Early Childhood Curriculum Developmental Bases for Learning and Teaching

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ISBN: 9780137152339 | 0137152337
Cover: Paperback
Copyright: 7/1/2009

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With a solid theoretical focus and child-centered approach,Early Childhood Curriculumstresses the importance of students understanding the foundations of their field before they develop and use quality teaching and instruction programs. The text strikes a balance between the most current research and trends with classic theories to create a working basis for developing curriculum for children from 0-8 years old. This specific and reflective guide to implementing quality teaching programs in a chronological manner from infancy to grade three takes a largely constructivist approach that includes skills instruction and emergent literacy in a balanced reading program. The teacher guides, instructs, and scaffolds, and the child encounters, experiences, and accomplishes goals in beginning literacy. The new sixth edition of the text includes thematic lesson plans that are updated to integrate state standards as well as current information on new brain research and its implications for infant-toddler programs.

The Changing Role of the Teacher in Developing Curriculum for Diverse Populations
Chapter Objectives
Introduction
Who Are the Children Served in Early Childhood Programs?
Children in Early Childhood Programs are Diverse
Cultural Differences
Ethnic Differences
Language Differences
Differences in Family Environments
Differences in Learning Needs
Early Childhood Programs and At-Risk Learners
Children of Divorced Families
Children of Teenage Parents
Homeless Children
Children Living in Other Stressful Situations
Children Who Have Disabilities
At-Risk Children May Need Intervention Programs
The Complex Nature of Settings for Early Childhood Programs
Public School Programs
Kindergarten Programs
Prekindergtarten Programs
Bilingual and English as a Second Language Programs
Programs for Children with Special Needs
Extended-Care Programs
Nonpublic School Programs
Head Start
Child Care
Continuing Complexity in Preschool Programs
The Changing Role of the Teacher In Developing Curriculum for Early Childhood Programs
The Role of the Teacher in Developing Curriculum for Diverse Populations
Multicultural Curriculum
Curriculum for Children from Diverse Family Environments
Curriculum for Children with Special Needs
The Role of the Teacher in Involving Parents in Curriculum Development
The Role of the Teacher in Addressing Conflicts Between Theory and Practice in Curriculum Development
Summary
Study Questions
Historical and Theoretical Bases for Appropriate Programs in Early Childhood Settings
Chapter Objectives
Historical Roots of Early Childhood Education
Rural Schools
The Evolution of Early Childhood Education
The Progressive Era
Nursery School and Child Care Movements
The Influence of Maria Montessori
Urbanization of Public Schools
A Period of Innovation: The 1950s and 1960s
The Evolution of Early Childhood Programs for Populations at Risk
African American Education
Latino Education
Native American Education
Minority Education During the Depression and War Years
Early Childhood Programs for Children with Disabilities
Intervention and Compensatory Programs in the 1960s and 1970s
Growth and Change in Early Childhood Programs from 1980 through 2006
Theoretical Bases of Development
Maturational Theory
Psychoanalytic Theory
Psychosocial Theory
Behaviorist Theory
Social Learning Theory
Cognitive-Developmental Theory/Constructivism
Early Childhood Curriculum Practices Today: Historical Influences Revisited
The Expanding roles of Early Childhood Education
Parental Interest in Learning in the Early Childhood Years
Expansion of Child Care
Expansion of Preschool Programs in Public Schools
Summary
Study Questions
The Need for Quality Programs in Early Childhood Education
Chapter Objectives
Introduction
How Classical and Contemporary Theories Inform Quality Early Childhood Programs
Applying Classical Theories
Maturational Theory
Cognitive-Developmental Theory
Psychosocial Theory
Behaviorist Theory
Theory and Cultural Relevance: Ecological Theory
Gardner's Theory of Intelligence
Characteristics of Quality Early Childhood Programs
Principles of Child Development
Balanced Curriculum
Parent, Teacher, and Child Relationships
Assessment and Accountability
Diversity in Children and Families
Ethics and Teacher Relationships
Models of Quality Early Childhood Programs
The Montessori Approach
The History of the Montessori Approach
Understanding the Montessori Approach
The Montessori Controversy
