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For a course covering Early Childhood Curriculum. This text is based on primarily a constructivist philosophy and advocates designing curriculum that uses children's emerging interests within a flexible and thoughtful teacher-guided plan. The developmental approach emphasizes that learning should be integrated. The text addresses curriculum through discussion of the five selves: physical, emotional, social, creative, and cognitive. The authors emphasize play, cross-cultural sensitivity, and encouraging competence in young children. The clear writing and practical examples ensure easy reading. The concise writing style, relevant examples, and practical suggestions are hallmarks of this text. Present-day emergent curriculum programs are explored in new Emergent Curriculum in Action features. Well-developed tables organize pertinent information. The excellent theoretical base and conceptual framework for curriculum provide understanding that will stay with students forever. explains how to identify goals and objectives, incorporate them into curriculum that meets individual needs, and use developmentally appropriate assessment methods.

Tabla de contenidos provista por Syndetics

• Part I Building a Secure Foundation for Learning
• Chapter 1 The Purpose of Curriculum(p. 1)
• What Is the Purpose of Early Education?(p. 2)
• What Should Curriculum for Young Children Include?(p. 2)
• What Is Competence?(p. 5)
• How Is Competence Acquired?(p. 5)
• What Does Research on the Brain Reveal About the Value of Early Education?(p. 10)
• Educational Philosophies(p. 13)
• Philosophy of This Book(p. 15)
• Putting It Into Practice(p. 16)
• Summary(p. 18)
• Chapter Spotlight: A Summary of Findings and Educational Implications Related to Recent Brain Research(p. 12)
• Emergent Curriculum in Action: Toddlers' Investigation of Light and Shadow(p. 17)
• Chapter 2 Including Families in the Life of the School(p. 21)
• Letting Families Know We Care About Them and Their Children(p. 23)
• Accepting Help from Families to Enrich the Lives of Children at the Center(p. 25)
• Offering Help to Families to Strengthen Family Life(p. 27)
• Weaving All Three Strands Together(p. 30)
• Helping Families in Nontraditional Settings(p. 30)
• Summary(p. 34)
• Chapter Spotlight: The Parent-Resource Strand in the Preprimary Schools of Reggio Emilia(p. 31)
• Chapter Spotlight: The Parent-Resource Strand in the Parent-Child Workshops of Santa Barbara, California(p. 32)
• Chapter 3 Play: The Integrative Force in Learning(p. 37)
• But What Is Play?(p. 39)
• Practical Ways to Encourage Freely Chosen Pretend Play(p. 41)
• Additional Benefits of Play(p. 43)
• Helping Children with Disabilities Join in the Play(p. 50)
• Summary(p. 51)
• Chapter Spotlight: Surefire Pretend Play Activities(p. 44)
• Part II Planning for Total Learning
• Chapter 4 Designing the Supportive Environment(p. 54)
• Some Yardstick Questions to Ask(p. 55)
• Planning the Indoor Environment(p. 56)
• Planning the Outdoor Environment(p. 63)
• Maintaining the Total Environment in Good Order(p. 64)
• Summary(p. 68)
• Chapter Spotlight: Providing Comfortable Environments for the Emotional Self(p. 58)
• Chapter 5 Creating Supportive Curriculum Plans and Schedules(p. 70)
• The Basic Ingredients: What Should Be Included in the Curriculum?(p. 70)
• Planning What Will Happen: Devising the Curriculum Plan(p. 73)
• Planning When It Will Happen: Devising the Daily Schedule(p. 82)
• Summary(p. 89)
• Chapter Spotlight: How a Potential Pathway Might Develop with 4-Year-Olds: Planning a Larger Pen for Funny Bunny(p. 76)
• Chapter 6 Getting to Know the Children by Keeping Track of What They're Learning(p. 91)
• Is Keeping Systematic Track of the Children's Development Really Worth the Time and Effort It Requires?(p. 92)
• Important Principles to Remember(p. 94)
• Some Informal Ways to Keep Track of the Children's Development(p. 95)
• Using More Formal Methods to Keep Track of the Children's Development(p. 105)
• Putting the Collected Information to Good Use(p. 108)
• Summary(p. 109)
• Chapter 7 Planning with Individual Children in Mind: Using Behavioral Objectives in the School(p. 112)
• Pros and Cons of Using Behavioral Objectives(p. 115)
• Definition of Formal Behavioral Objectives(p. 115)
• Steps in Writing Behavioral Objectives(p. 116)
• Creating Informal Objectives(p. 119)
• Carrying the Objectives Through: Final Comments(p. 120)
• Summary(p. 120)
• Chapter Spotlight: Just What Is an IEP and Why Do Teachers Have to Care About It?(p. 114)
• Part III Helping Young Children Relish Life and Develop Healthy Bodies
• Chapter 8 Keeping Children Safe and Well Fed(p. 123)
• Keeping Children Safe(p. 124)
• Keeping Children Healthy(p. 127)
• Feeding Children Well(p. 129)
• Including Cooking in the Curriculum(p. 136)
• Summary(p. 141)
• Chapter Spotlight: Food Guide Pyramid for Young Children(p. 132)
• Chapter Spotlight: MyPyramid for Kids(p. 134)
• Chapter 9 Developing Physical Competence(p. 144)
• The Great Outdoors(p. 145)
• Physical Activity Benefits All the Selves(p. 146)
• Identifying Levels of Development(p. 146)
• Equipment for Physical Development(p. 148)
• Make a Plan for Comprehensive Physical Development(p. 150)
• Recommendations for Presenting the Activities(p. 158)
• Summary(p. 162)
• Chapter 10 Helping Children Understand and Value Life(p. 165)
• Teaching Reverence for Life(p. 166)
• Helping Children Learn to Cherish Their Bodies(p. 167)
• Answering Questions About Reproduction(p. 171)
• Answering Questions About Death(p. 172)
• Summary(p. 176)
• Chapter Spotlight: Helping Children Understand and Appreciate the Wonder of Animals(p. 168)
