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Early childhood curriculum : developmental bases for learning and teaching

Author: Sue Clark Wortham
Publisher: Upper Saddle River, N.J. : Pearson/ Merrill/Prentice Hall, ©2006.
Edition/Format:   Book : English : 4th edView all editions and formats
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Document Type: Book
All Authors / Contributors: Sue Clark Wortham
ISBN: 0131704400 9780131704404
OCLC Number: 59712419
Description: xv, 432 p. : ill. ; 24 cm.
Contents: 1. The changing role of the teacher in developing curriculum for diverse populations --
Chapter objectives --
Introduction --
Who are the children served in early childhood programs? --
Children in early childhood programs are diverse --
Early childhood programs and at-risk learners --
The complex nature of settings for early childhood programs --
Public school programs --
Nonpublic school programs --
Child care --
Continuing complexity in preschool programs --
The changing role of the teacher in developing curriculum for early childhood programs --
The role of the teacher in developing curriculum for diverse populations --
Multicultural curriculum --
Curriculum for children from diverse family environments --
Curriculum for children with special needs --
The role of the teacher in involving parents in curriculum development --
The role of the teacher in addressing conflicts between theory and practice in curriculum development --
Summary --
Study questions --
2. Historical and theoretical bases for appropriate programs in early childhood settings --
Chapter objectives --
Historical roots of early childhood education --
Rural schools --
The evolution of early childhood education --
The Progressive Era --
Nursery school and child care movements --
The influence of Maria Montessori --
Urbanization of public schools --
A period of innovation : the 1950s and 1960s --
The evolution of early childhood programs for populations at risk --
African American education --
Latino education --
Native American education --
Minority education during the Depression and war years --
Early childhood programs for children with disabilities --
Intervention and compensatory programs in the 1960s and 1970s --
Theoretical bases of development --
Maturational theory --
Psychoanalytic theory --
Psychosocial theory --
Behaviorist theory --
Social learning theory --
Cognitive-developmental theory/constructivism --
Early childhood curriculum practices today : historical influences revisited --
The expanding roles of early childhood education --
Parental interest in learning in the early childhood years --
Expansion of child care --
Expansion of preschool programs in public schools --
Summary --
Study questions --
3. The need for quality programs in early childhood education --
Chapter objectives --
Introduction --
Challenges to quality in early childhood programs --
Goals for quality early childhood programs --
Staff training, licensing, and funding --
Characteristics of quality programs --
How classical and contemporary theories inform quality early childhood programs --
Applying classical theories --
Theory and cultural relevance : ecological theory --
Gardner's theory of intelligence --
Models of quality early childhood programs --
The Montessori approach --
Developmentally appropriate practices --
High/scope curriculum --
Reggio Emilia --
The project approach --
Summary --
Study questions --
4. Developmental characteristics of young children from birth to 8 years : implications for learning --
Chapter objectives --
Birth to 2 years : the sensorimotor stage --
Cognitive development --
Physical development --
Language development --
Social-emotional development --
Characteristics and competencies : birth to 6 months --
Characteristics and competencies : 6 to 12 months --
Characteristics and competencies : 12 to 18 months --
Characteristics and competencies : 18 to 24 months --
Infant and toddler development : implications for learning --
Ages 2 to 5 : the preoperational stage --
Cognitive development --
Physical development --
Language development --
Social-emotional development --
Characteristics and competencies : 2 to 5 years --
Development in the preschool years : implications for learning --
Age 5 to 8 years : the transition from preoperations to concrete operations --
Cognitive development --
Physical development --
Language development --
Social-emotional development --
Characteristics and competencies in children ages 5 to 8 years : implications for learning and instruction --
Cognitive development --
Physical development --
Social-emotional development --
Summary --
Study questions --
5. Organizing infant-toddler programs --
Chapter objectives --
The evolution of infant-toddler programs --
Infants and toddlers prior to the 20th century --
Infants and toddlers in the 20th century --
Infant-toddler programs today --
Considerations for developing models for infant-toddler programs --
Theoretical bases for infant-toddler programs --
