Foundations of Early Childhood Education: Teaching Children in a Diverse Society
, by Gonzalez-Mena, Janet
- ISBN: 9780078024481 | 007802448X
- Cover: Hardcover
- Copyright: 2/19/2013
Foundations of Early Childhood Education: Teaching Children in a Diverse Societyis designed to help increase the quality in early care and education programs through training teachers. It features skill building with a solid theoretical base,a nd provides students with an overview of early childhood programs through the use of examples, anecdotes, and scenarios. Readers will come away with an understanding of what makes a quality early childhood education program, where children gain the foundations they need for school success and beyond.
ContentsPREFACE XIXABOUT THE AUTHOR XXVPart 1Foundations of the Teaching–Learning ProcessThe Role of the Early Childhood Educator1 Early Childhood Education as a Career 4FOUR THEMES IN EARLY CHILDHOOD TEACHER TRAINING 6The Value of Reflective Practice 6
A Multicultural Perspective 7
A Holistic Approach 7
Professionalism 9
CHILD-DEVELOPMENT HISTORY 18Historical Trends and Figures 18CHILD-DEVELOPMENT THEORISTS AND THEIR THEORIES 21PIONEER EDUCATORS 28Brain Research 30
WHAT IT MEANS TO BE AN EARLY CHILDHOOD EDUCATOR 31Legal Responsibilities 32
CODE OF ETHICS 34A STORY TO END WITH 34SUMMARY 35ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
ABOUT THE AUTHOR XXVPart 1Foundations of the Teaching–Learning ProcessThe Role of the Early Childhood Educator1 Early Childhood Education as a Career 4FOUR THEMES IN EARLY CHILDHOOD TEACHER TRAINING 6The Value of Reflective Practice 6
A Multicultural Perspective 7
A Holistic Approach 7
Professionalism 9
CHILD-DEVELOPMENT HISTORY 18Historical Trends and Figures 18CHILD-DEVELOPMENT THEORISTS AND THEIR THEORIES 21PIONEER EDUCATORS 28Brain Research 30
WHAT IT MEANS TO BE AN EARLY CHILDHOOD EDUCATOR 31Legal Responsibilities 32
CODE OF ETHICS 34A STORY TO END WITH 34SUMMARY 35ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Foundations of the Teaching–Learning ProcessThe Role of the Early Childhood Educator1 Early Childhood Education as a Career 4FOUR THEMES IN EARLY CHILDHOOD TEACHER TRAINING 6The Value of Reflective Practice 6
A Multicultural Perspective 7
A Holistic Approach 7
Professionalism 9
CHILD-DEVELOPMENT HISTORY 18Historical Trends and Figures 18CHILD-DEVELOPMENT THEORISTS AND THEIR THEORIES 21PIONEER EDUCATORS 28Brain Research 30
WHAT IT MEANS TO BE AN EARLY CHILDHOOD EDUCATOR 31Legal Responsibilities 32
CODE OF ETHICS 34A STORY TO END WITH 34SUMMARY 35ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
1 Early Childhood Education as a Career 4FOUR THEMES IN EARLY CHILDHOOD TEACHER TRAINING 6The Value of Reflective Practice 6
A Multicultural Perspective 7
A Holistic Approach 7
Professionalism 9
CHILD-DEVELOPMENT HISTORY 18Historical Trends and Figures 18CHILD-DEVELOPMENT THEORISTS AND THEIR THEORIES 21PIONEER EDUCATORS 28Brain Research 30
WHAT IT MEANS TO BE AN EARLY CHILDHOOD EDUCATOR 31Legal Responsibilities 32
CODE OF ETHICS 34A STORY TO END WITH 34SUMMARY 35ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
The Value of Reflective Practice 6
A Multicultural Perspective 7
A Holistic Approach 7
Professionalism 9
CHILD-DEVELOPMENT HISTORY 18Historical Trends and Figures 18CHILD-DEVELOPMENT THEORISTS AND THEIR THEORIES 21PIONEER EDUCATORS 28Brain Research 30
WHAT IT MEANS TO BE AN EARLY CHILDHOOD EDUCATOR 31Legal Responsibilities 32
CODE OF ETHICS 34A STORY TO END WITH 34SUMMARY 35ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
A Multicultural Perspective 7
A Holistic Approach 7
Professionalism 9
CHILD-DEVELOPMENT HISTORY 18Historical Trends and Figures 18CHILD-DEVELOPMENT THEORISTS AND THEIR THEORIES 21PIONEER EDUCATORS 28Brain Research 30
WHAT IT MEANS TO BE AN EARLY CHILDHOOD EDUCATOR 31Legal Responsibilities 32
CODE OF ETHICS 34A STORY TO END WITH 34SUMMARY 35ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Professionalism 9
CHILD-DEVELOPMENT HISTORY 18Historical Trends and Figures 18CHILD-DEVELOPMENT THEORISTS AND THEIR THEORIES 21PIONEER EDUCATORS 28Brain Research 30
WHAT IT MEANS TO BE AN EARLY CHILDHOOD EDUCATOR 31Legal Responsibilities 32
CODE OF ETHICS 34A STORY TO END WITH 34SUMMARY 35ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
CHILD-DEVELOPMENT THEORISTS AND THEIR THEORIES 21PIONEER EDUCATORS 28Brain Research 30
WHAT IT MEANS TO BE AN EARLY CHILDHOOD EDUCATOR 31Legal Responsibilities 32