Developmentally Appropriate Practices
The History of DAP
The Initial Development of DAP
Guidelines for DAP
Revisions in DAP
Understanding the DAP Approach
High/Scope Curriculum
The History of High/Scope
Development of the High/Scope Curriculum
Understanding the High/Scope Model
Adult-Child Interaction
Learning Environment
Daily Routines
Assessment
Reggio Emilia
History of Reggio Emilia
Development of the Reggio Emilia Model
Understanding the Reggio Emilia Approach
The Environment
The Role of the Teaching Staff
The Role of the Child
The Curriculum
Assessment
The Project Approach
History of the Project Approach
Development of the Project Approach
The Role of Interaction
The Value of Informality
Variety of Teaching Methods
Understanding the Project Approach
The Curriculum: Three Phases of Projects
Assessment
Challenges to Quality in Early Childhood Programs
Differences in Training and Preparation
Differences in Salaries
The Impact of Frequent Staff
Turnover
Differences in Funding
Summary
Study Questions
Developmental Characteristics of Young Children from Birth to 8 Years: Implications for Learning
Chapter Objectives
Neural Development: Understanding the Implications of Brain Research
Neural Development
Stress Hormones and Brain Development
Deprivation and Brain Development
Birth to 2 Years: The Sensorimotor Stage
Cognitive Development
Physical Development
Language Development
Social-Emotional Development
Characteristics and Competencies: Birth to 6 Months
Characteristics and Competencies: 6 to 12 Months
Characteristics and Competencies: 12 to 18 Months
Characteristics and Competencies: 18 to 24 Months
Infant and Toddler Development: Implications for Learning
Ages 2 to 5: The Preoperational Stage
Cognitive Development
Physical Development
Language Development
Social-Emotional Development
Characteristics and Competencies: 2 to 5 Years
Development in the Preschool Years: Implications for Learning
The Transition from Preoperations to Concrete Operations
Cognitive Development
Physical Development
Language Development
Social-Emotional Development
Characteristics and Competencies in Children Ages 5 to 8 Years: Implications for Learning and Instruction
Cognitive Development
Physical Development
Social-Emotional Development
Summary
Study Questions
Organizing Infant-Toddler Programs
Chapter Objectives
The Evolution of Infant-Toddler Programs
Infants and Toddlers Prior to the 20^th
Century
Infants and Toddlers in the 20^th
Century
Infant-Toddler Programs in the 21^st
Century
Infant-Toddler Child Care
Family Child Care
Child Care Centers
Public School Centers
Infant-Toddler Intervention Programs
Infant-Toddler Enrichment Programs
Considerations for Developing Models for Infant-Toddler Programs
Implications of Brain Research for Contemporary Programs
Implications of Infant-Toddler Developmental Needs
Cultural Influences
Family Partnership Influences
Characteristics of a Quality Infant-Toddler Model
The Role of Quality Caregivers
The Role of the Environment
The Role of Play
Physical Play
Cognitive Play
Social Play
The Outdoor Play Environment
The Role of Routines
Implications of Infant-Toddler Developmental Needs
The Role of Parents
Planning and Managing Infant-Toddler Developmental Experiences
Interactions and Experiences for Physical Development
Interactions and Experiences for Social and Emotional Development
Interactions and Experiences for Cognitive and Language Development
The Role of Thematic Curriculum for Infants and Toddlers
The Role of Assessment in Infant-Toddler Programs
Assessment of Infant-Toddler Development and Competencies
Assessment of Program Components
Assessment of Infant-Toddler Experiences and Activities
Assessment of the Behavior of Adult Caregivers
Assessment of Infants and Toddlers with Special Needs
Assessment of Parental Involvement in Infant-Toddler Programs
Summary
Study Questions
Infant-Toddler Curriculum: Birth to Age 2
Chapter Objectives
Curriculum for Physical Development
Nurturing Physical Development in Infants and Toddlers
Curriculum for Cognitive Development
Nurturing Cognitive Development for Infants and Toddlers
Curriculum for Language Development
Nurturing Language Development in Infants and Toddlers
Curriculum for Social Development
Nurturing Social Development in Infants and Toddlers
Curriculum for the Expressive Arts
Nurturing Expressive Arts in Infants and Toddlers
Summary
Study Questions
A Developmental Model for Preschool Programs
Chapter Objectives
Introduction
The Differences between Theory and Practice
Considerations for Developing a Model for Preschool Education
Principles of Child Development
Cognitive Development
Social-Emotional Development
Balanced Curriculum
Parent, Teacher, and Child Relationships