• Emergent Curriculum in Action: How Does the Gosling Get in the Egg?(p. 173)
• Chapter Spotlight: The Death of the Chief(p. 175)
• Part IV Fostering Emotional Health in Young Children
• Chapter 11 Achieving Emotional Competence(p. 178)
• Competence 1 Foster Basic Attitudes of Trust, Autonomy, Initiative, and Industry(p. 179)
• Competence 2 Help the Child Learn to Separate from the Family(p. 181)
• Competence 3 Help Children Learn to Control What They Do About Their Feelings(p. 182)
• Competence 4 Help Children Use Play and Creative Materials to Resolve Emotional Problems(p. 184)
• Competence 5 Help Children Learn to Face Reality(p. 188)
• Competence 6 Help Children Cope with Crisis Situations(p. 190)
• Competence 7 Help Children Build Empathy for Other People(p. 193)
• Summary(p. 195)
• Emergent Curriculum in Action: The World Trade Center Memorial Park for Children(p. 186)
• Part V Developing Social Competence and Healthy Self-Identities
• Chapter 12 Getting Along Together: Achieving Competence in Interpersonal Relations(p. 197)
• Help Children Learn Impulse Control(p. 198)
• Short-Term Methods for Controlling Undesirable Behaviors and Building Inner Controls in Children(p. 199)
• Longer-Term Methods of Building Inner Controls: Using Prevention Rather than Cure(p. 201)
• Teach Children Socially Acceptable Ways of Getting What They Want(p. 207)
• Help Children Make Friends(p. 208)
• Increase the Child's Ability to Function Successfully as Part of a Group(p. 210)
• Encourage Children to Be Kind to Each Other, Help Each Other, and Help the Group(p. 214)
• Summary(p. 216)
• Chapter Spotlight: What's Wrong with Time Out?(p. 201)
• Chapter 13 Who Am I? Who Are You?: Coming to Terms with Multicultural, Gender, and Disability Issues(p. 219)
• How Do Young Children See Themselves?(p. 220)
• How Do Children Develop a Sense of Self?(p. 220)
• Practical Ways to Enhance Children's Feelings of Self-Esteem(p. 222)
• Strengthen Children's Positive Body Images(p. 224)
• Cultivate Positive Feelings About Sexual Identities, Ethnic and Racial Heritages, and Children with Disabilities(p. 225)
• Foster Positive Attitudes Toward Racial and Cultural Backgrounds(p. 230)
• Foster Positive Attitudes Toward Gender Roles(p. 235)
• Foster Acceptance and Understanding of Children Who Have Disabilities(p. 237)
• Summary(p. 239)
• Chapter Spotlight: You Mean You're Black All Over? A Student Teacher's Lab Experiences with "Isabella"(p. 232)
• Part VI Encouraging Children to Be Creative
• Chapter 14 Freeing Children to Be Creative(p. 242)
• What Is Creativity?(p. 243)
• Some General Principles for Fostering Creativity(p. 243)
• Some New Ideas About Creativity from Reggio Emilia(p. 248)
• Using Pretend Play to Foster Creativity(p. 250)
• Using Blocks to Express Creative Ideas(p. 252)
• Using Self-Expressive Materials to Foster Creativity(p. 256)
• Summary(p. 266)
• Part VII Fostering the Use of Language
• Chapter 15 Developing Verbal Competence(p. 269)
• How Do Children Learn to Talk?(p. 270)
• Practical Ways to Encourage Children to Use Their Expressive Language Skills(p. 275)
• Practical Ways to Encourage Children to Use Their Receptive Listening Skills(p. 278)
• Black English and Bilingualism(p. 283)
• The Child Who Is Not Fluent in Any Language(p. 285)
• Summary(p. 286)
• Chapter Spotlight: Language and the Brain(p. 272)
• Chapter 16 Taking the First Steps on the Road to Literacy(p. 289)
• Three Important Principles About Literacy(p. 290)
• What Kinds of Literacy-Related Behaviors Can Reasonably Be Expected from Young Children?(p. 291)
• Practical Ways to Enhance Emergent Literacy Skills(p. 293)
• Using Group Time to Develop Literacy Skills(p. 298)
• Some Additional Suggestions for Enhancing Literacy with Primary School Children(p. 303)
• Summary(p. 305)
• Chapter Spotlight: Why Do Some Children Dislike Group Time So Much?(p. 299)
• Emergent Curriculum in Action: Our Birds(p. 305)
• Part VIII Supporting Children's Cognitive Development
• Chapter 17 Helping Children Learn to Think for Themselves: Using the Emergent Approach(p. 308)
• Three Approaches to Fostering Mental Abilities(p. 309)
• Contributions of Lev Vygotsky(p. 313)
• Using the Emergent Approach: An Example from Reggio Emilia(p. 315)
• Using the Emergent Approach in U.S. Schools: Some Recommendations(p. 319)
• Summary(p. 325)
• Chapter 18 Helping Children Develop Mental Abilities and Academic Competence: Using the Conventional Approach(p. 328)
• Contributions of Jean Piaget(p. 329)
• A Brief Comparison of Piaget's and Vygotsky's Points of View(p. 332)
• Which Mental Abilities Are Particularly Important?(p. 333)
• Fostering Mental Abilities to Develop Children's Literacy, Mathematical Understanding, and Scientific Inquiry Skills(p. 334)
• Activities That Provide Practice for General Mental Abilities(p. 337)
• Opportunities to Learn Mathematical Skills(p. 342)
• Practical Ways to Include Mental Abilities in the Everyday Curriculum(p. 344)
• Summary(p. 349)
• Chapter Spotlight: An Example of How Mid-Level Mental Abilities Could Be Included in the Topic of Gardening for a Group of 4-Year-Olds(p. 346)
• Appendix A Chart of Normal Development: Infancy to 6 Years of Age(p. 353)
• Appendix B What Are Some Good Toys and Play Materials for Young Children?(p. 358)
• Appendix C Summary of Communicable Diseases(p. 361)
• Appendix D 10 Quick Ways to Analyze Children's Books for Racism and Sexism(p. 365)
• Appendix E Educational Organizations, Journals, and Newsletters Associated with Early Childhood Education(p. 368)
• References(p. 371)
• Acknowledgments for Chapter-Opening Quotes(p. 393)
• Name Index(p. 395)
• Subject Index(p. 400)