CODE OF ETHICS 34A STORY TO END WITH 34SUMMARY 35ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Brain Research 30
WHAT IT MEANS TO BE AN EARLY CHILDHOOD EDUCATOR 31Legal Responsibilities 32
CODE OF ETHICS 34A STORY TO END WITH 34SUMMARY 35ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Legal Responsibilities 32
CODE OF ETHICS 34A STORY TO END WITH 34SUMMARY 35ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
A STORY TO END WITH 34SUMMARY 35ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
ONLINE RESOURCES 35REFLECTION QUESTIONS 36TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
TERMS TO KNOW 36FOR FURTHER READING 362 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
2 First Things First: Health and Safety ThroughObservation and Supervision 38OBSERVATION, SUPERVISION AND GUIDANCE 40OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
OBSERVATION SKILLS FOR BEGINNERS 41SUPERVISION SKILLS FOR BEGINNERS 43Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Focusing on Individuals and the Group 44
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
A Crash Course in Guidance 46
Conflict as a Safety Issue 51
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Risk Taking as a Safety Measure 54
Helping Children Learn from Their Experiences 54
A SAFE PHYSICAL ENVIRONMENT 55Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Developmental Appropriateness 55
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Maintenance as Prevention 56
Sanitation Procedures 56
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Program Policies and Procedures for Health and Safety 57
Stress and Frustration as Health and Safety Issues 58
A STORY TO END WITH 59SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
SUMMARY 60ONLINE RESOURCES 60REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
REFLECTION QUESTIONS 60TERMS TO KNOW 61FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
FOR FURTHER READING 613 Communicating with Young Children 62COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
COMMUNICATION, RELATIONSHIPS,AND THE COGNITIVE CONNECTION 64LISTENING: AN IMPORTANT SKILL 66Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Listening and Giving Feedback Are Valuable to Communication 66
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Listening and Responding to Different Situations 68
HOW TO COMMUNICATE CLEARLY 74Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Ask Real Questions, Not Rhetorical Ones 75
Validate Feelings and Perceptions Instead of Discounting Them 75
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Address Uncomfortable Situations Instead of Ignoring the Obvious 76
Be Congruent; Avoid Incongruence 77
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Watch Out for Double-Bind Messages 78
Use Redirection Instead of Distraction 78
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Be Sensitive About Questioning Children 81
USING OBSERVATION AND REFLECTION TO IMPROVE COMMUNICATION 82A STORY TO END WITH 84SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
SUMMARY 84ONLINE RESOURCES 84REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
REFLECTION QUESTIONS 84TERMS TO KNOW 85FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
FOR FURTHER READING 854 Facilitating Young Children’s Work and Play 86WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
WHO’S IN THE SPOTLIGHT—ADULT OR CHILDREN? 88The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
The Teacher as Director and Star 89
The Teacher as Responder, Protector, and Facilitator 90
PLAY, COGNITION, AND LEARNING 90Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Focus on Inclusion: Making Play Available and Appropriate for All Children 94
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Playing to Get Smart 97
Is Play Always Fun? 97
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
How Does Play Differ from Work? 98
Types of Play—Cognitive and Social 98
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Benefits of Play 102
WORK: A WAY OF LEARNING 104Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Adult Attitudes Toward Work and Their Effect on Children 104
Children’s Observations of Adults at Work 105
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
The Project Approach to Learning 107
THE ADULT’S ROLES IN CHILDREN’S WORK AND PLAY 107The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
The Adult as Observer 107
The Adult as Stage Manager 109