Characteristics of a quality infant-toddler model --
The role of quality caregivers --
The role of the environment --
The role of play --
The role of routines --
The role of parents --
Planning and managing infant-toddler developmental experiences --
The role of thematic curriculum for infants and toddlers --
The role of assessment in infant-toddler programs --
Summary --
Study questions --
6. Infant-toddler curriculum : birth to age 2 --
Chapter objectives --
Curriculum for physical development --
Nurturing physical development in infants and toddlers --
Curriculum for cognitive development --
Nurturing cognitive development in infants and toddlers --
Curriculum for language development --
Nurturing language development in infants and toddlers --
Curriculum for social development --
Nurturing social development in infants and toddlers --
Curriculum for the expressive arts --
Nurturing expressive arts in infants and toddlers --
Summary : a word of caution --
Study questions --
7. A developmental model for preschool programs --
Chapter objectives --
Introduction --
The differences between theory and practice --
Considerations for developing a model for preschool education --
Principles of child development --
Balanced curriculum --
Parent, teacher, and child relationships --
Assessment and accountability --
Diversity in children and families --
Characteristics of a quality developmental model --
Developmentally appropriate practices : using principles of development --
The inclusive classroom --
The culturally responsive classroom --
The integrated classroom --
The teacher's role --
The role of the environment --
The role of technology --
The role of play --
The role of the daily schedule --
Planning and managing instruction --
Understanding developmental-thematic curriculum --
Roles of developmental-thematic curriculum --
Designing developmental-thematic curriculum units --
Implementing developmental-thematic curriculum --
The role of assessment in preschool programs --
Assessment of child development and learning --
Assessment of children in preschool programs --
Assessment of program components --
Summary --
Study question --
8. Preschool curriculum : ages 3 to 5 : language and cognitive development --
Chapter objectives --
Introduction --
Curriculum for language development --
How young children develop language --
Forms of language --
Language differences in the preschool years --
Planning for language development --
The role of play in language development --
The role of the teacher in language development and literacy --
The role of parents in language development --
The role of the environment in language and literacy --
Designing curriculum for language development --
Experiences that promote expressive language --
Experiences that promote receptive language --
Developing foundations for literacy --
Resolving the issues in beginning literacy instruction --
What does the young child need to know to develop literacy? --
Goals for literacy --
Emergent writing --
Emergent reading --
Designing language curriculum for children with disabilities and language differences --
Curriculum for cognitive development --
How young children develop concepts --
Planning for cognitive development --
Goals for cognitive development : mathematics and science --
The role of the teacher in cognitive development --
The role of the environment and play in cognitive development --
Designing curriculum for cognitive development --
The integrated curriculum --
Development and integrated curriculum --
Creativity and integrated curriculum --
Using thematic units as a focus for integrated curriculum --
Designing cognitive curriculum for children with disabilities --
Summary --
Study questions --
9. Preschool curriculum : ages 3 to 5 : social and physical development --
Chapter objectives --
Curriculum for social development --
Understanding social development --
Life changes that affect social development --
Planning for social development --
The role of play in social development --
The role of the environment in social development --
The role of the teacher in social development --
Designing curriculum for social development --
Designing curriculum for social science --
Designing integrated curriculum for children's life changes --
Curriculum for physical development --
Understanding physical development --
Planning for physical development --
The role of play in physical development --
The role of the environment in physical development --The role of the teacher in physical development --
Designing curriculum for physical development --
The integrated curriculum for physical development --
Designing physical development activities for children with disabilities --
Summary --
Study questions --
10. A model for programs for children 5 to 8 --
Chapter objectives --The significance of developmental changes in the primary grades --
Physical development --
Cognitive development --
Social and emotional development --
The role of play in the primary grades --
Describing appropriate curriculum for children ages 5 to 8 --
