Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (with MyEducationLab),9780132390934

Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (with MyEducationLab)

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Edition: 4th
ISBN13: 9780132390934
ISBN10: 0132390930
Format: Package
Pub. Date: 2011-01-01
Publisher(s): Pearson College Div
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List Price: $112.37

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Summary

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 bull; bull;Addresses all aspects of classroom life, including childrenrs"s development and learning, adult roles, creating physical and social environments, guiding childrensrs" behavior, teaching and learning within multiple domains, classroom management, assessment, and involving families. bull;Core curricular chapters include an overview, common issues, goals and objectives, teaching strategies, and many activity suggestions. bull;Provides opportunities for readers to develop materials for a professional portfolio. bull;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 childrenrs"s developmental needs are met while also addressing appropriate learning expectations for young children. Incorporates Standards bull; bull;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. bull;Goals and Objectives presented in domain chapters are based on developmental research and on a variety of national standards. Integrates Diversity Throughout bull; bull;Content, vignettes, and examples reflect all types of diversity: socioeconomic, ability, cultural, ethnic, linguistic, and gENDer. bull;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 Instructorrs"s Manual (with Classroom Observation tool for students in field placements and a Lesson Plan Grading Checklist).

Table of Contents

Introduction 1(10)
Part 1 Foundations of Early Childhood Education
11(48)
Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children
13(18)
Why Is There a Need for DAP?
14(1)
The Early Childhood Profession Responds
15(1)
What It Means to Be Developmentally Appropriate
15(2)
DAP Is Age Appropriate
15(1)
DAP Is Individually Appropriate
15(1)
DAP Is Socially and Culturally Appropriate
16(1)
The Essence of Developmental Appropriateness
17(1)
General Practices Typically Associated with DAP
17(2)
It Requires Judgment to Determine Developmental Appropriateness
19(1)
DAP Has Historic Roots
20(2)
There Is Empirical Support for Developmentally Appropriate Programs
22(1)
Let Us Consider Diversity
22(1)
DAP Programs Vary in Structure and Content
23(1)
DAP Is Adaptable Across Program Settings
23(1)
DAP Is Adaptable Across Curriculum Models
23(1)
The High/Scope Approach to Early Childhood Education
24(2)
Origins
24(1)
Central Principles
24(1)
Where Readers Can Find Out More
25(1)
The Reggio Emilia Approach to Early Childhood Education
26(2)
Origins
26(1)
Goals
26(1)
Content/Focus
26(1)
Methods
26(1)
Role of the Teacher
27(1)
Role of the Children
27(1)
Assessment
27(1)
Where Readers Can Find Out More
27(1)
The DAP Debate
28(1)
What Does the DAP Debate Mean for Early Childhood Practitioners?
28(1)
Implications of DAP for Professional Practice
29(1)
Summary
29(1)
Applying What You've Read in This Chapter
29(1)
Practice for Your Certification or Licensure Exam
30(1)
Teaching and Learning in Developmentally Appropriate Programs
31(28)
Early Childhood Educators Need to Know About Child Development and Learning
32(7)
Children Develop Holistically
32(1)
Child Development Occurs in an Orderly Sequence
33(1)
Child Development Proceeds at Varying Rates Within and Among Children
33(1)
Children Are Active Learners
34(1)
Children's Learning Is Influenced by Maturation
34(1)
Children's Learning Is Influenced by Environment
34(1)
Children's Learning Styles Differ
35(1)
Children Learn Through a Combination of Physical Experience, Social Interaction, and Reflection
36(1)
Children Learn Through Play
37(1)
Practical Implications
37(2)
Early Childhood Educators Need to Know About Effective Teaching Strategies
39(1)
Which Teaching Strategies Are Best?