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
The Adult as Teacher 110
The Adult as Encourager 112
A STORY TO END WITH 116SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
SUMMARY 117ONLINE RESOURCES 117REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
REFLECTION QUESTIONS 117TERMS TO KNOW 117FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
FOR FURTHER READING 1185 Guiding Young Children’s Behavior 120APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
APPROPRIATE BEHAVIOR AL EXPECTATIONS 122PUNISHMENT, INCLUDING SPANKING, IS A NO NO 123What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
What’s Wrong with Punishment? 124
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Side Effects of Punishment 127
GUIDANCE ALTERNATIVES TO PUNISHMENT 128Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Time-Out 129
Learning from Consequences 130
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Setting Limits 130
Redirection 135
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Teaching Children to Express Their Feelings 135
Modeling Prosocial Behaviors 136
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Focus on Inclusion: Children with Special Needs 140
INTERPRETING CHILDREN’S BEHAVIOR 142A STORY TO END WITH 145SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
SUMMARY 146ONLINE RESOURCES 146REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
REFLECTION QUESTIONS 146TERMS TO KNOW 147FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
FOR FURTHER READING 1476 The Teacher as Model 148MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
MODELING NONVIOLENT PROBLEM SOLVING 151Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Seeking Information 152
Recognizing Alternatives 154
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Considering Consequences 156
The Many Roots of Violence 157
MODELING SELF-ESTEEM 159Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Modeling Virtue 159
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Modeling Power 160
Modeling Significance 162
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Modeling Competence 164
MODELING EQUITY 165MODELING LEARNING, DEVELOPMENT, AND COGNITION 167Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Reflective Practice and The Importance of Observation 169
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Creating an Emergent Curriculum 170
A STORY TO END WITH 175SUMMARY 175ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
ONLINE RESOURCES 175REFLECTION QUESTIONS 176TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
TERMS TO KNOW 176FOR FURTHER READING 1767 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
7 Modeling Adult Relationships in Early ChildhoodSettings 178WORKING WITH EACH OTHER: RELATIONSHIPS WITH OTHEREARLY CHILDHOOD EDUCATORS 181Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Being Sensitive to Cultural Diversity 183
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Recognizing Some Differences in the Way Adults Approach Problems 183
The Importance of Being Authentic 186
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Handling Adult Disagreements Through Dialoguing 187
Teachers Dialoguing: An Example 188
WORKING WITH FAMILIES: PROFESSIONALS’RELATIONSHIPS WITH FAMILIES 190Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Making Families Feel Part of the Program 192
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Honoring Diversity 193
Focus on Inclusion: A Special Kind of Partnership 194
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Recognizing That Parents’ and Providers’ Roles Are Different 195
Handling Conflicts with Parents 196
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Facilitating Communication with Families 203
Supporting Families 204
A STORY TO END WITH 205SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
SUMMARY 206ONLINE RESOURCES 206REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
REFLECTION QUESTIONS 207TERMS TO KNOW 207FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
FOR FURTHER READING 207Part 2Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Foundations in Supporting Development and Learning 2108 Setting Up the Physical Environment 212SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
SETTING UP ACTIVITY AREAS 216Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Focus on Inclusion: Modifying the Environment for Special Needs 217
Physical-Care Centers 218