Describing a curriculum for continuing developmental needs --
The primary grades : models for children ages 5 to 8 --
The British infant school model --
Team teaching --
Multiage grouping --
Characteristics of the primary model --
Developmental curriculum --
Integrated curriculum --
Systematic instruction --
Cooperative learning groups --
Peer teaching --
Planning and managing instruction --
The role of the environment --
Designing thematic curriculum --
Implementing thematic curriculum --
Incorporating systematic instruction --
The role of assessment in kindergarten and primary grades --
The purposes of assessment in kindergarten and primary grades --
Summary --
Study questions --
11. The transitional curriculum : ages 5 to 8 : language arts --
Chapter objectives --
Curriculum for language arts --
The continuing process of language development --
Addressing the language needs of diverse speakers --
Designing curriculum for language development --
Cooperative learning groups --
The continuing process of literacy development --
The language arts program for children ages 5 to 8 --
Organizing the language arts program --
Accommodating the learning differences of students with special needs --
The integrated curriculum --
Summary --
Study questions --
12. The transitional curriculum : ages 5 to 8 : mathematics and science --
Chapter objectives --
Curriculum for mathematics --
Trends and issues in mathematics --
Planning the mathematics program --
The role of technology in the mathematics program --
Organizing the mathematics program --
Designing curriculum for the mathematics program --
Accommodating learning differences among students --
- Curriculum for science --
How young children learn about science --
Trends and issues in science --
Planning the science program --
Incorporating the science process --
The role of the environment --
The role of the teacher --
Organizing the science program --
Designing curriculum for the science program --
Integrated experiences that promote science --
The integrated curriculum --
Summary --
Study questions --
13. The transitional curriculum : ages 5 to 8 : social studies and physical education --
Chapter objectives --
Curriculum for social studies --
Social development of ages 5 to 8 --
Activities for nurturing continued social development --
Social studies curriculum in kindergarten and the primary grades --
Goals for social studies --
Designing curriculum for social studies --
The integrated curriculum for social studies --
Curriculum for physical education --
Physical development of children ages 5 to 8 --
Planning for physical development --
Designing curriculum for physical development and education --
The integrated curriculum for physical development --
Summary --
Study questions --
14. Teaching in the real world --
Beth --
Renee --
Yolanda --
Susan --
Rollo and Nancy --
Gladys --
Hector --
Loretta --
Loisa.
Responsibility: Sue C. Wortham.

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schema:bookEdition"4th ed."
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schema:description"5. Organizing infant-toddler programs -- Chapter objectives -- The evolution of infant-toddler programs -- Infants and toddlers prior to the 20th century -- Infants and toddlers in the 20th century -- Infant-toddler programs today -- Considerations for developing models for infant-toddler programs -- Theoretical bases for infant-toddler programs -- Characteristics of a quality infant-toddler model -- The role of quality caregivers -- The role of the environment -- The role of play -- The role of routines -- The role of parents -- Planning and managing infant-toddler developmental experiences -- The role of thematic curriculum for infants and toddlers -- The role of assessment in infant-toddler programs -- Summary -- Study questions --"@en
schema:description"6. Infant-toddler curriculum : birth to age 2 -- Chapter objectives -- Curriculum for physical development -- Nurturing physical development in infants and toddlers -- Curriculum for cognitive development -- Nurturing cognitive development in infants and toddlers -- Curriculum for language development -- Nurturing language development in infants and toddlers -- Curriculum for social development -- Nurturing social development in infants and toddlers -- Curriculum for the expressive arts -- Nurturing expressive arts in infants and toddlers -- Summary : a word of caution -- Study questions --"@en
