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Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education, 4/E
ISBN-10: 0132390930
ISBN-13: 9780132390934
Publisher: Merrill
Copyright: 2007
Format: Paper; 504 pp
Published: 07/26/2006
Description
For Curriculum in Early Childhood Education Courses.
This best-selling text has been thoroughly updated to include standards coverage and address all aspects of classroom life, including the roles of children and adults, the physical and social environments, and teaching and learning within multiple domains for children age three to eight. It provides a comprehensive, cohesive approach to curriculum development which results in greater continuity for children and practitioners in such formal group settings as childcare, pre-school, and the early elementary grades. Concentrating as much on the “how” of curriculum development as on the “what and why,” the authors present numerous examples and practical, research-based guidelines–organized by developmental domain–for translating theory into best practice that accommodates age-appropriateness, individual differences, and social and cultural diversity. Readers learn how to conceptualize, plan, implement, and evaluate curriculum through detailed application opportunities in each chapter.
Features
- Examples of ways to adapt activities to support children with special needs–At least one in each domain chapter.
o Acquaint students with the challenges of today's inclusive educational settings–helps them learn to evaluate curriculum elements in light of the needs of all children.
- A unique Curriculum Skills Inventory –In the new Instructor's Manual.
o Provides a field-tested tool to evaluate students' skill with young children–eases course preparation, and offers students immediate feedback regarding their ability.
- Extensive coverage of key content evident in every chapter–Includes the Montessori method and Gardner's intelligences, material on involving fathers in early childhood programs, discussion of neuroscience findings about young children, and more.
o Ensures students the benefit of the most current thinking in the field–readies future teachers for the expectations of parents, principals, school boards, and the community.
- A chapter on authentic assessment–Including coverage of both planning and implementation.
o Clarifies the links between these activities–helps students understand how authentic assessment may be carried out during the ordinary school day.
- Objectives in Chapter 11–Reflecting the latest work by the National Council of Teachers of Mathematics'Principles and Standards for School Mathematics: Prekindergarten through Second Grade.
o Familiarizes students with these standards–prepares future teachers for the overwhelmingly standards-based environment of today's schools.
- A guest segment by Sylvia Chard–Including a case study of an early childhood project.
o Illustrates the use of the Project Approach with young children–helps students learn when and with which children this approach is effective.
- Material on “five kinds of knowledge” in each domain chapter–Physical, logical/mathematical, representational, social-conventional, metacognitive.
o Assists students to understand how each type of knowledge is manifest throughout the domain being discussed–explores ways to link knowledge types in ways that help children learn.
- A common organization in each domain chapter–Theory, research, educational issues, goals/objectives, strategies, and examples.
o Facilitates comparison across domains–provides a functional template for evaluating new information and emerging ideas.
- Implications sections–Throughout the foundations chapters.
o Highlight the links between theory and everyday practice–emphasize the importance of translating theory into strategies that work with all children.
- Chapter-end pedagogy–Discussion Questions, Sample Observations, Classroom Activities, Journal Recommendations, Portfolio Entries, and activities to help readers explore standards for learning that are most relevant to them and the children in their charge.
o Offers numerous opportunities for students to assess their understanding–make excellent springboards for in-class discussions, assignments, exam reviews, and self-study.
New To This Edition
- NEW – A focus on national standards—Added national standards materials to Chapters 2 through 16. (Ex. pp 52-55, 235, 338-339, 360-361).
o Helps readers better understand how what they are reading relates to content standards that reach down into early childhood programs.
- NEW – “Consult the Standards” exercises in each chapter—New exercise at the end of each chapter provides students with the opportunity to apply what they’ve learned in chapters about aligning curriculum with standards in developmentally appropriate ways. (Ex. pp 57, 83, 104, 139, 162, 186, 214, 247, 267, 294, 317, 347, 374, 406, 434).
- NEW – “Consult the Standards” tables in the book—New tables show students how national and state standards, which can be general and abstract, correlate with classroom activities. (Ex. pp 52, 54-55, 90, 171, 334-336).