Assessment and Accountability
Diversity in Children and Families
Characteristics of a Quality Developmental Model
Developmentally Appropriate Practices: Using Principles of Development
The Inclusive Classroom
The Culturally Responsive Classroom
The Integrated Classroom
The Teacher's Role
The Role of the Environment
The Role of Technology
The Role of Play
The Role of the Daily Schedule
Planning and Managing Instruction
Understanding Developmental-Thematic Curriculum
Roles of Developmental-Thematic Curriculum
Developmental-Thematic Curriculum as the Basic Framework
Developmental-Thematic as One of Several Approaches
Developmental-Thematic Curriculum as an Occasional Resource
Designing Developmental-Thematic Curriculum Units
Selecting a Theme Topic
Brainstorming a Topic
Developing a Brainstorming Web
Selecting Unit Activities
Determining Concepts, Skills, and Processes
Describing Developmental-Thematic Unit Objectives
Aligning Objectives with State Standards
Describing Integrated Unit Activities
Adapting Lesson Plans for Diversity
Planning for Assessment
Assessment of the Activity
Assessment of Student Learning
Scheduling Unit Activities
Implementing Developmental-Thematic Curriculum
Gathering Resources
Arranging the Environment
Planning with the Children
The Role of Assessment in Preschool Programs
Assessment of Child Development and Learning
Assessment of Children in Preschool Programs
Assessment of Program Components
Summary
Study Questions
Preschool Curriculum: Ages 3 to 5: Language and Cognitive Development
Chapter Objectives
Introduction
Curriculum for Language Development
How Young Children Develop Language
Forms of Language
Language Differences in the Preschool Years
Planning for Language Development
The Role of Play in Language Development
The Role of the Teacher in Language Development and Literacy
The Role of Parents in Language Development
The Role of an Environment in Language Development
Designing Curriculum for Language Development
Experiences That Promote Expressive Language
Experiences That Promote Receptive Language
Developing Foundations for Literacy
Resolving the Issues in Beginning Literacy Instruction
What Does the Young Child Need to Know to Develop Literacy?
Goals for Literacy
Essential Early Literacy Strategies
Emergent Writing
Activities for Promoting Emergent Writing
Taking Dictation and Developing Language Experience Stories
Emergent Reading
Designing Language Curriculum for Children with Language Differences
Designing Language Curriculum for Children with Disabilities
Curriculum for Cognitive Development
How Young Children Develop Concepts
Planning for Cognitive Development
Goals for Cognitive Development: Mathematics and Science
The Role of the Teacher in Cognitive Development
The Role of the Environment and Play in Cognitive Development
Designing Curriculum for Cognitive Development
The Integrated Curriculum
Development and Integrated Curriculum
Creativity and Integrated Curriculum
Using Thematic Units as a Focus for Integrated Curriculum
A Project Unit on Pizzas
An Emergent Curriculum Based on the Reggio Emilia Approach
Designing Cognitive Curriculum for Children with Disabilities
Summary
Study Questions
Preschool Curriculum: Ages 3 to 5: Social and Physical Development
Chapter Objectives
Curriculum for Social Development
Understanding Social Development
Life Changes That Affect Social Development
Child Abuse
Violence
Serious Illness and Death
Planning for Social Development
Goals for Social Development
Goals for Social Science
Psychology
Geography
Sociology
Anthropology
The Role of Play in Social Development
The Role of the Environment in Social Development
The Role of the Teacher in Social Development
Designing Curriculum for Social Development
Fostering Social Development
Designing Curriculum for Social Science
Designing Integrated Curriculum in Social Science
Designing Integrated Curriculum for Children's Life Changes
Curriculum for Physical Development
Understanding Physical Development
Components of Perceptual-Motor Development
Planning for Physical Development
The Role of Play in Physical Development
The Role of the Environment in Physical Development
The Indoor Environment
The Outdoor Environment
The Role of the Teacher in Physical Development
Physical Development and Physical Fitness: Childhood Obesity
Designing Curriculum for Physical Development
The Integrated Curriculum for Physical Development
Designing Physical Development Activities for Children with Disabilities
Summary
Study Questions
Planning Programs for Children Ages 5 to 8
Chapter Objectives
The Significance of Developmental Changes in the Primary Grades
Physical Development
Cognitive Development