schema:description"4. Developmental characteristics of young children from birth to 8 years : implications for learning -- Chapter objectives -- Birth to 2 years : the sensorimotor stage -- Cognitive development -- Physical development -- Language development -- Social-emotional development -- Characteristics and competencies : birth to 6 months -- Characteristics and competencies : 6 to 12 months -- Characteristics and competencies : 12 to 18 months -- Characteristics and competencies : 18 to 24 months -- Infant and toddler development : implications for learning -- Ages 2 to 5 : the preoperational stage -- Cognitive development -- Physical development -- Language development -- Social-emotional development -- Characteristics and competencies : 2 to 5 years -- Development in the preschool years : implications for learning -- Age 5 to 8 years : the transition from preoperations to concrete operations -- Cognitive development -- Physical development -- Language development -- Social-emotional development -- Characteristics and competencies in children ages 5 to 8 years : implications for learning and instruction -- Cognitive development -- Physical development -- Social-emotional development -- Summary -- Study questions --"@en
schema:description"13. The transitional curriculum : ages 5 to 8 : social studies and physical education -- Chapter objectives -- Curriculum for social studies -- Social development of ages 5 to 8 -- Activities for nurturing continued social development -- Social studies curriculum in kindergarten and the primary grades -- Goals for social studies -- Designing curriculum for social studies -- The integrated curriculum for social studies -- Curriculum for physical education -- Physical development of children ages 5 to 8 -- Planning for physical development -- Designing curriculum for physical development and education -- The integrated curriculum for physical development -- Summary -- Study questions --"@en
schema:description"9. Preschool curriculum : ages 3 to 5 : social and physical development -- Chapter objectives -- Curriculum for social development -- Understanding social development -- Life changes that affect social development -- Planning for social development -- The role of play in social development -- The role of the environment in social development -- The role of the teacher in social development -- Designing curriculum for social development -- Designing curriculum for social science -- Designing integrated curriculum for children's life changes -- Curriculum for physical development -- Understanding physical development -- Planning for physical development -- The role of play in physical development -- The role of the environment in physical development --The role of the teacher in physical development -- Designing curriculum for physical development -- The integrated curriculum for physical development -- Designing physical development activities for children with disabilities -- Summary -- Study questions --"@en
schema:description"7. A developmental model for preschool programs -- Chapter objectives -- Introduction -- The differences between theory and practice -- Considerations for developing a model for preschool education -- Principles of child development -- Balanced curriculum -- Parent, teacher, and child relationships -- Assessment and accountability -- Diversity in children and families -- Characteristics of a quality developmental model -- Developmentally appropriate practices : using principles of development -- The inclusive classroom -- The culturally responsive classroom -- The integrated classroom -- The teacher's role -- The role of the environment -- The role of technology -- The role of play -- The role of the daily schedule -- Planning and managing instruction -- Understanding developmental-thematic curriculum -- Roles of developmental-thematic curriculum -- Designing developmental-thematic curriculum units -- Implementing developmental-thematic curriculum -- The role of assessment in preschool programs -- Assessment of child development and learning -- Assessment of children in preschool programs -- Assessment of program components -- Summary -- Study question --"@en
schema:description"10. A model for programs for children 5 to 8 -- Chapter objectives --The significance of developmental changes in the primary grades -- Physical development -- Cognitive development -- Social and emotional development -- The role of play in the primary grades -- Describing appropriate curriculum for children ages 5 to 8 -- Describing a curriculum for continuing developmental needs -- The primary grades : models for children ages 5 to 8 -- The British infant school model -- Team teaching -- Multiage grouping -- Characteristics of the primary model -- Developmental curriculum -- Integrated curriculum -- Systematic instruction -- Cooperative learning groups -- Peer teaching -- Planning and managing instruction -- The role of the environment -- Designing thematic curriculum -- Implementing thematic curriculum -- Incorporating systematic instruction -- The role of assessment in kindergarten and primary grades -- The purposes of assessment in kindergarten and primary grades -- Summary -- Study questions --"@en
