Descripciones mejoradas de Syndetics:

As founders of The School for Young Children, C.E. Wolfgang (Florida State U.) and M.E. Wolfgang (Tallahassee Community C.) offer theoretical grounding for the survival skills needed by beginning teachers facing 3- to 5-year-olds. Balanced with classroom activities, chapters focus on topics such as:

Tabla de contenidos provista por Syndetics

• 1 Models of Teaching Young Children
• Historical Early Childhood Models
• Developmentally Appropriate Practices (DAP)
• 2 Understanding the Young Child's Play
• The Basics of the Play-Activity Curriculum
• Play: How Do You Know It When You See It?
• The Value of Play
• 3 Organizing Classroom Space and Play Materials
• Classification of Play Materials
• Fluid-Construction and Structured-Construction
• Fluid Materials and Children's Perceptions
• Providing a Structure for the Use of Fluids
• Restructuring-Construction
• Symbolic Toys
• Steps and Procedures for Organizing Space
• Structured-Construction Organization
• Fluid-Construction Area
• Macrosymbolic Play or Sociodramatic Play Area
• Microsymbolic Play and the Block Area
• Room Planning
• 4 Play-Activity Learning: Goals and Teaching Methods
• Teaching through Play
• Fluid-Construction
• Structured-Construction
• Problem-Solving Activity as Nonplay
• 5 New Learning through Thematic-Project Experiences
• Question Taxonomy
• How the Child's Mind Works
• Cognitive Content Areas
• Levels of Representation
• Levels of Operation
• Thematic-Project Teaching
• Teacher Behavior Continuum 舒 Thematic-Project Teaching
• Lesson Plans
• Symbols to Signs
• Reading Readiness
• Classroom Display Table and Murals
• Traditional Subject Areas
• 6 Understanding Direct Instruction and Instructional Design
• Understanding Learning from a Direct Instruction Point of View
• The Design of Instruction
• Strategies for Designing Instruction
• Assessing Student Learning in Instructional Design
• Other Applications of Instructional Design
• A Word about Consequences and Reinforcement
• 7 Playground and Outdoor Space
• Sample Playground
• Porches and Enclosures
• 8 Discipline and Child Guidance
• Why Do Children Misbehave?
• Initiative versus Guilt
• Setting Limits
• Relationship-Listening
• Confronting-Contracting
• Rules and Consequences
• Aggression
• Social Engineering
• The Most-Wanted List
• Conflict over Possessions
• Swearing, Bathroom Talk, and Verbal Aggression
• 9 Daily Schedule
• Arrivals
• The Message Book
• Snacks and Eating
• Eating Difficulties
• Acting Out While Eating
• Recommended Meal Patterns
• Rest/Sleeping Time
• Circle/Story Time
• Departure
• Suggested Schedules
• Motor Rules and 舠Mars Day.&#x8221
• 10 The Child with Special-Needs
• Inclusion
• Who Are the Children with Special Needs
• The Teacher's Role
• Individualized Education Plan
• 11 Working with Parents
• Communicating with Families
• Addressing Parents' Concerns and Complaints
• Needs of Students
• Degrees of Crisis
• The Teacher's Helping Behavior
• 12 Assessment and Evaluation of Learning
• Child-Centered Assessment
• Understanding Specimen Observations
• DiaryAnecdotal Records
• Time Sampling
• Rating Scales
• Criterion-Referenced Test (Checklist)