Introduction |
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xii | |
About the Authors |
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xiv | |
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Section I A Child Care Revue |
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1 | (18) |
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Changing Perspectives: The American Scene |
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2 | (13) |
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History of Child Care and Early Education |
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2 | (3) |
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Recurring Themes: Theories of Child Development and Learning |
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5 | (5) |
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Selected Curriculum Models |
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10 | (5) |
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15 | (1) |
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16 | (3) |
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Section II Setting the Stage: Ensuring a Safe, Healthy, and Appropriate Learning Environment |
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19 | (84) |
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21 | (14) |
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21 | (1) |
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21 | (1) |
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22 | (1) |
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Providing a Safe Learning Environment |
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22 | (13) |
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Objective 1: To learn how to plan safe activities by taking into account children's developmental levels and likely behaviors |
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22 | (1) |
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23 | (1) |
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Objective 2: To learn how to create and maintain safe classroom and playground environments |
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24 | (3) |
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Objective 3: To review what to do in case of a medical emergency |
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27 | (1) |
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Objective 4: To learn safe practices for taking children on field trips |
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28 | (1) |
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Objective 5: To develop and model good safety habits |
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28 | (2) |
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Objective 6: To learn how to involve preschool children in developing safety rules for their classroom |
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30 | (1) |
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Objective 7: To learn how to develop a safety curriculum |
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31 | (1) |
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Activities for Improving Safety |
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32 | (1) |
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Objective 8: To learn how to set up a safe environment for children with special needs |
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33 | (2) |
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35 | (24) |
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35 | (1) |
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35 | (1) |
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36 | (1) |
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Providing a Healthy Learning Environment |
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36 | (23) |
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Objective 1: To develop a sound knowledge base regarding health, nutrition, and oral hygiene |
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36 | (1) |
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37 | (11) |
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Objective 2: To carry out routine practices that will prevent illness and promote good health and nutrition |
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48 | (2) |
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Activities for Engaging Children in Handwashing |
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50 | (3) |
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Objective 3: To establish guidelines/policies regarding how to handle health issues, including a record-keeping system |
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53 | (1) |
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Objective 4: To incorporate activities that teach children and families about health, oral/dental hygiene, and nutrition |
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54 | (1) |
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Activities for Learning about Nutrition |
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55 | (1) |
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Activities for Learning about Dental Care |
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55 | (1) |
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Objective 5: To recognize indicators of abuse and/or neglect and follow the reporting policy mandated by the state |
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56 | (1) |
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Objective 6: To keep oneself healthy and model appropriate wellness behaviors for children and their parents |
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57 | (2) |
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59 | (44) |
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59 | (1) |
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59 | (1) |
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60 | (1) |
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Providing a Developmentally Appropriate Learning Environment |
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60 | (43) |
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Objective 1: To set up an environment that takes into account the behavioral characteristics, needs, and interests of infants at different stages (0-14 months) |
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61 | (1) |
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62 | (3) |
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Objective 2: To set up an environment that takes into account the behavioral characteristics, needs, and interests of young toddlers (14-24 months) |
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65 | (2) |
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67 | (3) |
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Objective 3: To set up an environment that takes into account the behavioral characteristics, needs, and interests of older toddlers (2 years) |
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70 | (2) |
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72 | (1) |
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Objective 4: To organize and equip a preschool classroom that promotes different kinds of play and learning experiences and that reflects the interests, needs, ability levels, and family backgrounds of the children (3-5 years) |
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73 | (3) |
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76 | (9) |
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Objective 5: To organize and equip a learning environment for a multiage or family child care setting that includes children ages birth through 5 |
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85 | (2) |
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Objective 6: To develop a well-balanced daily schedule |
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87 | (6) |
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Activities for a ``Rainy Day'' |
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93 | (4) |
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Objective 7: To set up an outdoor play and learning environment |
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97 | (4) |
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Objective 8: To ensure that the learning environment works for adults as well as for children |
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101 | (2) |
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Section III On Stage: Supporting Physical and Intellectual Development |
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103 | (110) |
