Total Learning

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ISBN: 9780136520092 | 013652009X
Cover: Hardcover
Copyright: 8/1/1997

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Comprehensive text in Early Childhood Curriculum. Practical in approach, this popular text explains how to develop and present a comprehensive, developmentally appropriate, and culturally sensitive curriculum for young children. Divided according to the emotional, social, creative, physical, and cognitive selves, this book focuses on the developmental needs of children, rather than on specific subject areas. Designed to encourage children to become independent, creative people, this text advocates curriculum that is age appropriate and emphasizes play as the indicator of learning.

1 The Purpose of Curriculum

(1)

What Is the Purpose of Early Education?

(1)

What Should Curriculum for Young Children Include?

(2)

What Is Competence?

(1)

How Is Competence Acquired?

(5)

What Do Teachers Need to Know to Foster Competence?

(2)

What Do Teachers Need to Do?

(3)

Educational Philosophies

The Behaviorist Approach

(1)

The Constructivist Approach

(1)

Philosophy of This Book

Research Study: Early Education Can Make a Difference

(9)

2 Including Families in the Life of the School

(20)

Letting Parents Know We Care About Them and Their Children

(2)

Building a Climate of Trust

(1)

Making Visits to the Children's Homes

(1)

Keeping Parents Informed

(1)

Accepting Help from Families That Will Enrich the Lives of the Children at the Center

(2)

Accepting and Using Criticism

(1)

Drawing on Parents as Resources

(1)

Parents as Volunteers

(1)

Offering Help to Families to Strengthen Family Life

(1)

Suggestions for Conferences with Parents

(2)

Meeting About Parenting

(2)

Helping Families in Nontraditional Settings

Research Study: Can Teachers Separate Their Attitudes Toward Parents and Children?

(12)

3 Play: The Integrative Force in Learning

(20)

But What Is Play?

(5)

Definitions of Play

(1)

Stages of Play

(1)

Principles for Encouraging Play

(3)

Additional Benefits of Play

(7)

Encourage the Development of the Physical Self Through Play

(1)

Enhance the Emotional Self Through Play

(1)

Help the Social Self Develop Through Play

(1)

Foster the Creative and Cognitive Selves Through Play

(2)

Helping Children with Disabilities Join in the Play

Adapting Play to Fit the Capabilities of Children with Special Needs

(1)

Facilitating Play with Other Children

Research Study: Teachers Can Help Children Learn to Play More Effectively

(14)

4 Planning for Total Learning: Creating Supportive Curriculum Plans and Schedules

(26)

The Basic Ingredients of Planning: What Should Be Included in the Curriculum

(2)

Know What You Want the Children to Learn

(2)

Know How to Teach These Skills

(1)

Designing the Plan: Decide How to Incorporate the What and How into an Overall Plan

(4)

Planning What Will Happen

(5)

Step 1: Begin with an Aspect of the World That Has Caught the Children's Interests

(1)

Step 2: Brainstorm Ideas About Ways and Things to Teach the Children That Are Related to the Topic

(1)

Step 3: Narrow Down the Possibilities by Facing the Reality of What Is Possible and What Is Not

(2)

Step 4: Block in Activities Throughout the Week

(1)

Step 5: Fit Activities into the Daily Schedule

(1)

Step 6: Evaluate What Happened and Decide How to Improve the Activity Next Time

(1)

Devise the Daily Schedule: Planning When It Will Happen

(3)

Meeting the Needs of the Children

(4)

Meeting the Needs of the Adults

(1)

Reviewing the Schedule from Time to Time

(1)

Some Comments on Half- and Full-Day Schedules

Research Study: Which Is Better: More Play Times or More Time to Play?

(11)

5 Designing the Supportive Environment

(20)

Some Yardstick Questions to Apply

(1)

Does Room Arrangement Really Matter?