Notas de autor provistas por Syndetics

Joanne Hendrick is professor emerita of early childhood education from the University of Oklahoma. In addition to raising four children of her own, her practical experience includes working with children at Stanford Speech and Hearing Clinic, directing a parent-child workshop, working in Head Start, and chairing the early childhood areas at Santa Barbara City College and the University of Oklahoma. She holds an undergraduate degree from Stanford University in disorders of speech and hearing, and graduate degrees from the University of California in counseling and early childhood education. She is past president of the California Association for the Education of Young Children.

Her current interests include gardening, photography, traveling to exotic places, writing about young children, and enjoying her 10 grandchildren.

Patricia Weissman began her early childhood career as a family care provider for two infants. Having found her calling, she studied early childhood education in the master's program at San Francisco State University and received a doctorate of education from the University of San Francisco. During the past 25 years, she has worked as an infant caregiver, a preprimary teacher, a center director, a Child Development Associate(CDA) advisor, a professor of early childhood education, and a research associate in early childhood development at the Merrill-Palmer Institute of Wayne State University. She was the founding editor of the journal Innovations in Early Education: The International Reggio Exchange . Dr. Weissman also designed and consulted on the production of the Public Broadcasting Service video series titled The Whole Child: A Caregiver's Guide to the First Five Years.