39(1)
Common Teaching Strategies
39(8)
Sensory Engagement
40(1)
Environmental Cues
40(1)
Task Analysis
40(1)
Chaining and Successive Approximation
40(1)
Scaffolding
41(1)
Guided Practice
41(1)
Invitations
42(1)
Behavior Reflections
42(1)
Paraphrase Reflections
42(1)
Modeling
42(1)
Effective Praise
43(1)
Telling, Explaining, and Informing
43(1)
Do-It Signals
44(1)
Challenges
44(1)
Questions
45(1)
Silence
46(1)
The Cycle of Learning
47(2)
Phases in the Cycle of Learning
47(2)
Linking the Cycle of Learning to Teaching
49(1)
Accommodating the Needs of Individual Children
49(1)
Timing
50(1)
Teaching in the Zone of Proximal Development
50(1)
Early Childhood Educators Need to Know About Content
51(2)
Addressing Content in Early Childhood Education
53(1)
Benefits of Standards
53(1)
Challenges in Using Standards
53(1)
Too Many Standards
53(1)
Scattered Standards
53(1)
Standards That Are Inappropriate for Young Children or an Individual Child
53(1)
Standards Implemented in Lockstep Fashion
54(1)
Addressing the Challenges
54(2)
Summary
56(1)
Applying What You've Read in This Chapter
56(1)
Practice for Your Certification or Licensure Exam
57(2)
Part 2 Setting the Stage for Learning
59(156)
Planning and Implementing Effective Small-Group Activities
61(24)
Why Plan?
62(1)
Characteristics of Effective Planning
62(1)
Teachers as Planners
63(2)
Teachers as Diagnosticians
63(1)
Teachers as Designers
64(1)
Teachers as Organizers
64(1)
Teachers as Evaluators
64(1)
Teachers as Writers
64(1)
Planning Basics
65(1)
Creating Developmentally Appropriate Plans
66(4)
Domain
66(1)
Activity Name
66(1)
Goal
67(1)
Objectives
67(1)
Content
68(1)
Materials
69(1)
Procedures
69(1)
Simplifications
69(1)
Extensions
69(1)
Evaluation
70(1)
Aligning All the Parts of the Lesson Plan
70(1)
Using Principles of Developmental Direction to Enhance Your Planning
71(3)
Known to Unknown
71(1)
Self to Other
71(1)
Whole to Part
72(1)
Concrete to Abstract
72(1)
Enactive to Symbolic Representation
72(1)
Exploratory to Goal Directed
73(1)
Less Accurate to More Accurate
73(1)
Simple to Complex
74(1)
Applying the Principles of Developmental Direction to Your Plans
74(1)
Common Activities in Early Childhood Programs
75(6)
Exploratory Play
76(1)
Guided Discovery
76(1)
Problem Solving
77(1)
Discussions
78(1)
Demonstrations
79(1)
Direct Instruction
79(2)
Making and Implementing Plans
81(1)
Summary
82(1)
Applying What You've Read in This Chapter
82(1)
Practice for Your Certification or Licensure Exam
83(2)
Planning and Implementing Effective Group-Time Activities
85(22)
Planning Effective Group Times
86(2)
The Opening
87(1)
The Body
87(1)
The Closing
88(1)
Group-Time Transitions
88(1)
Writing Group-Time Plans
88(1)
Group-Time Preparations and Strategies
89(3)
Location
89(1)
Focus
89(1)
Pace and Variety
90(1)
Materials
91(1)
Preparation
91(1)
Active Involvement
91(1)
Group-Time Teaching Methods
91(1)
Preparing Other Adults to Support Group-Time Learning
92(1)
Variations on Traditional Group Times
92(4)
Greeting Time
92(1)
Planning Time
92(1)
Storytelling Time
92(1)
Music Time
93(1)
Read-Aloud Time
93(1)
Class Meetings
94(1)
Brainstorming Groups
94(1)
Minilessons
94(1)
Author's Chair
95(1)
Reporting Time
95(1)
Common Questions Practitioners Ask About Group Time
96(2)
Adaptation of Whole-Group Instruction for Children of Different Ages and Abilities
98(3)
Pitfalls to Avoid During Group-Time Planning
101(2)
Failing to Prepare Adequately
101(1)
Relying on Whole-Group Instruction to Meet Goals Better Addressed in Smaller Groups
101(1)
Selecting Inappropriate Materials
102(1)
Incorporating Too Many Routinized Activities
102(1)
Waiting Too Long to Engage Children in Active Learning
102(1)
Allowing Group Time to Go on Too Long
103(1)
Summary
103(1)
Applying What You've Read in This Chapter
104(1)
Practice for Your Certification or Licensure Exam
104(3)
Organizing Space, Materials, and Time
107(34)
Organizing the Physical Environment
108(4)
Safety
108(1)
Comfort
108(1)
Space
109(1)
Sound
110(1)
Equipment and Material Size
111(1)
Mobility
111(1)
Attractiveness
111(1)
Storage
112(1)
Why Use Learning Centers?