(1)

Suggestions for Arranging the Environment

(1)

Starting from Scratch

(1)

Planning the Indoor Environment

(2)

Typical Indoor Activities

(1)

Planning Environment for Aesthetic Appeal

(2)

Including Multicultural Elements in the Design

(1)

Adapting the Environment to Include Children with Disabilities

(1)

Evaluate and Reevaluate the Results

(1)

Planning the Outdoor Environment

(2)

Maintaining the Total Environment in Good Order

(5)

Materials

100

Research Study: Changing the Environment Can Change Behavior

(9)

6 Planning with Individual Children in Mind: Using Educational Objectives in the Preschool

103

(10)

Pros and Cons of Using Behavioral Objectives

105

(1)

Objections to the Use of Behavioral Objectives

105

(1)

Responses to These Arguments

105

(1)

Definition of Behavioral Objectives

106

(1)

Steps in Writing Behavioral Objectives

106

(4)

Step 1: Select the Broad General Goal

107

(1)

Step 2: Compose an Objective That Describes the Desired Behavior

107

(1)

Step 3: State the Conditions and Performance Level of the Objective

108

(1)

Step 4: Create a List of Activities to Help the Child Reach the Objective

109

(1)

Creating Informal Objectives

110

(1)

Carrying the Objectives Through: Final Comments

111

(2)

7 Practical Methods of Recording and Evaluating Behavior

113

(20)

Purposes and Advantages of Using Evaluation Procedures

114

(2)

Evaluation as a Way to Know the Children Better

114

(1)

Purpose of Evaluation

115

(1)

Basic Principles of Evaluation

116

(1)

Appropriate Evaluation Measures to Use in the Preschool

117

(12)

Using "Documentation" to Mark What the Children Are Doing and Learning

117

(1)

Using the Portfolio as a Method of Authentic Assessment

118

(7)

Using Commercial Tests

125

(4)

Using the Information That Has Been Collected

129

Developing an Individualized Curriculum

129

(1)

Making Reports to the Family

129

(1)

Preparing Reports for Official Boards and Funding Agencies

129

Research Study: How Much Should We Really Rely on the Results of Screening Tests?

128

(5)

8 Keeping Children Safe and Well Fed

133

(24)

Keeping Children Safe

135

(3)

Keeping Children Healthy

138

(1)

Teaching Children to Follow Simple Rules of Hygiene

138

(1)

Feeding Children Well

139

(5)

Problems of Malnutrition

140

(1)

Planning Nutritious Food

141

(3)

Keeping Costs Down

144

(1)

Including Cooking in the Curriculum

144

Basics for Choosing a Recipe

148

(1)

Age-Appropriate Cooking Activities

149

(2)

Suggestions for Making Life Easier

151

(1)

Integrate Information About Food into the Curriculum

152

Research Study: Can Children's Food Preferences Be Changed?

143

(14)

9 Developing Physical Competence

157

(28)

Physical Activity Benefits All the Selves

158

(2)

Identifying Levels of Development

160

(3)

Equipment for Physical Development

163

(2)

Making a Plan for Comprehensive Physical Development

165

(7)

Presentation for Activities

172

(2)

Basics to Remember

172

(1)

Including Activities in the Daily Schedule

173

(1)

Honoring Developmental Tastes and Preferences

173

(1)

Helping Children with Disabilities Participate

174

(4)

Helping Children Learn to Relax

178

(1)

Movement Education

178

(1)

Helping Children Enjoy Creative Dance

179

Research Study: What Kinds of Play Equipment Do Children Prefer?

174

(11)

10 Helping Children Understand and Value Life

185

(16)

Teaching Reverence for Life

186

(1)

Helping Children Learn to Cherish Their Bodies

187

(5)

What to Do When Children Masturbate

188

(1)

Teaching Children to Protect Themselves from Sexual Abuse

189

(1)

Protecting Teachers from Accusations of Sexual Abuse

189

(3)

Answering Questions About Reproduction

192

(2)

Answering Questions About Death

194

Helping Families When Death Occurs

195

(1)

Coping with the Threat of AIDS

195

(1)

Research Study: Has Publicity About Child Abuse Influenced Public Opinion About Touching Children?