- NEW - “Practice for Your Certification or Licensure” box—at the end of every chapter. Contains two PRAXIS-format questions — one multiple choice, one essay — which help students apply what they’ve learned in the chapter.
o Answering these questions will help them not only to be more effective early childhood teachers, but also will help them in practicing for a certification (such as the CDA), state licensure exam, or PRAXIS test. A rubric is provided in the Instructor’s Manual as a hand-out to evaluate essay responses to these questions, individually or as a part of class discussion. Answers to the multiple-choice items are also provided in the Instructor’s Manual.
- NEW – More student-friendly—Now a 2-color design. (Ex. pp 313 - Activity sections are emphasized).
o Will be more accessible and engaging for our readers.
- NEW - Streamlined Chapters 1-5—Reduced development sections and Developmentally Appropriate Practice rationale sections in early chapters allow increased coverage of teaching components, which better prepares readers to face the realities of teaching young children on a day-to-day basis. Book is shorter by 31 pages.
o The length of each chapter is shorter so that the book remains comprehensive—but more reader friendly.
o Greater focus on key topics such as circle time, structuring the environment, classroom arrangements, scheduling, and cultural variations in teaching.
- NEW - Planning—How to make one’s plans more developmentally appropriate is highlighted in Chapter 3.
o The concept of developmental direction helps students more easily see the connection between those principles and the planning process.
- NEW - Re-directed coverage of family involvement—Chapter 8.
o Emphasis is more on the how of that involvement, than on the why as was true in the past.
- NEW – Content changes to domain chapters—Revised in Chapters 9-14, respectively.
o Aesthetic - Places a greater emphasis on exploration in the arts, focusing on the aesthetic process more fully—Practices include providing time for meaningful aesthetic learning while avoiding wasting children’s time with adult-designed product art.
o Affective – Readers will find updated sections on children’s development of emotional awareness and emotional intelligence.
o Cognitive - Greater emphasis on mathematics and science methods—as well as on integrating mathematics and science in the classroom.
o Language – Provides expanded material on oral language development.
o Physical – Includes new material on integrating physical activity into daily classroom life.
o Social – More closely aligned with the national standards for social studies
- NEW – Stronger supplements package—Including course cartridges.
o This text nows offers the following resources to aid in teaching: Online Test Bank, Test Management software, PowerPoint Slides, Blackboard and WebCT cartridges, and an Online Instructor's Manual (with Classroom Observation tool for instructors to use for assessing college students in field placements and a Lesson Plan Grading Checklist).
- NEW - Part of the NEW Merrill Teacher Prep Textbook Series -- Your students' textbook is now the ultimate resource for applying learned strategies to classroom practice. Listed on the inside front and back covers of every Teacher Prep textbook are the page numbers and references to the book's strategies, plans, activities, lessons, and other resourceful materials for pre-service teachers to use in the classoom-- making this text not just a book for learning, but a book worth keeping.
Table of Contents
Introduction.
I. FOUNDATIONS OF EARLY CHILDHOOD EDUCATION.
1. Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children.
2. Teaching and Learning in Developmentally Appropriate Programs.
II. SETTING THE STAGE FOR LEARNING.
3. Planning and Implementing Effective Small-Group Activities.
4. Planning and Implementing Effective Whole-Group Activities.
5. Organizing Space, Materials, Time.
6. Child Guidance in Early Childhood Classrooms.
7. Evaluating and Guiding Children's Progress by Using Authentic Assessment.
8. Strengthening Developmentally Appropriate Programs Through Family Involvement.
III. THE CURRICULUM.
9. The Aesthetic Domain.
10. The Affective Domain.
11. The Cognitive Domain.
12. The Language Domain.
13. The Physical Domain.
14. The Social Domain.
IV. INTEGRATING CURRICULUM.
15. Integrating Curriculum Through Pretend and Construction Play.
16. Integrating Curriculum by Using Themes and Projects.
Appendix A: Sample Lesson Plans.
Appendix B: Field Trips.
Appendix C: The Big, Big Turnip
References.
Name Index.
Subject Index.
