The Creative Curriculum for Preschool

by Dodge, Diane Trister; Colker, Laura J.; Heroman, Cate; Bickart, Toni S.

Edition: 4th

ISBN13: 9781879537439

ISBN10: 1879537435

Format: Paperback

Pub. Date: 2002-06-26

Publisher(s): GRYPHON HOUSE

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Summary

The fourth edition of America's leading preschool curriculum model.

Introduction	p. xiii
Foundation	p. 1

How Children Develop and Learn
What Preschool Children Are Like	p. 18
Areas of Development	p. 18
Ages and Stages of Development	p. 23
Individual Differences	p. 27
Gender	p. 27
Temperament	p. 28
Interests	p. 30
Learning Styles	p. 31
Life Experiences	p. 33
Culture	p. 34
Special Needs	p. 35
Second Language Learners	p. 38
The Developmental Continuum	p. 42
What the Developmental Continuum Looks Like	p. 43
Conclusion and References	p. 59
The Learning Environment
Setting Up and Maintaining the Classroom	p. 62
Establishing Interest Areas	p. 62
Other Aspects of the Physical Setting	p. 67
Caring for the Classroom and Children's Work	p. 73
Evaluating the Effectiveness of the Physical Environment	p. 76
Establishing a Structure for Each Day	p. 82
Daily Events	p. 82
The Daily Schedule	p. 92
Weekly Planning	p. 97
Preparing for the First Few Days	p. 100
Creating a Classroom Community	p. 102
Promoting Positive Relationships in the Classroom	p. 102
Developing Rules for a Classroom Community	p. 108
Teaching Social Problem-Solving Skills	p. 110
Responding to Challenging Behavior	p. 116
Conclusion and References	p. 123
What Children Learn
Literacy	p. 126
Components of Literacy	p. 126
Connecting Literacy Content, Teaching, and Learning	p. 132
Mathematics	p. 134
Components of Mathematics	p. 134
Connecting Math Content, Teaching, and Learning	p. 140
Science	p. 142
Components of Science	p. 142
Connecting Science Content, Teaching, and Learning	p. 144
Social Studies	p. 146
Components of Social Studies	p. 146
Connecting Social Studies Content, Teaching, and Learning	p. 150
The Arts	p. 152
Components of the Arts	p. 152
Connecting Content in the Arts, Teaching, and Learning	p. 154
Technology	p. 156
Components of Technology	p. 156
Connecting Technology Content, Teaching, and Learning	p. 159
Process Skills	p. 161
Conclusion and References	p. 163
The Teacher's Role
Observing Children	p. 166
How, When, What to Observe	p. 166
Being Objective	p. 167
Using the Developmental Continuum	p. 169
Guiding Children's Learning	p. 173
Using a Range of Teaching Approaches	p. 173
Adapting Instruction to Include All Children	p. 179
Working with Groups of Children	p. 183
Promoting Learning in Interest Areas	p. 187
Exploring Content in Interest Areas	p. 188
Integrating Learning through Studies	p. 190
Assessing Children's Learning	p. 199
Collecting Facts	p. 199
Analyzing and Evaluating the Collected Facts	p. 204
Using What You've Learned to Plan	p. 206
Conclusion and References	p. 209
The Family's Role
Getting to Know Families	p. 212
Appreciating Differences	p. 212
Using Initial Contacts to Learn about Families	p. 214
Making Families Feel Welcome	p. 218
Creating a Welcoming Environment	p. 218
Introducing Your Program	p. 220
Building Trust	p. 221
Reaching Out to All Family Members	p. 222
Communicating with Families	p. 223
Daily Exchanges	p. 223
Formal Communications	p. 224
Partnering with Families on Children's Learning	p. 225
Offering a Variety of Ways to Be Involved	p. 225
Making Classroom Participation Meaningful	p. 228
Meeting with Families to Share Information and Plan	p. 231
Responding to Challenging Situations	p. 235
Families Under Stress	p. 235
Dealing with Misunderstandings	p. 236
Addressing Differences Constructively	p. 239
Conclusion and References	p. 241

