Teaching Social Studies in Early Education

by DeMelendez, Wilma Robles; Beck, Verna; Fletcher, Melba

• ISBN13: 9780766802889
• ISBN10: 0766802884
• Format: Paperback
• Copyright: 2000-02-11
• Publisher: Cengage Learning
• More Book Details

Summary

Teachers and child caregivers will love this new book because it clearly combines the theory and practice of teaching social studies to young children. Taking a global approach, this book presents major topical areas such as geography, history, the arts, and multicultural education. In addition, it integrates social studies with other subjects in a literature-based format. It's practical, easy-to-understand coverage that meets national standards.

Table of Contents

Preface	xiii
Acknowledgments	xvi
PART I: Helping Children Become Who They Are: A Rationale for Teaching Social Studies	1	(70)
The World Children Live In	2	(19)
The Developmental Tasks of Early Childhood Years	3	(4)
Development of Social Self: The Key to Being Part of a Group	3	(1)
Developmentally Delayed Children: Exceptional Education	4	(1)
Social Studies and the Young Child	5	(1)
Becoming Aware of the World Children Live In	6	(1)
Preparing Children to Face New Challenges	6	(1)
Educating Children for a Different Society	7	(1)
National Agenda for Social Studies	7	(1)
Changing Our Vision: Developing a National and a Global Sense of Citizenship	8	(1)
Global Connections: One Aim of the Social Studies Curriculum	9	(2)
Using a Global Approach to Create a Responsive Social Studies Curriculum	9	(1)
Rationale for The National Social Studies Global Connections Standard	10	(1)
The Child's Ability to Learn about Others Near and Far	11	(10)
Is a Global Approach Appropriate for Young Children?	11	(1)
NAEYC's Definition of Developmentally Appropriate Practices (DAP)	12	(1)
Building Knowledge about the World through Piaget's Socio-Conventional and Physical Knowledge	12	(1)
Physical Knowledge	12	(1)
Demonstrating Early Social Awareness	13	(1)
Personal Experiences: Ways to Learn about Reality	14	(1)
A Global Approach and Development of a Sense of Equality	15	(1)
The Global Approach to Social Studies Education	16	(5)
Discovering the Essence of Social Studies	21	(23)
Social Studies: In Search of Definitions	22	(4)
Common Ideas about Social Studies	24	(1)
A Formal Definition of Social Studies	24	(1)
Implications of the NCSS Definition	24	(1)
Social Studies---A Multi-faceted Curriculum	25	(1)
Social Studies and the Child with Special Needs	26	(1)
Goals of Social Studies Education	27	(1)
Characteristics of an Effective Social Studies Curriculum	28	(16)
Guidelines for an Effective and Child-Appropriate Social Studies Curriculum	28	(6)
Key Considerations about the National Social Studies Standards	34	(2)
What the National Social Studies Standards Offer to Teachers	36	(2)
Addressing Teachers' Concerns about the Social Studies Curriculum	38	(1)
A Vision for Social Studies Teachers in the Early Childhood Classroom	39	(5)
Getting Ready to Teach: Developmental Considerations	44	(27)
Planning Social Studies Experiences for Young Children	46	(1)
Knowledge about the Child---the Essence of Developmentally Appropriate Teaching Practices	46	(2)
Learning about the Developmental Process: Valuable Sources	47	(1)
Sharing Ideas with Colleagues and Other Early Education Professionals	47	(1)
Key Developmental Milestones of Preschool-Primary-Age Children	48	(1)
Developmentally Appropriate Practices for Teaching Children with Special Needs	48	(1)
Young Preschoolers: Working with Three-Year-Olds	48	(7)
Cognitive and Language Development	51	(4)
Cognitive and Language Characteristics of Three-Year-Olds	55	(1)
Other Views about Cognitive Development	55	(3)
Fostering Cognitive Development: Gardner's Theory of Multiple Intelligences	57	(1)
Vygotsky's Socio-Cultural Theory	57	(1)
Older Preschoolers: Working with Four-and Five-Year-Olds	58	(4)
Cognitive and Language Characteristics of Four-and Five-Year-Olds	60	(1)
Implications for Social Studies Teaching: Key Cognitive Traits of Four and Five-Year-Old Children	61	(1)
Primary-Age Children: Working with Six-to Eight-Year-Olds	62	(2)
Cognitive and Language Characteristics of Six-to Eight-Year-Olds	63	(1)
Social and Emotional Development During the Early Years	64	(7)
Play: A Means to Positive Social and Emotional Development	66	(2)
Connecting Development and Social Studies Teaching	68	(3)
PART II: Creating an Early Childhood Social Studies Curriculum	71	(200)
Planning Developmentally Appropriate Social Studies	72	(32)
Planning and Teaching Appropriate Social Studies Experiences	73	(2)
Toward Effective Social Studies Teaching: Planning Child-Appropriate Classroom Practices	74	(1)