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Infant Play Areas 220
Interest Centers 221
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Gross-Motor Learning Spaces 222
OTHER CONSIDERATIONS FOR EARLY CHILDHOOD ENVIRONMENTS 223“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
“Dimensions” 223
Space 225
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
How Much Should There Be to Do? 226
Circulation Patterns 226
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Balance 228
A SAFE AND HEALTHY ENVIRONMENT 230Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Ensuring Developmental Appropriateness 230
Providing Protection 232
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Focus on Inclusion: Safe Environments for All 233
Assessing the Environment for Safety 234
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Sanitation and Cleanliness 234
THE ENVIRONMENT AS A REFLECTION OF PROGRAMGOALS AND VALUES 236Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Individuality 237
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Independence and Interdependence 237
Cooperation 237
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Authenticity 239
The Outdoors and Nature 240
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Exploration 241
Aesthetics 242
ENVIRONMENTS FOR VARIOUS TYPES OF PROGRAMS 242Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Full-Day Child Care Center 242
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Half-Day Parent Co-op 243
Half-Day Head Start Preschool 243
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
School-Age Child Care 243
Family Child Care Home 245
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Kindergarten and Primary Programs 245
A STORY TO END WITH 245SUMMARY 246ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
ONLINE RESOURCES 246REFLECTION QUESTIONS 247TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
TERMS TO KNOW 247FOR FURTHER READING 2479 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
9 Creating a Social-Emotional Environment 248QUALITIES OF THE SO CIAL-EMOTIONAL ENVIRONMENT 250Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Respect 250
WARMTH, NURTURANCE, ACCEPTANCE, PROTECTION, ANDRESPONSIVENESS 253Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Continuity 255
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Focus on Inclusion: A Feeling of Belonging 256
SHOULD THE PROGRAM FOCUS ON THE COMMUNITY OR ON THEINDIVIDUAL? 257CULTURAL ISSUES 258The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
The Child’s Home Culture 261
The Dynamic Nature of Culture 265THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
THE EVOLUTION OF THE EARLY CHILDHOOD CULTURE 267A STORY TO END WITH 268SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
SUMMARY 268ONLINE RESOURCES 268REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
REFLECTION QUESTIONS 269TERMS TO KNOW 270FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
FOR FURTHER READING 27010 Routines 272CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
CAREGIVING AS CURRICULUM 274Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Synchronous Interactions 278
Attachment 280
PHYSICAL-CARE ROUTINES 281Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Feeding 281
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Toileting 284
Resting 286
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Grooming and Dressing 288
Focus on Inclusion: Adapting Routines for Children with Special Needs 288
OTHER ROUTINES 290Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Transitions 290
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Group Time 295
A STORY TO END WITH 297SUMMARY 298ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
ONLINE RESOURCES 298REFLECTION QUESTIONS 298TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
TERMS TO KNOW 299FOR FURTHER READING 29911 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
11 Developmental Tasks as the Curriculum: How toSupport Children at Each Stage 300WHAT CHILDREN NEED: A BROAD VIEW 303DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
DEVELOPMENTAL STAGES 306Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Young Infants 306
Mobile Infants 309
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Toddlers 311
Two-Year-Olds 314
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Three-Year-Olds 316
Four-Year-Olds 318
Five-Year-Olds 321
School-Age Children 323
A STORY TO END WITH 325
Five-Year-Olds 321