112(1)
Characteristics of Effective Early Childhood Learning Centers
113(2)
Examples of Centers
115(5)
Language Arts Center
115(1)
Creative Arts and Construction Center
116(1)
Science and Collections Center
116(1)
Math and Manipulative Materials Center
116(1)
Blocks Center
117(1)
Pretend-Play Center
117(1)
Large-Group Center
118(1)
Sand and Water Centers
118(1)
Outdoor Nature Center
119(1)
Commercial Playground Centers
119(1)
Other Centers
120(1)
Dealing with Implementation Issues
120(7)
Getting Started
120(1)
Structuring Self-Sustaining Centers
120(1)
Deciding How Many Centers to Make Available
121(1)
Monitoring Children's Use of Centers
121(1)
Evaluating Skill Development
122(1)
Using Learning Centers Intermittently in a Traditional Classroom
123(1)
Organizing Physical Space in the Classroom
124(1)
Organizing Outdoor Environments
124(3)
Adjusting the Physical Environment
127(2)
Adding to the Environment
127(1)
Removing Something from the Environment
128(1)
Altering the Environment
128(1)
Selecting Materials for Each Curricular Domain
129(1)
General Guidelines for the Selection and Use of Materials
129(2)
Provide for Firsthand Experiences with Real Things
129(1)
Provide Complete, Safe, and Usable Materials
130(1)
Provide Literacy-Related Materials in All Centers
130(1)
Provide Materials That Represent the Diversity of the United States and Most Particularly the Diversity of the Local Community
130(1)
Demonstrate the Proper Use of Materials and Equipment
130(1)
Purchase Sturdy, High-Quality Equipment and Materials
130(1)
Demonstrate the Proper Care and Storage of Materials and Supervise Children as They Take on Organizational Tasks
131(1)
Give Reasons for the Standards You Set for Children's Use of Materials
131(1)
Using the Same Materials for Many Purposes
131(1)
Creating a Daily Schedule
131(4)
Routines
132(1)
Pace
132(1)
Variety
132(2)
Balance
134(1)
Adapting a Schedule That Works for Your Children
134(1)
Integration
134(1)
Schedule Preparation: A Guide
134(1)
Schedule Implementation
135(1)
Sample Schedule
135(4)
Preprimary Schedule
135(1)
Kindergarten Schedule
136(1)
First-Grade Schedule
137(2)
Summary
139(1)
Applying What You've Read in This Chapter
139(1)
Practice for Your Certification or Licensure Exam
140(1)
Child Guidance in Early Childhood Classrooms
141(24)
What Children Need to Know
142(1)
What Self-Discipline Is
143(1)
How Self-Discipline Evolves
144(2)
The Earliest Days (No Regulation)
144(1)
Adherence (External Regulation)
144(1)
Identification (Shared Regulation)
145(1)
Internalization (Self-Regulation)
145(1)
Degrees of Self-Discipline Among Children and Within the Same Child
146(1)
Developmental Influences on Self-Discipline
146(3)
Emotional Development
146(1)
Cognitive Development
147(1)
Language Development
148(1)
Memory Skills
149(1)
How Experience Influences Self-Discipline
149(1)
Modeling
149(1)
Instruction
149(1)
Consequences
150(1)
How Adult Discipline Styles Influence Children's Self-Discipline
150(7)
The Uninvolved Discipline Style
151(1)
The Permissive Discipline Style
151(1)
The Authoritarian Discipline Style
152(1)
The Authoritative Discipline Style
152(1)
Adoption of an Authoritative Approach to Child Guidance
152(5)
The Relation Between Authoritative Teaching and DAP
157(1)
Authoritative Teaching and the Importance of Teamwork Among Staff
158(1)
Questions Adults Ask About Promoting Self-Discipline in Children
159(2)
Isn't Just Saying ``No'' Faster and Therefore Better?
159(1)
What If I Am the Only Teacher in the Room?
159(1)
Shouldn't Children Already Know How to Behave by the Time They Get to Kindergarten and First and Second Grade?