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104 | (1) |
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105 | (8) |
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105 | (3) |
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108 | (1) |
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Older Toddlers (Two-Year-Olds) |
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109 | (1) |
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110 | (1) |
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111 | (1) |
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111 | (2) |
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113 | (18) |
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113 | (1) |
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113 | (1) |
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114 | (1) |
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Supporting Physical Development |
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114 | (17) |
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Objective 1: To recognize expectable sequences in small- and large-muscle development in infancy and describe materials and activities that will enhance this development |
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115 | (1) |
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115 | (1) |
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Activities That Enhance Large-Muscle Development |
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116 | (1) |
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Activities That Enhance Small-Muscle Development |
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117 | (1) |
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Objective 2: To recognize expectable sequences in small- and large-muscle development in young toddlers and describe materials and activities that will enhance this development |
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118 | (1) |
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118 | (1) |
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Activities to Encourage Large-Muscle Development |
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119 | (1) |
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Activities to Encourage Small-Muscle Development |
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119 | (1) |
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Objective 3: To recognize expectable sequences in small- and large-muscle development in older toddlers and describe materials and activities that will enhance this development |
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120 | (1) |
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120 | (1) |
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Activities That Encourage Large-Muscle Development |
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120 | (1) |
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Activities That Encourage Small-Muscle Development |
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121 | (1) |
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Objective 4: To recognize expectable sequences in small- and large-muscle development in preschoolers and describe materials and activities that will enhance this development |
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122 | (1) |
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123 | (1) |
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Activities for Improving Balance |
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124 | (1) |
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Activities for Learning about Position in Space |
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125 | (1) |
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Activities for Improving Throwing, Catching, and Jumping Skills |
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125 | (1) |
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Activities for Enhancing Large-Muscle Skills |
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125 | (1) |
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Activities That Encourage Body Awareness |
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126 | (1) |
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Activities for Enhancing Small-Muscle Skills |
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126 | (1) |
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Activities for Improving Motor Skills Outdoors |
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127 | (2) |
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Objective 5: To identify materials and activities that will enhance the physical development of children with special needs |
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129 | (2) |
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131 | (26) |
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131 | (1) |
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131 | (1) |
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132 | (1) |
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Supporting Cognitive Development |
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132 | (25) |
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Objective 1: To recognize expectable sequences in cognitive development in infancy and describe materials and activities that will enhance this development |
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133 | (1) |
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133 | (1) |
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Activities to Encourage Problem-Solving Skills |
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134 | (2) |
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Objective 2: To recognize expectable sequences in cognitive development in young toddlers and describe materials and activities that will enhance this development |
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136 | (1) |
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137 | (1) |
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Activities That Encourage Problem Solving |
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137 | (1) |
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Objective 3: To recognize expectable sequences in cognitive development in older toddlers and describe materials and activities that will enhance this development |
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138 | (1) |
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139 | (1) |
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Activities That Encourage Problem Solving |
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139 | (1) |
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Objective 4: To recognize expectable sequences in cognitive development in preschool children and describe materials and activities that will enhance this development |
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140 | (1) |
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141 | (2) |
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Activities to Develop Sorting Skills |
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143 | (2) |
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Activities to Develop Ordering Skills |
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145 | (1) |
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Activities to Develop Number Skills |
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146 | (5) |
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Activities for a Family Unit |
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151 | (1) |
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Activities for a Transportation Unit |
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152 | (1) |
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Objective 5: To learn how to create a preschool environment that encourages exploration, curiosity, and critical thinking |
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153 | (1) |
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Objective 6: To learn techniques for introducing meaningful themes into preschool classrooms |
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154 | (3) |
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157 | (32) |
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157 | (1) |
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157 | (1) |
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158 | (1) |
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Supporting Communication and Language Development |
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158 | (31) |