191

(10)

11 Achieving Emotional Competence

201

(28)

Help the Child Learn to Separate from the Family

202

(2)

Foster Basic Attitudes of Trust, Autonomy, and Initiative in the Child

204

(3)

Trust versus Mistrust

205

(1)

Autonomy versus Shame and Doubt

205

(1)

Initiative versus Guilt

206

(1)

Help Children Remain in Contact with Their Feelings While Learning to Control What They Do About Them

207

(3)

Help Children Express Their Feelings

209

(1)

Avoid Long, Drawn-Out Discussions About Motives

210

(1)

Help Children Learn to Use Play and Creative Materials to Resolve Emotional Problems

210

(6)

Use Pretend Play to Strengthen the Emotional Self

211

(1)

Encourage Storytelling by Children

211

(2)

Use Self-Expressive Materials to Express Feelings Safely

213

(1)

Aggression-Relieving Activities

213

(2)

Tension-Relieving Activities

215

(1)

Help Children Learn to Face Reality

216

(4)

Accepting What Cannot Be Changed

216

(2)

Learning to Accept Alternative Satisfactions

218

(1)

Using Mechanisms for Protecting the Emotional Self from Too Much Reality

218

(2)

Help Children Cope with Crisis Situations

220

(3)

Give Children Credit for Being Resilient

220

(1)

Prepare Children in Advance for Crises Whenever Possible

220

(1)

Encourage Parents to Explain the Crisis to Children

221

(1)

Children Also Benefit from Sharing Feelings

221

(1)

Provide Children with Chances to Ask Questions

222

(1)

Play Is the Great Healer

222

(1)

Keep the Environment as Stable and Reasonable as Possible

222

(1)

Other Children May Be Aware of the Crisis

223

(1)

Help the Children Begin to Build Empathy for Other People

223

Using Self-Report

223

(1)

Using Role Playing

224

(1)

Using "Remember When"

224

Research Study: Does Reflecting Children's Feelings Really Do Any Good?

208

(21)

12 Getting Along Together: Achieving Competence in Interpersonal Relations

229

(26)

Help Children Learn to Restrain Unsocial Impulses

231

(1)

Short-Term Methods of Controlling Behavior

232

(1)

Using Prevention Rather Than Cure: Longer-Term Methods of Building Inner Controls

233

(6)

Emphasize Activity Centers That Foster Prosocial Interchanges

233

(1)

Analyze the Reasons for Repeated Misbehavior and Correct or Prevent Such Conditions When You Can

234

(1)

Take Individual Needs into Account

234

(1)

Realize That Children Misbehave Sometimes Because of Problems or Crises at Home

234

(1)

Warn Ahead

234

(1)

Tell Children What They Should Do: Provide Positive Instructions Instead of Negative or Neutral Ones

234

(2)

Be Alert to Potential Difficulties and Step in Before Disaster Strikes

236

(1)

Make a Point of Recognizing Good Behavior

237

(1)

Convey a Feeling of Warmth Along with a Sense of Firmness

237

(1)

Be Reasonable

238

(1)

Be a Good Example Yourself

239

(1)

Profit by Your Experience

239

(1)

Teach Children Socially Acceptable Ways of Getting What They Want

239

(2)

Teach Alternatives

239

(2)

Help Children Respond Generously

241

(1)

Increase the Child's Ability to Make Friends

241

(2)

What Makes a Good Friend?