159(1)
How Can We Promote Consistency Between the Way Guidance Is Handled in the Early Childhood Setting and How It Is Addressed at Home?
160(1)
What Can Be Done When Conflicts Exist Between the Teacher's and Parents' Approaches to Discipline?
161(1)
Summary
161(1)
Applying What You've Read in This Chapter
162(1)
Practice for Your Certification or Licensure Exam
163(2)
Evaluating and Guiding Children's Progress by Using Authentic Assessment
165(22)
The Changing Face of Early Childhood Assessment
166(1)
Responsible Early Childhood Assessment and Evaluation
167(1)
Examining the Evaluator's Subjectivity-Objectivity and Skills
167(1)
Obtaining the Child's Best Response
167(1)
Choosing an Evaluation Setting
168(1)
Determining the Timing of the Evaluation
168(1)
Selecting Data Collection Strategies and Tools
168(1)
Standardized Testing: What Part Should It Play in Evaluating Children's Progress?
168(2)
Placement of Young Children on the Basis of Test Results
170(1)
The Concept of Authentic Assessment
170(1)
Strategies for Assessment in the Early Childhood Classroom
171(11)
Screening and Readiness Procedures
172(1)
Structured and Nonstructured Observation
172(5)
Oral Reading Tests: Running Records
177(2)
Teacher-Child Miniconferences
179(1)
The Ecomap
180(1)
Self-Appraisal by the Child
181(1)
Organization and Use of Authentic Assessment and Evaluation Data: Portfolios and Student-Led Conferences
182(3)
Portfolios: Matching Assessment with How Children Learn
182(1)
Student-Led Conferences: Bringing Parents and Others into the Process
183(2)
Summary
185(1)
Applying What You've Read in This Chapter
185(1)
Practice for Your Certification or Licensure Exam
186(1)
Strengthening Developmentally Appropriate Programs Through Family Involvement
187(28)
The Changing Nature of Family Involvement in Early Childhood Education
188(3)
Barriers to Family Involvement
191(1)
Characteristics of Effective Family Involvement
192(3)
Collaboration
192(1)
Variety
193(1)
Intensity
193(1)
Individuation
194(1)
Effective Family Involvement Techniques
195(18)
Establishing Relationships with Families
195(3)
Gathering Information from Families
198(1)
Keeping Families Informed
199(3)
Establishing Two-Way Communication Between Families and the Program
202(5)
Integrating Families into the Program
207(2)
Involving Men in Early Childhood Programs
209(2)
Providing Family Education
211(1)
Facilitating Family-to-Family Support
212(1)
Summary
213(1)
Applying What You've Read in This Chapter
213(1)
Practice for Your Certification or Licensure Exam
214(1)
Part 3 The Curriculum
215(162)
The Aesthetic Domain
221(28)
Aesthetics Defined
222(1)
The Arts Defined
222(1)
Scope of This Chapter
223(1)
Aesthetic Education for Young Children
223(2)
Importance of Aesthetic Learning
225(1)
Relationship Between Aesthetic Learning and Knowing
225(3)
Physical Knowledge Through Aesthetic Activities
225(1)
Logical-Mathematical Knowledge Through Aesthetic Activities
226(1)
Representational Knowledge Through Aesthetic Activities
226(1)
Social-Conventional Knowledge Through Aesthetic Activities
226(1)
Metacognition in Aesthetic Learning
226(2)
Children's Acquisition of a Fundamental Knowledge Base for Aesthetic Development
228(4)
Development of Aesthetic Preferences
228(1)
Development of Musical Interests
229(1)
Development of Vocal Music (Singing) Behaviors
229(1)
Development of Instrumental Music Interests
229(1)
Development of Creative Movement and Dance Interests
229(1)
Development of Visual Art Expression
230(1)
Development of Enactment or Dramatic Behaviors
231(1)
Aesthetic Learning and the Teacher's Role
232(1)
Current Educational Issues
232(3)
Teaching the Arts Without Special Training
232(1)
Teaching the Arts by Using Adult-Designed Products
233(1)
Responding to Children's Creative Products
233(2)
Purpose and Goals
235(1)
Purpose
235(1)
Goals
235(1)
Teaching Strategies
235(5)
Pitfalls to Avoid
240(1)
Don't Focus on Making a Model When Demonstrating
240(1)
Don't Hurry Children into Making a Product
240(1)
Don't Waste Children's Time
241(1)
Avoid Overdirecting
241(1)
Don't Reinforce Only a Realistic Approach
241(1)
Approaches to Teaching the Arts
241(1)
Activity Suggestions
242(4)
Summary
246(1)
Applying What You've Read in This Chapter
246(1)
Practice for Your Certification or Licensure Exam
247(2)
The Affective Domain
249(20)
Children's Developing Self-Awareness and Sense of Competence
250(2)
Children's Acquisition of a Fundamental Knowledge Base for Affective Development
252(1)
Children's Stress Reactions in Response to Overwhelming Emotional Demands
253(1)
Promotion of Healthy Self-Esteem in the Early Learning Environment
254(2)
Current Educational Issues
256(2)
Including Affective Education in the Curriculum
256(1)
Potential Lack of Professional Competence
256(1)
Debating About Touch in Early Childhood Settings
257(1)
Meeting the Needs of Children with Special Needs
257(1)
Acquiring Self-Esteem: Can It Be Taught or Must It Be Developed?