Blocks
How Block Play Promotes Development	p. 243
Connecting Block Play with Curriculum Objectives	p. 244
Creating an Environment for Block Play	p. 246
Selecting Materials	p. 247
Displaying Blocks and Props	p. 251
Cleanup--A Special Challenge	p. 252
What Children Learn in the Block Area	p. 253
The Teacher's Role	p. 255
Observing and Responding to Individual Children	p. 255
Interacting with Children in the Block Area	p. 261
Frequently Asked Questions about Blocks	p. 267
A Letter to Families about Block Play	p. 269
Dramatic Play
How Dramatic Play Promotes Development	p. 271
Connecting Dramatic Play with Curriculum Objectives	p. 272
Creating an Environment for Dramatic Play	p. 274
Selecting and Displaying Materials	p. 275
Creating New Settings for Dramatic Play	p. 276
What Children Learn in the Dramatic Play Area	p. 280
The Teacher's Role	p. 282
Observing and Responding to Individual Children	p. 282
Interacting with Children during Dramatic Play	p. 287
Frequently Asked Questions about Dramatic Play	p. 291
A Letter to Families about Dramatic Play	p. 293
Toys and Games
How Playing with Toys and Games Promotes Development	p. 295
Connecting Toys and Games with Curriculum Objectives	p. 296
Creating an Environment for Toys and Games	p. 298
Selecting Materials	p. 299
Displaying and Caring for Toys and Games	p. 303
What Children Learn in the Toys and Games Area	p. 304
The Teacher's Role	p. 306
Observing and Responding to Individual Children	p. 306
Interacting with Children in the Toys and Games Area	p. 310
Frequently Asked Questions about Toys and Games	p. 313
A Letter to Families about Toys and Games	p. 315
Art
How Art Promotes Development	p. 317
Connecting Art with Curriculum Objectives	p. 318
Creating an Environment for Art	p. 320
Selecting Materials	p. 322
Displaying and Storing Art Materials	p. 332
What Children Learn in the Art Area	p. 334
The Teacher's Role	p. 336
Observing and Responding to Individual Children	p. 337
Interacting with Children in the Art Area	p. 341
Frequently Asked Questions about Art	p. 347
A Letter to Families about Art	p. 349
Library
How the Library Area Promotes Development	p. 351
Connecting Play in the Library Area with Curriculum Objectives	p. 352
Creating an Environment for the Library Area	p. 354
Selecting Materials	p. 355
Displaying and Caring for Materials	p. 360
What Children Learn in the Library Area	p. 362
The Teacher's Role	p. 365
Observing and Responding to Individual Children	p. 365
Interacting with Children in the Library Area	p. 370
Frequently Asked Questions about the Library Area	p. 376
A Letter to Families about the Library Area	p. 379
Discovery
How the Discovery Area Promotes Development	p. 381
Connecting the Discovery Area with Curriculum Objectives	p. 382
Creating an Environment for Discovery	p. 384
Selecting Materials	p. 385
Displaying Materials	p. 387
What Children Learn in the Discovery Area	p. 391
The Teacher's Role	p. 394
Observing and Responding to Individual Children	p. 394
Interacting with Children in the Discovery Area	p. 397
Frequently Asked Questions about the Discovery Area	p. 400
A Letter to Families about the Discovery Area	p. 401
Sand and Water
How Sand and Water Play Promote Development	p. 403
Connecting Sand and Water Play with Curriculum Objectives	p. 404
Creating an Environment for Sand and Water Play	p. 406
Selecting Equipment and Materials	p. 407
Displaying Materials	p. 410
What Children Learn in the Sand and Water Area	p. 411
The Teacher's Role	p. 413
Observing and Responding to Individual Children	p. 413
Interacting with Children in the Sand and Water Area	p. 416
Frequently Asked Questions about Sand and Water Play	p. 419
A Letter to Families about Sand and Water Play	p. 421
Music and Movement
How Music and Movement Promote Development	p. 423
Connecting Music and Movement with Curriculum Objectives	p. 424
Creating an Environment for Music and Movement	p. 426
Selecting and Displaying Materials	p. 427
What Children Learn from Music and Movement	p. 428
The Teacher's Role	p. 430
Observing and Responding to Individual Children	p. 430
Interacting with Children during Music and Movement Activities	p. 434
Frequently Asked Questions about Music and Movement	p. 440
A Letter to Families about Music and Movement	p. 441
Cooking
How Cooking Experiences Promote Development	p. 443
Connecting Cooking with Curriculum Objectives	p. 444
Creating an Environment for Cooking	p. 446
Selecting Materials	p. 447
Displaying Cooking Equipment and Tools	p. 449
Special Health and Safety Considerations	p. 450
What Children Learn in the Cooking Area	p. 453
The Teacher's Role	p. 456
Observing and Responding to Individual Children	p. 456
Interacting with Children in the Cooking Area	p. 459
Frequently Asked Questions about Cooking	p. 468
A Letter to Families about Cooking	p. 469
Computers
How Computer Play Promotes Development	p. 471
Connecting Computer Play with Curriculum Objectives	p. 472
Creating an Environment for Using Computers	p. 474
Selecting Materials	p. 475
What Children Learn from Using Computers	p. 482
The Teacher's Role	p. 484
Observing and Responding to Individual Children	p. 484
Interacting with Children in the Computer Area	p. 487
Frequently Asked Questions about Computers	p. 489
A Letter to Families about Computers	p. 491
Outdoors
How Outdoor Play Promotes Development	p. 493
Connecting Outdoor Play with Curriculum Objectives	p. 494
Creating and Using the Outdoor Environment	p. 496
Basic Outdoor Spaces and Equipment	p. 496
Playground Structures	p. 505
Special Considerations	p. 509
What Children Learn Outdoors	p. 511
The Teacher's Role	p. 514
Observing and Responding to Individual Children	p. 514
Interacting with Children Outdoors	p. 517
Frequently Asked Questions about Outdoor Play	p. 521
A Letter to Families about Outdoor Play	p. 522
References
Part 2 References	p. 523
Appendix
Weekly Planning Form (Blank)	p. 526
Weekly Planning Form (Filled In)	p. 528
Goals & Objectives	p. 530
Index	p. 531
Table of Contents provided by Syndetics. All Rights Reserved.

The Creative Curriculum for Preschool

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