242

(1)

Increase the Child's Likability

242

(1)

Help Children Cope with Rejection

243

(1)

Increase the Child's Ability to Function Successfully as Part of a Group

243

(6)

Use Play Situations to Help Children Develop Group Social Skills

244

(4)

Use Mealtimes to Foster Social competencies

248

(1)

Use Group Time to Foster Social Competencies

249

(1)

Encourage Children to Find Satisfaction in Being Kind to Each Other, Helping Each Other, and Helping the Group

249

Encourage Kindly Actions

249

(1)

Help Children Begin to Gain Insight into How Other People Feel

250

(1)

Encourage Children to Help and Comfort Each Other

251

(1)

Meaningful Work Offers Opportunities for Helping

251

Research Study: The Social Value of Compromise

244

(11)

13 Who Am I? Who Are You?: Developing Social Competence and the Sense of Self

255

(34)

How Do Children Develop a Sense of Self

256

(4)

Enhance Children's Feelings of Self-Esteem

260

(4)

Beware of Overusing or Misusing Praise

260

(1)

Build Self-Esteem by Showing Children That You Respect Them as People

260

(1)

Build Self-Esteem by Discouraging the Use of Insults to Express Anger

260

(3)

Build Self-Esteem by Providing Children with Skills so They Feel Competent

263

(1)

Encourage Self-Esteem by Helping Children Do Things for Themselves so They Feel Powerful

263

(1)

Encourage Self-Esteem by Providing Opportunities for Meaningful Work

263

(1)

Being Creative Offers Satisfying Avenues for Building Self-Esteem

264

(1)

Strengthen Children's Positive Body Image

264

(1)

Developing Body Awareness

264

(1)

Developing a Positive Body Image

265

(1)

Cultivate Positive Feelings in Children About Sexual Identities, Ethnic and Racial Heritages, and Children with Disabilities

265

(6)

Be on the Lookout for Opportunities to Confront Bias of All Sorts

265

(6)

Foster Positive Attitudes Toward Racial and Cultural Backgrounds

271

(5)

Attitudes Are Caught, Not Taught

271

(1)

Remember, Families May Not Always Cherish the Same Values You Hold Dear

271

(1)

Help Children Understand That All People Are Similar in Some Ways and Different in Others

272

(4)

Support Multicultural Learning Through Play

276

(1)

Foster Positive Attitudes Toward Gender Roles

276

(3)

Nonsexist Education

276

(1)

What Can the Children's Center Do to Foster the Full Potential of Girls and Boys?

277

(1)

Suggestions from Research That May Enhance Nonsexist Teaching

278

(1)

Foster Acceptance and Understanding of Children Who Have Disabilities

279

(2)

The Place to Start: Identify and Face Possible Feelings About Associating with a Person Who Has a Disability

279

(1)

Familiarity and Information Can Help Overcome Initial Feelings of Apprehension

280

(1)

Encourage Sensitivity to Other People's Feelings

280

(1)

Do Everything Possible to Integrate Children with Disabilities into the Group

280

(1)

Helping Children Learn Their Place in the World by Meeting Other People

281

Having Visitors at School

281

(1)

Taking Field Trips

282

(1)

Research Study: Is One Point of View Always Right?

258

14 Freeing Children to Be Creative

289

(38)

What Is Creativity?

290

(1)

Some New Ideas About Creativity from Reggio Emilia

290

(3)

Some Contrast Between the American and Reggian Points of View

291

(1)

Attitudes About Creativity

291

(2)

What Can We Learn from the Reggio Approach?

293

(1)

Some General Principles for Fostering Creativity

293

(9)

Create a Climate That Encourages Children to Feel Creative

293

(1)

Remember That Process Is More Important Than Product

294

(1)

Remember That Encouraging Choices Fosters Creativity in Children

294

(1)

Encourage Children to Explain What They Mean by Illustrating Their Ideas Graphically

295

(1)

Offer Support When Needed, But Interfere as Little as Possible

295

(1)

Provide Enough Variety in Creative Activities

296

(1)

Make the Activity as Creative as Possible

296

(4)

A Note About Expense

300

(2)

Recommendations for Using Self-Expressive Materials to Foster Creativity

302

(14)

Easel Painting

302

(2)

Finger Painting

304

(3)

Additional Drawing Materials: Chalk, Crayons, Felt-Tip Pens, and Pencils

307

(2)

Printing and Stamping

309

(1)

Dough and Clay

310

(3)

Other Molding and Modeling Materials

313

(1)

Self-Expressive Materials Requiring Glue: Collage, Assemblage, and Wood and Box Gluing

313

(2)

Woodworking

315

(1)

Creative, Self-Expressive Dancing

316

(1)

Fostering Pretend Play

316

Benefits of Imaginative, Pretend Play

316

Research Study: What Is the Relationship Between Choice and Creativity?