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Objective 1: To recognize the relationship between language development and real-world experiences |
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158 | (1) |
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Objective 2: To describe the expectable sequence of communication skills in infants and suggest ways to support their development |
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159 | (1) |
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160 | (1) |
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Activities to Encourage Language and Imitation |
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161 | (1) |
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Objective 3: To describe the expectable sequence of communication skills in young toddlers and suggest ways to support their development |
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162 | (1) |
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163 | (1) |
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Activities to Encourage Language and Imitation |
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163 | (1) |
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Objective 4: To describe the expectable sequence of language skills in older toddlers and suggest ways to support their development |
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164 | (1) |
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165 | (1) |
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Activities to Encourage Language Learning |
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166 | (2) |
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Objective 5: To describe the expectable sequence of language skills in preschool children and suggest ways to support their development |
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168 | (1) |
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169 | (2) |
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Activities to Promote Language Development |
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171 | (1) |
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Other Language Experiences and Activities |
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172 | (4) |
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Objective 6: To learn ways of reading to children that encourage active participation and engender a love of books |
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176 | (1) |
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Objective 7: To describe early literacy skills and suggest activities that promote them |
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177 | (4) |
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Activities for Shared Reading |
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181 | (1) |
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Activities for Skill Building |
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181 | (3) |
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Objective 8: To describe the small-muscle skills that are used in writing and suggest activities that develop these skills and provide children with opportunities to practice writing |
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184 | (1) |
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Activities for Developing Prewriting Skills |
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185 | (1) |
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Objective 9: To select books that foster empathy, promote prosocial behavior, counteract bias, and support bilingualism |
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186 | (3) |
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189 | (24) |
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189 | (1) |
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189 | (1) |
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190 | (1) |
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Supporting Creative Expression |
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190 | (23) |
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Objective 1: To use a variety of teaching techniques to encourage children to think and act creatively |
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191 | (1) |
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Objective 2: To recognize ways in which children from birth to age 5 express their creativity at each developmental stage and to identify caregiver behaviors and techniques that foster the development of creativity |
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192 | (1) |
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192 | (2) |
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Objective 3: To describe materials and activities that encourage infants to explore and experiment |
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194 | (1) |
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Activities That Encourage Sensory Exploration |
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195 | (1) |
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Activities for Exploring Music |
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195 | (2) |
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Objective 4: To describe materials and activities that encourage toddlers to express their creativity |
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197 | (1) |
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Activities That Encourage Sensory Exploration |
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197 | (1) |
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Activities for Exploring Music |
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198 | (3) |
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Activities for Exploring Art |
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201 | (1) |
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Activities for Sensory Play |
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202 | (1) |
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Objective 5: To describe materials and activities that encourage preschool children to express their creativity |
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203 | (5) |
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Activities for Planned Art |
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208 | (2) |
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Activities for Making Crafts |
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210 | (3) |
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Section IV The Performers: Supporting Social and Emotional Development and Providing Positive Guidance |
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213 | (68) |
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215 | (26) |
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215 | (1) |
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215 | (1) |
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216 | (1) |
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Supporting Emotional Development |
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217 | (24) |
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Objective 1: To recognize the sequence of emotional development from birth to 5 years and the role of the caregiver in supporting this development |
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218 | (1) |
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218 | (2) |
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Objective 2: To recognize ways in which infants develop trust and a sense of security |
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220 | (1) |
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Objective 3: To recognize ways in which young toddlers develop self-awareness and learn to cope with separation |
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221 | (3) |
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Objective 4: To recognize ways in which older toddlers develop a sense of autonomy |
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224 | (2) |
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Objective 5: To recognize ways in which preschool children develop a sense of personal identity and self-worth, recognize and express their feelings, and take pride in their heritage |
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226 | (2) |
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Activities to Help Children Express Feelings |
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228 | (3) |
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Objective 6: To recognize ways in which caregivers can help young children develop a sense of responsibility |
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231 | (6) |