Next Edition(s)
Kostelnik, Soderman & Whiren
©2011 | Merrill | Paperback with DVD; 552 pp | Instock
ISBN-10: 0137035535 | ISBN-13: 9780137035533
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Kostelnik, Soderman & Whiren
©2011 | Merrill | Kit/Package/ShrinkWrap; 576 pp | Instock
ISBN-10: 013138144X | ISBN-13: 9780131381445
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Author Bios
Marjorie J. Kostelnik, Ph.D., is Dean of the College of Education and Human Sciences at the University of Nebraska, Lincoln. A former child care, Head Start, and nursery school teacher, as well as elementary school specialist, Dr. Kostelnik has been actively involved in helping educators in early childhood programs explore the implications of developmentally appropriate practices. Her work has taken her to many settings throughout the United States and abroad. Marjorie teaches classes in early childhood inclusive education and is currently on the Coordinating Commission for High Quality Early Childhood Education for the State of Nebraska.
Anne K. Soderman has had 14 years of classroom experience working with children in both public and nonpublic educational settings prior to joining Michigan State University, where she is currently Professor of Family and Child Ecology. In addition to carrying out teaching assignments in a number of international settings, she consults with public school systems in early childhood curriculum, instruction, and evaluation, with a particular focus on early literacy for children who are at risk. She has also recently co-authored Scaffolding Emergent Literacy (2005) and Creating Literacy-Rich Preschools and Kindergartens (2006).
Alice Phipps Whiren is a professor in the Department of Family and Child Ecology, Michigan State University. She teaches curriculum in early childhood and child development to undergraduate and graduate students. Early in her career, she taught young children in an inner-city public school in Michigan. She also served as a Head Start assistant director and has provided a variety of training sessions for preprimary teachers nationally and internationally. Most recently, she has been a consultant to public school systems as their staffs implement more developmentally appropriate programs for children.
Contributors
Barbara Rohde began her professional career as an art teacher, and recently retired after three decades as an early childhood teacher and administrator. Barb taught young children and college students in public schools, cooperative preschools, at Michigan State University and Lansing Community College. She organized programs and worked with teachers in elementary schools, childcare, School Readiness, Even Start and Early Head Start in Michigan. Barb is currently enjoying success as an artist in Durham, North Carolina.
Laura C. Stein, a former head teacher of the child development laboratories at Michigan State University, is an early childhood consultant living in East Lansing, Michigan. For the past 25 years, she has worked with college students as well as 4- and 5-year-old children. She is a coauthor of a textbook on children’s social development, has contributed numerous chapters and articles to books and journals, and speaks extensively to professional audiences.
Michelle Rupiper serves as the director of the Ruth Staples Child Development Laboratory at the University of Nebraska, Lincoln (UNL). Having received her doctorate in Special Education from Teachers College at UNL, Michelle has had 25 years of experience working with children and families in a variety of early childhood programs. She is the current president of the Nebraska Association for the Education of Young Children.
Backcover Copy
This text brings together the best information available on creating an integrated, holistic approach to curriculum and instruction for children age 3 to 8 in child care, preschool, and early elementary grade settings.
Provides Comprehensive Coverage in Teaching Students How to Plan and Implement Developmentally Appropriate, Integrated Curriculum
- Addresses all aspects of classroom life, including children’s development and learning, adult roles, creating physical and social environments, guiding childrens’ behavior, teaching and learning within multiple domains, classroom management, assessment, and involving families.
- Core curricular chapters include an overview, common issues, goals and objectives, teaching strategies, and many activity suggestions.
- Provides opportunities for readers to develop materials for a professional portfolio.
- Reinforces understanding of material with new "Practice for Your Certification or Licensure Exam" assessment items.
Takes a Developmental Approach
Curriculum chapters are organized by developmental/curricular domains: aesthetic, affective, cognitive, language, physical, and social. This ensures that children’s developmental needs are met while also addressing appropriate learning expectations for young children.
Incorporates Standards
- New “Consult the Standards” tables and application activities at the end of each chapter help students understand where to find learning standards and provide concrete opportunities to use them in planning curriculum.
- Goals and Objectives presented in domain chapters are based on developmental research and on a variety of national standards.
Integrates Diversity Throughout
- Content, vignettes, and examples reflect all types of diversity: socioeconomic, ability, cultural, ethnic, linguistic, and gender.
- Boxed “Examples of involving children with special needs” show teachers how to make adaptations.
Instructor Resources include Online Test Bank, Test Management software, PowerPoint Slides, WebCT and Blackboard cartridges, and an Online Instructor’s Manual (with Classroom Observation tool for students in field placements and a Lesson Plan Grading Checklist).
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