Organizing and Interpreting Information | |
| Seeing Relationships and Beginning to Generalize | |
| Interpreting, Reflecting and Reaching Conclusions | |
| Concept Formation | |
| Key Concepts | |
| Concept Development | |
| Nurturing Concept Formation | |
| The Problem of the Match | |
| Guidelines for Concept Formation | |
| Summary | |
| Extend Your Knowledge | |
| Resources | |
| Self, Others and the Community: Social Skills | |
| Social Skills Develop | |
| Theories of Socialization | |
| Behavioral Theories | |
| Erikson's Theory | |
| Social-Cognitive Theories | |
| Factors Affecting Social Development | |
| The Family | |
| Role Culture | |
| Role of the School | |
| Self-Concept | |
| General Identity: Names | |
| The Physical Self | |
| Self-Efficacy | |
| Assessing Self-Concept, Self-Esteem and Self-Efficacy | |
| Relating to Others | |
| Communicating | |
| Sharing | |
| Cooperating | |
| Making and Having Friends | |
| Conflict Resolution | |
| Summary | |
| Extend Your Knowledge | |
| Resources | |
| Culture, Diversity and Values Culture | |
| Diversity | |
| What Are Your Attitudes? | |
| How Children Learn About Others | |
| Key Concepts | |
| Attitudes And Values | |
| How Children Learn Values | |
| Modeling | |
| Reinforcement | |
| Learning | |
| Which Theory? | |
| Indoctrination | |
| Value Clarification | |
| Value Analysis | |
| What Values Should Be Taught? | |
| Encouraging Anti-Bias Values in the Classroom | |
| Teaching Peace, Understanding War | |
| Summary | |
| Extend Your Knowledge | |
| Resources | |
| The Content of the Social Studies | |
| Children's Study of Time, Continuity, and Change: History | |
| ey Concepts | |
| istory | |
| cience, Technology and Society | |
| ime | |
| evelopment of Time Concepts | |
| outines That Teach Time | |
| easuring Time | |
| he Passage of Time | |
| hange | |
| n School | |
| n the Neighborhood or Community | |
| n Nature | |
| n Children | |
| he Continuity of Human Life | |
| he Family | |
| ntergenerational Contacts | |
| oliday Celebrations and Traditions | |
| ultural Universals | |
| he Past | |
| eople | |
| bjects and Visual Discovery | |
| arratives and the Arts | |
| ethods of the Historian | |
| ummary Extend Your Knowledge | |
| esources | |
| People, Places and Environments: Geography | |
| Key Concepts | |
| The Earth Is the Place Where We Live | |
| Our Environment | |
| Land and Water | |
| Caring for Our Earth | |
| A Nearly Round Sphere in a Solar System | |
| Direction and Location | |
| Movement Exploration | |
| Directional Terms | |
| Distance and Measurement | |
| Maps and Globes | |
| Relationships Within Places | |
| Spatial Interactions | |
| Regions | |
| Physical Regions | |
| Cultural Regions | |
| Summary | |
| Extend Your Knowledge | |
| Resources | |
| Production, Distribution and Consumption: Economics | |
| Development of Economic Concepts | |
| Key Concepts | |
| Scarcity | |
| Economic Production | |
| Preparing for Careers | |
| Summary | |
| Extend Your Knowledge | |
| Resources | |
| Developing Citizenship: Civics and Government | |
| Key Concepts | |
| Democratic Values | |
| Civic Participation | |
| Political Concepts | |
| Research | |
| Voting | |
| Symbols of Democratic Government | |
| Ownership and Pride | |
| School and Community | |
| Summary | |
| Extend Your Knowledge | |
| Resources | |
| Global Connections | |
| Key Concepts | |
| Interconnectedness and Interdependency | |
| Similarities | |
| Resources for Learning about Others | |
| Global Education | |
| Summary | |
| Extend Your Knowledge | |
| Resources | |
| References | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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