The Two Dimensions of Developmental Planning	74	(1)
Planning Social Studies Experiences	75	(3)
Planning a Quality Curriculum that is ``Worthy of Learning''	77	(1)
Do We Know Why Children Are Doing What They Do?	78	(3)
Establishing Social Studies Goals and Objectives	78	(1)
Writing Goals	78	(1)
Performance Objectives	78	(1)
Cognitive and Social Performance Objectives	79	(1)
Advantages of Using Performance Objectives	80	(1)
Objectives Are Important, but Children Are the Reason for Teaching	81	(1)
Sources of Learning Objectives: Starting with the Children	81	(1)
How to Use the National Social Studies Standards as a Curriculum Source	81	(1)
Engaging Parents in the Planning Process	82	(1)
The Community as a Curricular Source	82	(2)
Lesson Plans and Units	84	(2)
Selecting a Planning Strategy	86	(1)
Getting Ready to Plan Social Studies Experiences: Using the DAP Perspective	87	(4)
Applying the DAP Dimensions to Classroom Planning and Teaching: General Considerations	88	(1)
Selecting Teaching Strategies for Social Studies	89	(2)
A Sampler of Appropriate Teaching Strategies	91	(1)
Thematic Teaching: The Key Strategy for Child-Appropriate Social Studies Classroom Experiences	91	(4)
Why Social Studies Teachers Should Use an Integrated Approach	91	(1)
Elements of Thematic Teaching	92	(2)
Advantages of Thematic Teaching	94	(1)
The Project Approach	95	(1)
Learning Centers: A Creative Approach to Social Studies Learning	96	(3)
Types of Learning Centers	97	(1)
Advantages of Learning Centers	98	(1)
Technology in the Classroom	99	(5)
Television	99	(1)
Computers and the Internet	99	(5)
Learning about the Past and Present: History and the Young Child	104	(35)
Developing a Sense of History	105	(5)
The Need for History Education	106	(2)
Why Study History in the Early Childhood Classroom?	108	(1)
Using Developmentally Appropriate Historical Content to Respond to the Children's Needs and Interests	109	(1)
Exploring Key Elements of History in the Early Childhood Classrom	110	(9)
Time: A Key Concept in History Education	111	(1)
Children's Ideas of Time	111	(2)
Relating Change to Time	113	(3)
Fostering Concrete Experiences with Time and Change	116	(1)
Helping Children Develop Quantitative and Qualitative Concepts of Time	117	(2)
The Many Worlds of History	119	(5)
Connecting History Education with the National Social Studies Standards	124	(15)
NCHS History Standards for Early Childhood Education	125	(1)
Developing a History Curriculum with DAP Themes	126	(1)
Developing Global Awareness through the History-based Curriculum	127	(1)
Curricular Integration: Creating Developmentally Appropriate History Experiences through the Arts	128	(2)
Using Museums to Learn about the Past	130	(1)
Types of Museums	130	(1)
Children's Literature: A Journey into the Past	131	(1)
Drama in the Classroom: A Developmentally Appropriate Way to Make History Come Alive	132	(7)
Learning about Where We Live: Geography and the Young Child	139	(33)
Geography in the Early Childhood Curriculum	140	(3)
The Nature of Geography	140	(1)
The Geography of the World around Children: Explorers from Birth	141	(1)
The Need for Geography in the Early Years	142	(1)
Geography---the Spatial Context for History	142	(1)
Fostering Geographic Knowledge	143	(1)
Developing a Concept about the Space around Us	143	(1)
Becoming Geographically Literate	143	(1)
Building Global Connections through Geography	144	(2)
Developing an Awareness of Global Society in Young Children	145	(1)
Building an Accurate Vision of Our Global Society: Avoiding Biased Images	145	(1)
What Children Should Learn about Geography: Themes and Skills	146	(2)
The Many Facets of Geography: Five Fundamental Themes	148	(1)
Connecting Geography Education with the National Scoial Studies Standards	148	(6)
Essential Geography Skills	149	(1)
Planning Geography Experiences	149	(3)
Assessing Prior Knowledge of Geographic Concepts	152	(2)
Creating an Appropriate Geography Curriculum	154	(9)
Geography-oriented Materials	154	(1)
Using Literature in DAP Geography Education	154	(3)
Preparing the Classroom Environment to Foster Learning about Geography	157	(1)
Using Maps in the Early Childhood Classroom	157	(3)
Stages of Mapping	160	(1)
Fostering Early Mapping Abilities	160	(2)
Fostering Pre-Mapping Skills	162	(1)
Helping Children Build Knowledge about the Physical Environment	163	(9)
Field Trips and Young Children	163	(2)
Creating Appropriate Map Experiences	165	(1)
Becoming Aware of the Earth	166	(2)
Using World Globes Appropriately with Young Children	168	(4)
Becoming Socially Responsible Citizens in a Democratic Society	172	(33)
