Beginnings & Beyond: Foundations in Early Childhood EducationTaylor & Francis US, 2004 - 674 Seiten Beginnings & Beyond is designed to assist students in gaining essential knowledge and skills to become effective, competent teachers and caregivers. In this well-organized and dynamic presentation, this text addresses the fundamentals in early childhood education-from its history to present issues and future trends. With an emphasis on multiculturalism and NAEYC's developmentally appropriate practice, this edition promotes a "both/and" viewpoint, maintaining that there is more than one correct way to care for and educate young children. This is stressed in areas of early literacy, spiritual development, discipline, diversity and anti-bias strategies and family relationships. Expanded information on curriculum, along with concepts of multiple intelligence, ecological theory and NAEYC's Code of Ethical Conduct, highlight the importance of maintaining an awareness of each child's needs and interests. This well-organized material is enhanced by a host of sidebars, photos, chapter activities, integrated technology and more. |
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Inhalt
CHAPTER | 5 |
Nontraditional Perspectives | 13 |
Interdisciplinary Influences | 24 |
Summary | 33 |
CHAPTER | 39 |
CHAPTER 4 | 51 |
Schools with a Message | 61 |
DEVELOPMENTAL AND LEARNING | 71 |
Planning for the Environment | 342 |
Creating the Environment | 351 |
The Temporal Environment | 365 |
Summary | 374 |
Additional Readings | 380 |
Curriculum Basics | 386 |
Multiple Intelligences | 401 |
Planning for Curriculum | 409 |
Home Schooling | 72 |
WHO IS THE CHILD? | 90 |
Using Word Pictures | 98 |
The Whole Child | 112 |
Cultural Racial and Ethnic Considerations | 122 |
Additional Readings | 128 |
THEORIES | 129 |
Behaviorist Theory | 138 |
Sociocultural Theory | 148 |
Maturation Theory | 155 |
Using Developmental and Learning Theories | 171 |
A Place for Faith | 177 |
Who Are the Teachers? | 183 |
The Teachers Role | 189 |
Becoming a Teacher | 198 |
A Key to Quality | 206 |
The Beginning Teacher | 214 |
Key Terms | 220 |
Understanding What We Observe | 231 |
Evaluating Children | 244 |
The Portfolio | 259 |
Summary | 266 |
Additional Readings | 272 |
Guiding Behavior | 281 |
Summary | 299 |
Partnership in Education | 305 |
Todays Parent | 312 |
TeacherParent Interactions | 318 |
Summary | 323 |
CHAPTER 9 | 329 |
Childs Play | 418 |
The Teachers Role | 424 |
Curriculum Perspectives Continue | 430 |
Introduction | 436 |
Role of the Teacher | 444 |
Summary452 | 452 |
Introduction | 458 |
The Teachers Role | 467 |
Computers in the Classroom | 477 |
References483 | 483 |
Language Skills in Early Childhood | 492 |
The Teachers Role | 494 |
Childrens Literature | 512 |
Summary | 518 |
Introduction | 524 |
The Teachers Role | 533 |
Conclusion | 541 |
Social Skills in Early Childhood | 548 |
Conclusion | 560 |
Art | 570 |
Summary | 576 |
Helpful Web Sites | 582 |
Introduction | 588 |
The Importance of Childhood | 596 |
Transmitting Values | 610 |
Teaching for the 21st Century | 622 |
Key Terms | 629 |
APPENDIX | 645 |
APPENDIX C | 654 |
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Beginnings & Beyond: Foundations in Early Childhood Education Ann Miles Gordon,Kathryn Williams Browne Eingeschränkte Leseprobe - 2004 |
Häufige Begriffe und Wortgruppen
ability activities adults African American anti-bias curriculum approach areas assessment awareness become begin behavior blocks caregivers challenge Chapter chil child care centers child development children learn Children's Defense Fund classroom Clifton Park cognitive create creative cultural curriculum developmentally appropriate developmentally appropriate practices disabilities diversity dramatic play dren dren's early childhood education early childhood programs Education of Young effective emotional encourage environment ethnic evaluation experiences family child feelings Figure focus gender goals growth help children High/Scope ideas important inclusive classroom individual interactions involved kindergarten knowledge language look materials ment Montessori motor multicultural multiple intelligences NAEYC National Association nursery school observe parents person physical preschool problems reading relationships response role schedule skills social special needs staff stage story teachers teaching theory tion toys understand values Washington words young children