schema:description"8. Preschool curriculum : ages 3 to 5 : language and cognitive development -- Chapter objectives -- Introduction -- Curriculum for language development -- How young children develop language -- Forms of language -- Language differences in the preschool years -- Planning for language development -- The role of play in language development -- The role of the teacher in language development and literacy -- The role of parents in language development -- The role of the environment in language and literacy -- Designing curriculum for language development -- Experiences that promote expressive language -- Experiences that promote receptive language -- Developing foundations for literacy -- Resolving the issues in beginning literacy instruction -- What does the young child need to know to develop literacy? -- Goals for literacy -- Emergent writing -- Emergent reading -- Designing language curriculum for children with disabilities and language differences -- Curriculum for cognitive development -- How young children develop concepts -- Planning for cognitive development -- Goals for cognitive development : mathematics and science -- The role of the teacher in cognitive development -- The role of the environment and play in cognitive development -- Designing curriculum for cognitive development -- The integrated curriculum -- Development and integrated curriculum -- Creativity and integrated curriculum -- Using thematic units as a focus for integrated curriculum -- Designing cognitive curriculum for children with disabilities -- Summary -- Study questions --"@en
schema:description"2. Historical and theoretical bases for appropriate programs in early childhood settings -- Chapter objectives -- Historical roots of early childhood education -- Rural schools -- The evolution of early childhood education -- The Progressive Era -- Nursery school and child care movements -- The influence of Maria Montessori -- Urbanization of public schools -- A period of innovation : the 1950s and 1960s -- The evolution of early childhood programs for populations at risk -- African American education -- Latino education -- Native American education -- Minority education during the Depression and war years -- Early childhood programs for children with disabilities -- Intervention and compensatory programs in the 1960s and 1970s -- Theoretical bases of development -- Maturational theory -- Psychoanalytic theory -- Psychosocial theory -- Behaviorist theory -- Social learning theory -- Cognitive-developmental theory/constructivism -- Early childhood curriculum practices today : historical influences revisited -- The expanding roles of early childhood education -- Parental interest in learning in the early childhood years -- Expansion of child care -- Expansion of preschool programs in public schools -- Summary -- Study questions --"@en
schema:description"11. The transitional curriculum : ages 5 to 8 : language arts -- Chapter objectives -- Curriculum for language arts -- The continuing process of language development -- Addressing the language needs of diverse speakers -- Designing curriculum for language development -- Cooperative learning groups -- The continuing process of literacy development -- The language arts program for children ages 5 to 8 -- Organizing the language arts program -- Accommodating the learning differences of students with special needs -- The integrated curriculum -- Summary -- Study questions --"@en
schema:description"3. The need for quality programs in early childhood education -- Chapter objectives -- Introduction -- Challenges to quality in early childhood programs -- Goals for quality early childhood programs -- Staff training, licensing, and funding -- Characteristics of quality programs -- How classical and contemporary theories inform quality early childhood programs -- Applying classical theories -- Theory and cultural relevance : ecological theory -- Gardner's theory of intelligence -- Models of quality early childhood programs -- The Montessori approach -- Developmentally appropriate practices -- High/scope curriculum -- Reggio Emilia -- The project approach -- Summary -- Study questions --"@en
schema:description"1. The changing role of the teacher in developing curriculum for diverse populations -- Chapter objectives -- Introduction -- Who are the children served in early childhood programs? -- Children in early childhood programs are diverse -- Early childhood programs and at-risk learners -- The complex nature of settings for early childhood programs -- Public school programs -- Nonpublic school programs -- Child care -- Continuing complexity in preschool programs -- The changing role of the teacher in developing curriculum for early childhood programs -- The role of the teacher in developing curriculum for diverse populations -- Multicultural curriculum -- Curriculum for children from diverse family environments -- Curriculum for children with special needs -- The role of the teacher in involving parents in curriculum development -- The role of the teacher in addressing conflicts between theory and practice in curriculum development -- Summary -- Study questions --"@en
schema:description"14. Teaching in the real world -- Beth -- Renee -- Yolanda -- Susan -- Rollo and Nancy -- Gladys -- Hector -- Loretta -- Loisa."@en
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