Building a Community	173	(5)
Becoming Good Citizens	173	(3)
Teaching Children about Citizenship	176	(1)
Becoming a Citizen of the World	176	(2)
Fostering Positive Values and Social Skills in Young Children	178	(9)
Fostering Values Development in the Early Childhood Classroom	179	(3)
Approaches for Values Development	182	(2)
Values Exploration as Part of the Social Studies Content	184	(1)
The Importance of Social Skills	185	(2)
Developing Civic and Social Responsibilities	187	(3)
Children as a Source of the Civic Curriculum	187	(1)
Using Appropriate Strategies: Cooperative Learning	187	(2)
Adaptations for Children with Special Needs	189	(1)
Nurturing Civic Responsibility in Young Children	190	(15)
Becoming a Part of Society: Social Development of the Child	190	(1)
Children's Sense of Perspective-Taking	191	(1)
Young Children's Ideas about Morality	192	(1)
Moral Development in a Diverse Society	192	(1)
Fostering a Sense of Social Responsibility	193	(1)
Strategies to Build Social Responsibility	194	(1)
Connecting Social Development with the Social Studies Standards	194	(2)
Teaching Social and Civic Concepts in the Early Childhood Classroom	196	(1)
Living in a Democratic Society: Political Concepts	196	(2)
Learning about Political Symbols	198	(7)
Integrating the Arts and Creative Expression into the Social Studies Curriculum	205	(23)
Defining the Arts and Creative Expression	206	(7)
Development of the Aesthetic Sense in Young Children	208	(1)
The Child's Need for the Arts	208	(1)
The Arts and Children Development	209	(1)
The Arts and Children with Special Needs	210	(1)
Developmentally Appropriate Art Experiences: Emphasis on Process, Not Product	211	(2)
Integrating the Arts and Creative Expression into the Social Studies Curriculum	213	(15)
Connecting the Arts with the NCSS Social Studies Standards	214	(2)
National Standards for Arts Education	216	(1)
Promoting the Arts through Active Learning Experiences	217	(1)
Including the Arts in the Curriculum	218	(1)
Selecting Materials for Arts Experiences	219	(2)
The Folk Arts	221	(2)
Global Connections: Using Children's Folklore	223	(5)
Growing Up in a Multi-cultural Society	228	(21)
Our Multi-cultural Society	229	(7)
Immigration---the Foundation of Multi-culturalism	229	(2)
Celebrating Our Multi-cultural Character	231	(2)
The Need for Multi-cultural Education	233	(1)
Diversity and Education for All	233	(1)
What is Multi-cultural Education?	234	(1)
Multi-cultural Education and Global Education	234	(2)
Developmentally and Culturally Appropriate Practices: DCAP	236	(1)
Connecting Multi-cultural Education with the NCSS Social Studies Standards	236	(13)
Suggestions for Planning Social Studies with a Multi-cultural Focus	237	(1)
Selecting Multi-cultural Learning Materials	238	(1)
Culturally Appropriate Materials: Avoiding Biases and Stereotypes	238	(2)
Using Art to Enhance Awareness of Multi-culturalism	240	(2)
Using Children's Literature to Integrate Multi-cultural Themes	242	(1)
Using Journals, Magazines, and Newspapers in the Early Childhood Classroom	243	(1)
Using Postcards as a Teaching Resource	244	(1)
Enhancing the Literature Area	244	(1)
Using Persona Dolls	245	(4)
Economics, the Environment, and Social Issues: Preparing Children to Make Informed Choices	249	(22)
Bringing the ``Outside World'' into the Early Childhood Classroom	250	(1)
Finding Connections Between Current Issues and the NCSS Social Studies Standards	250	(1)
Learning about Economics	251	(7)
Voluntary Standards for Economics Education	252	(1)
Essential Economics Concepts	253	(1)
Developing Thematic Activities Based on Economics	254	(4)
Becoming Environmentally Responsible Citizens	258	(1)
Environmental Awareness and Global Education	258	(1)
Key Concepts about Environmental Awareness	259	(1)
Guidelines for Environmental Education	259	(4)
Developing Experiences with the Environment	259	(2)
Fostering Positive Environmental Attitudes	261	(2)
Using Children's Literature to Promote Environmental Awareness	263	(1)
Teaching about Special Social Issues	263	(8)
Current Events	263	(1)
Safety Issues	264	(1)
Sources of Information about Current Events	265	(1)
Current Social Issues: Homelessness, AIDS, Violence	265	(1)
Using Literature about Special Issues	266	(5)
Appendices	271	(18)
Appendix I: Social Studies Standards---The Primary Grades	271	(8)
Appendix II: Lesson Plan Formats	279	(3)
Appendix III: Sources for Appropriate Social Studies Materials	282	(2)
Appendix IV: Sample Community Cultural Inventory	284	(2)
Appendix V: Using the Holidays and Special Events to Deliver a Multi-cultural Social Studies Curriculum	286	(3)
Glossary	289	(6)
Index	295