258(1)
Evaluating Emotional Growth
258(1)
Purpose and Goals for Affective Development
258(1)
Purpose
258(1)
Goals
258(1)
Affective Teaching Strategies
259(3)
Activity Suggestions
262(4)
Summary
266(1)
Applying What You've Read in This Chapter
266(1)
Practice for Your Certification or Licensure Exam
267(2)
The Cognitive Domain
269(26)
Cognitive Maturation
270(4)
Contributions of Neuroscience to Understanding Children's Cognitive Development
270(3)
Brain to Mind: Neural Development and Cognitive Processing
273(1)
Children's Acquisition of a Fundamental Knowledge Base for Cognitive Development
274(7)
The Young Child as Scientist
276(4)
The Young Child as Mathematician
280(1)
National Expectations and Standards
281(2)
Current Educational Issues
283(1)
Purpose and Goals for the Cognitive Domain
284(2)
Purpose
284(1)
Goals for Science and Other Cognitive Functions
284(1)
Goals for Mathematics and Other Cognitive Functions
285(1)
Teaching Strategies
286(2)
Activity Suggestions
288(5)
Summary
293(1)
Applying What You've Read in This Chapter
293(1)
Practice for Your Certification or Licensure Exam
294(1)
The Language Domain
295(24)
Oral Language Development
296(2)
Red Flags in Early Speech and Language Development
297(1)
Children's Acquisition of Literacy: Connections Among Oral Language, Phonological and Phonemic Awareness, and Emerging Reading and Writing
298(5)
Enhancing and Scaffolding Children's Emerging Literacy
300(2)
A Balanced Literacy Program
302(1)
Integration of Language Experiences Across the Curriculum
303(1)
Current Educational Issues
304(3)
Purpose and Goals for the Language Domain
307(2)
Purpose
307(1)
Goals
307(2)
Teaching Strategies
309(4)
Activity Suggestions
313(3)
Summary
316(1)
Applying What You've Read in This Chapter
317(1)
Practice for Your Certification or Licensure Exam
318(1)
The Physical Domain
319(30)
Physical Activity
320(11)
Importance of Physical Activity
320(1)
Principles of Motor Development
321(1)
Fundamental Motor Skills
321(3)
Perceptual-Motor Skills
324(2)
Fine-Motor Skills
326(4)
Movement Concepts
330(1)
Physical Activity of Children Who Have Special Needs
330(1)
Health, Safety, and Nutrition
331(2)
Fitness
331(2)
Comprehensive Health Curriculum
333(1)
Selected Health Topics
333(1)
Current Educational Issues
333(5)
Educational Standards
338(1)
Purpose and Goals
338(1)
Purpose
338(1)
Goals
338(1)
Teaching Strategies
339(3)
Gross- and Fine-Motor Skills
339(1)
Perceptual-Motor Skills
340(1)
Health, Nutrition, and Safety
341(1)
Activity Suggestions
342(4)
Summary
346(1)
Applying What You've Read in This Chapter
346(1)
Practice for Your Certification or Licensure Exam
347(2)
The Social Domain
349(28)
Social Skill Development
351(5)
Children's Friendships
352(3)
Prosocial Behavior: Acting Positively Toward Others
355(1)
Socialization: Children's Behavior and Adult Expectations
356(1)
Social Responsibility
356(4)
Celebrating Diversity
357(2)
Becoming Environmentally Aware
359(1)
Social Studies
360(3)
Standards and Goals for Social Studies
360(1)
The Relationship Between Social Studies Standards/Themes and Traditional Subject Matter
360(1)
Social Studies in the Classroom
361(2)
Relationship Between the Social Domain and Cognition
363(1)
Current Educational Issues
363(2)