292

(35)

15 Developing Verbal Competence

327

(28)

How Do Children Learn to Talk?

328

(1)

Black English and Bilingualism in the Children's Center

329

(5)

Black English

329

(1)

Bilingualism

330

(3)

The Child Who Is Not Fluent in Any Language

333

(1)

Good Teaching Habits That Foster Children's Use of Language

334

(2)

Learn to Conduct a Conversation, Not an Interrogation

334

(1)

Learn to Listen as Well as Talk!

335

(1)

Learn How to Ask Questions That Invite Children to Respond

336

(1)

Learn to Use an Attractive Speaking Voice

336

(1)

Presenting Materials and Resources

336

Language Without Experience and Experience Without Language Is Almost Meaningless to Children

340

(1)

Auditory Discrimination Activities

340

(1)

Songs and Records

341

(1)

Poetry

342

(2)

Finger Plays

344

(1)

Books and Stories

344

(2)

Discussion and Conversation

346

(1)

Link Language to the Printed Page

346

Research Study: Does Talking with Children Really Make Any Difference?

337

(18)

16 Putting It All Together for a Good Group Time

355

(22)

Structuring the Group for Success

356

(3)

Keep the Groups as Small and Stable as Possible

356

(1)

Choose a Time and Place That Minimizes Tension and Distractions

356

(1)

Plan Carefully and Be Flexible

357

(1)

Start Group Time as Soon as Children Begin to Gather

357

(1)

Prepare Children for What You Intend to Present Next

357

(1)

Present Difficult or New Experiences Early

357

(1)

Change the Pace and Include Variety

357

(1)

Encourage Discussion Among the Children

357

(1)

Move with the Children's Ideas

358

(1)

Draw the Group to a Close Before It Falls Apart

358

(1)

What to Do When a Child Continues to Distract the Group

358

(1)

Finally, Enjoy the Children

359

(1)

Planning the Curriculum for Success

359

(4)

What Should a Good Group Time Include?

359

(1)

Planning for Older 2 and Young 3-Year-Olds

360

(1)

Planning for Older 4-Year-Olds

361

(2)

Examples of Poetry, Finger Plays, and Songs for Group Time

363

Poetry

363

(7)

Finger Plays

370

(1)

Songs and Musical Finger Plays

370

Research Study: Do Plans and Practice Match?

360

(17)

17 Helping Children Learn to Think for Themselves: Using the Emergent Approach

377

(24)

Approaches to Fostering Mental Abilities

378

(4)

A Comparison of the Approaches

378

(4)

Contributions of Lev Vygotsky

382

(2)

The Impact of Society on the Child's Development

382

(1)

The Concept of the Zone of Proximal Development

383

(1)

The Role of the Teacher

383

(1)

What Can the Teacher Do to Encourage Development?

383

(1)

How Can the Preschool Teacher Encourage the Development of These Higher Mental Functions?