Social and Emotional Development
The Role of Play in the Primary Grades
Describing Appropriate Curriculum for Children Ages 5 to 8
Describing a Curriculum for Continuing Developmental Needs
Planning Programs for Children Ages 5 to 8 in the Primary Grades
The British Infant School Model
Team Teaching
Multiage Grouping
Characteristics of Primary Programs
Developmental Curriculum
Integrated Curriculum
Systematic Instruction
Cooperative Learning Groups
Peer Teaching
Planning and Managing Instruction
The Role of the Environment
The Role of the Teacher
Designing Thematic Curriculum
Selecting a Theme Topic
Brainstorming a Topic and Developing a Brainstorming Web
Planning with Students and Selecting Unit Activities
Determining Concepts, Skills, and Processes
Aligning Objectives with State Standards
Planning Lesson Activities and Projects
Planning for Assessment
Implementing Thematic Curriculum
Planning with Students and Parents
Scheduling
Incorporating Systematic Instruction
Managing Systematic Instruction
Balancing Thematic and Systematic Instruction
The Role of Assessment in Kindergarten and Primary Grades
The Purposes of Assessment in Kindergarten and Primary Grades
Assessing and Reporting Progress in Learning
Teacher-Designed Assessments
Commercially Designed Assessments
Interviews
Directed Assignments
Work Samples
Project Work
Portfolios
Reporting Progress to Parents
Identifying and Addressing Learning Problems
Summary
Study Questions
The Transitional Curriculum: Ages 5 to 8: Language Arts
Chapter Objectives
Curriculum for Language Arts
The Continuing Process of Language Development
Addressing the Language Needs of Diverse Speakers
Designing Curriculum for Language Development
Group Discussions
Class Projects
Dramatic Productions
Field Trips
Children's Literature
Cooperative Learning Groups
The Continuing Process of Literacy Development
Trends and Issues in Learning to Read in Kindergarten and the Primary Grades
The Role of the Environment
The Role of the Teacher
The Role of Technology
Stages of Literacy Acquisition
Setting Foundations for Literacy
Learning About Print and Understanding Printed Language
Becoming Independent Readers
Organizing the Language Arts Program
A Non-Ability-Grouped, Multilevel, First-Grade Classroom
Content-Area Grouping
The Reading Workshop
Accommodating the Learning Differences of Students with Special Needs
The Integrated Curriculum
Summary
Study Questions
The Transitional Curriculum: Ages 5 to 8: Mathematics and Science
Chapter Objectives
Curriculum for Mathematics
Trends and Issues in Mathematics
Planning the Mathematics Program
Goals for the Mathematics Program
The Role of the Environment and the Teacher
The Role of Technology in the Mathematics Program
Organizing the Mathematics Program
Designing Curriculum for the Mathematics Program
Accommodating Learning Differences Among Students
Curriculum for Science
How Young Children Learn About Science
Trends and Issues in Science
Planning the Science Program
Goals for the Science Program
Incorporating the Science Process
The Role of the Environment
The Role of the Teacher
Organizing the Science Program
Components of the Science Program
Designing Curriculum for the Science Program
Integrated Experiences That Promote Science
The Integrated Curriculum
Summary
Study Questions
The Transitional Curriculum: Ages 5 to 8: Social Studies and Physical Education
Chapter Objectives
Curriculum for Social Studies
Social Development of Ages 5 to 8
Activities for Nurturing Continued Social Development
Class Discussions
Cooperative Learning Groups
Democratic Decision Making
Social Studies Curriculum in Kindergarten and the Primary Grades
Goals for Social Studies
History
Geography
Economics
Sociology and Anthropology
Current Issues
Designing Curriculum for Social Studies
The Integrated Curriculum for Social Studies
Cross-Cultural E-Mail
Toys
Communities
Biographies of Global Leaders
Children's Literature and Social Studies
Learning About Time Through Literature
Holiday Celebrations
Addressing Community Needs
Learning About the Legislative Process
Understanding Children with Disabilities
Curriculum for Physical Education
Physical Development of Children Ages 5 to 8
Planning for Physical Development
Designing Curriculum for Physical Development and Education
The Role of the Teacher
The Role of the Physical Education Teacher
The Integrated Curriculum for Physical Development
Summary
Study Questions
Teaching in the Real World
Beth
Renee
Yolanda
Susan
Rollo and Nancy
Gladys
Hector
Loretta
Loisa
References
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Early Childhood Curriculum Developmental Bases for Learning and Teaching

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