Understanding the Relation Between Social Development and Social Studies
363(1)
Teaching Peace: The Classroom and Beyond
363(1)
Embracing Diversity: Interpretations and Misinterpretations
364(1)
Determining How the Social Domain Fits into the School Day
364(1)
Purpose and Goals
365(1)
Purpose
365(1)
Goals
365(1)
Teaching Strategies
366(2)
Activity Suggestions
368(5)
Summary
373(1)
Applying What You've Read in This Chapter
374(1)
Practice for Your Certification or Licensure Exam
375(2)
Part 4 Integrating Curriculum
377(58)
Integrating Curriculum Through Pretend and Construction Play
379(30)
Characteristics of Play
380(12)
The Play Frame
380(1)
Elements of Pretend Play
381(2)
Types of Pretend Play
383(2)
Construction Play
385(1)
Types of Construction Projects
386(1)
Comparison of Construction and Other Related Activities
387(2)
Construction and Materials of Choice
389(1)
Independence of Materials from the Ideas They Represent
389(1)
Individual Differences in Children's Pretend and Construction Play
390(2)
Pretend and Construction Play Across the Curriculum and in Development
392(3)
Cognitive Domain
392(1)
Aesthetic Domain
393(1)
Affective Domain
393(1)
Language Domain
394(1)
Physical Domain
394(1)
Social Domain
395(1)
Integration of Multiple Domains
395(2)
Teachers' Questions Regarding Pretend and Construction Play
397(4)
Promotion of Play Skills
401(5)
Customary Strategies to Enhance Play
402(4)
Summary
406(1)
Applying What You've Read in This Chapter
406(1)
Practice for Your Certification or Licensure Exam
407(2)
Integrating Curriculum by Using Themes and Projects
409(26)
Defining Themes and Projects
410(1)
How Themes and Projects Contribute to Children's Concept Development
410(1)
Conceptual Development
410(1)
Link Between Concepts and Themes/Projects
411(1)
Additional Benefits for Children
411(1)
Teachers' Benefits
411(1)
Program Effects
412(1)
Focusing on Content
412(1)
Focusing on Process
413(1)
Integrating Content and Process
413(1)
Pitfalls in Theme Teaching
413(1)
Principles of Effective Theme Teaching
414(1)
How to Create Thematic Units
414(14)
Sources of Ideas
414(1)
Considering Essential Theme Criteria
415(4)
Creating an Information Base
419(1)
Developing Activity Ideas
419(1)
Making a Plan
420(1)
Implementing the Theme
421(3)
Adapting ``Apples in the Schoolyard'': An Apple Theme
424(4)
Common Questions About Themes and Projects
428(5)
Must Every Activity Relate to the Theme or Project?
428(1)
How Long Does a Typical Thematic Unit or Project Last?
429(1)
Is There a Difference Between Planning Themes for 3- and 4-Year-Olds and Planning Themes for 6- to 8-Year-Olds?
429(1)
How Do I Use Themes and Projects with So Much Required Content to Cover?
430(1)
What About Repeating Themes?
430(1)
How Can I Document Children's Participation in Themes and Projects?
431(1)
What About Having All My Themes and Projects Revolve Around Holidays?
431(2)
How Do I Know That Children Are Developing More Sophisticated, Complex Concepts?
433(1)
Summary
433(1)
Applying What You've Read in This Chapter
433(1)
Practice for Your Certification or Licensure Exam
434(1)
Appendix A Sample Lesson Plans 435(8)
Appendix B Field Trips 443(3)
Appendix C The Big, Big Turnip 446(1)
References 447(14)
Name Index 461(6)
Subject Index 467

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