383

(1)

The Municipal Schools of Reggio Emilia: An Example of Emergent Curriculum

384

(5)

Some Food for Future Thought

386

(3)

Applying Emergent Curriculum Principles in American Schools: Some Recommendations

389

(3)

Be Prepared to Take Risks

389

(1)

Keep Cognitive Learning Appropriate to the Children's Age and Abilities

389

(1)

Keep Cognitive Learning a Part of Real Life

390

(1)

Keep Feelings a Part of the Experience

390

(1)

Model Joy and Interest in Learning Yourself

390

(1)

Encourage Children to Show You as Well as Tell You What They Mean

391

(1)

Use Language to Promote Discussion

391

(1)

Use Questions to Facilitate Learning

392

(5)

When Asking Questions, Keep the Pace Reasonably Slow

392

(1)

Encourage Children to Ask and Answer Questions Themselves

392

(2)

Use Children's Questions to Help Them Learn

394

(3)

Ask Children to Think of Ways to Solve Problems and Propose Alternative Possibilities

397

Reinforce the Production of Creative Ideas by Recognizing Their Value

397

Research Study: How Long Is Long Enough?

393

(8)

18 Building for Future Academic Competence: Developing Midlevel Mental Abilities

401

(26)

Contributions of Jean Piaget

402

(5)

Stages of Mental Development

403

(1)

Conditions That Favor Optimal Development

403

(4)

A Brief Comparison of Piaget's and Vygotsky's Points of View

407

(1)

Which Mental Abilities Are Particularly Important?

407

(1)

Relationship Between the Mental Abilities and Later School Success

408

(1)

General Principles for Working on Specific Mental Abilities

408

(8)

Make a Plan (But Be Prepared to Seize the "Teachable Moment")

408

(2)

Consider Using a Science Table as an Alternative Approach to Planning for the Inclusion of Midlevel Skills

410

(4)

Keep It Fun

414

(1)

Make as Many Materials as You Can Yourself

415

(1)

Provide Plentiful Opportunities for Practice

415

(1)

To Keep Activities Appropriate, Understand How to Make Them Very Simple and Also More Difficult

415

(1)

Curriculum Suggestions for Developing Specific Mental Abilities

416

Matching

416

(1)

Pairing Common Relations

416

(1)

Grouping

417

(2)

Ordering

419

(2)

Determining Cause-and-Effect Relationships

421

Research Study: A Piagetian Experiment: Conservation of a Discontinuous Quantity

405

(22)

19 Making Special Celebrations Part of the Life of the School

427

(21)

Keeping Holidays Satisfying and Meaningful for Children and Families

428

(2)

Decide Which Values You Want Children to Learn from the Holiday Then Plan Curriculum Accordingly

428

(1)

How to Teach These Values

429

(1)

Help Parents Think Their Values Through

429

(1)

Planning Holiday Curriculum with Various Selves in Mind

430

(4)

The Social and Emotional Selves

430

(1)

The Creative Self

431

(1)

The Cognitive Self

432

(2)

Surefire Hints for Observing Special Days

434

(9)

Special Celebrations

434

(1)

Birthdays

434

(1)

Halloween

435

(1)

Thanksgiving

436

(1)

Christmas

437

(1)

Valentine's Day

438

(1)

Easter

439

(1)

Mother's Day and Father's Day

440

(1)

Celebrating Holidays with Families by Having a Children's Program

441

(1)

Suggestions for Managing a Successful Family Picnic or Potluck

442

(1)

Get into the Spirit of the Holiday Yourself!

443

Research Study: Do Children Do as We Say or Do as We Do?

432

(16)

Appendixes

448

(26)

A Chart of Normal Development: Infancy to 6 Years of Age

448

(9)

B A Suggested Method for Preparing Summarizing Reports for Official Boards and Funding Agencies

457

(3)

C Summary of Communicable Diseases

460

(4)

D Sample Daily Food Plans for One Meal and Snack

464

(2)

E 10 Quick Ways to Analyze Children's Books for Racism and Sexism

466

(3)

F What Are Some Good Toys and Play Materials for Young Children?

469

(3)

G Educational Organizations, Newsletters, and Journals Associated with Early Childhood

472

(2)

References

474

(21)

Author Index

495

(6)

Subject Index

501

(10)

Acknowledgments for Chapter Opening Quotes

511

(2)

Author Profile

513

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Total Learning

Summary

Table of Contents

Supplemental Materials