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Objective 7: To recognize ways in which teachers can create inclusive classrooms where all children are welcome |
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237 | (4) |
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241 | (18) |
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241 | (1) |
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241 | (1) |
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242 | (1) |
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Supporting Social Development |
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242 | (17) |
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Objective 1: To recognize the sequence of social skill development from birth to 5 years and the role of the caregiver in supporting this development |
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243 | (1) |
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243 | (2) |
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Objective 2: To recognize ways in which infants and toddlers develop meaningful relationships with parents, caregivers, and other children |
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245 | (2) |
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Activities for Encouraging Friendships |
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247 | (1) |
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Objective 3: To recognize ways of encouraging preschool children to make friends and engage in social play |
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248 | (2) |
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Activities That Encourage Social Skill Development |
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250 | (1) |
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Objective 4: To help children build on their strengths and overcome their difficulties |
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251 | (4) |
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Objective 5: To describe ways in which caregivers can encourage helping, sharing, and caring behaviors among children |
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255 | (1) |
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Objective 6: To design a classroom environment and curriculum that support cooperative behavior |
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256 | (3) |
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259 | (22) |
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259 | (1) |
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259 | (1) |
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260 | (1) |
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260 | (21) |
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Objective 1: To identify ways of helping infants achieve self-regulation and develop coping skills |
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261 | (1) |
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262 | (3) |
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Objective 2: To identify ways of helping young toddlers explore their world and make new discoveries without being destructive or wasteful and without causing injury to themselves and others |
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265 | (1) |
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Objective 3: To help older toddlers cope with fear, anger, and frustration and strike a balance between their longing for nurturance and desire to be independent |
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266 | (2) |
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268 | (1) |
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Objective 4: To learn ways of helping preschool children recognize and value differences, resolve conflicts, express their feelings in words, and accept reasonable limits |
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269 | (1) |
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270 | (1) |
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Objective 5: To recognize ways of using positive guidance techniques to reduce children's unwanted behaviors |
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271 | (8) |
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Objective 6: To recognize ways of providing positive guidance for children whose families use styles of discipline that are different from those the teacher has been taught |
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279 | (2) |
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Section V Behind the Scenes: Working As a Professional with Families and in Child Care Programs |
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281 | (52) |
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283 | (20) |
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283 | (1) |
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283 | (1) |
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284 | (1) |
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Supporting Parents and Families |
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284 | (19) |
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Objective 1: To understand the many purposes of establishing good communication with parents |
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284 | (1) |
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Objective 2: To learn how to set up a parent/school partnership |
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285 | (7) |
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Objective 3: To learn strategies for keeping parents informed about center activities and encouraging participation in parent meetings and volunteer opportunities |
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292 | (4) |
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Objective 4: To learn strategies for serving as a resource for families and building a community that supports families |
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296 | (4) |
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Objective 5: To learn strategies for engaging parents in decision making and advocacy |
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300 | (3) |
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303 | (13) |
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303 | (1) |
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303 | (1) |
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304 | (1) |
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Understanding Program Management |
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304 | (12) |
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Objective 1: To work cooperatively as a member of a team |
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304 | (2) |
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Objective 2: To follow the policies and procedures set down by the center |
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306 | (2) |
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Objective 3: To maintain a record-keeping system that serves as the basis for individual and group program planning |
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308 | (2) |
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Objective 4: To manage a classroom efficiently so that most of the teacher's time can be devoted to working directly with the children |
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310 | (6) |
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316 | (17) |
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316 | (1) |
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316 | (1) |
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316 | (1) |
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Developing Professionalism |
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317 | (16) |
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Objective 1: To seek opportunities to increase professional knowledge and improve professional skills |
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317 | (7) |
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Objective 2: To serve as an advocate for children and families |
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324 | (2) |
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Objective 3: To maintain the ethics of the early childhood profession |
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326 | (4) |
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Objective 4: To build a professional support system |
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330 | (3) |
Index |
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333 | |