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Exploring Early Childhood

Nguồn ngoài

Exploring Early Childhood

Social Sciences
Tác giả
Heather Carter & Amber Tankersley
Nhà xuất bản
Pittsburg State University
Nguồn
LibreTexts
Giấy phép
Mixed
Ngôn ngữ
EN
Danh mục
Khoa học cơ bản
Đọc trực tuyến Tải PDF (nguồn mở)
Mục lục· 124 mục
  1. 01: Introduction to the Early Childhood Profession
  2. 1.01: Introduction to the Profession
  3. 1.02: Themes in Child Development
  4. 1.03: Historical Roots
  5. 1.04: Today's Trends Bound to History
  6. 1.05: Current Topics in Child Development
  7. 1.06: Government Funding that Supports Early Learning
  8. 02: Who the Young Child Is
  9. 2.01: Defining the Young Child
  10. 2.02: Rights and Responsiblities of the Child
  11. 2.03: What is a Theory
  12. 2.04: How Development Unfolds
  13. 2.05: Observation
  14. 2.06: Typical and Atypical Development
  15. 2.07: References
  16. 03: Play is Learning
  17. 3.01: Developmental Domains
  18. 3.02: What is Play
  19. 3.03: Types and Stages of Play
  20. 3.04: Play in the Early Childhood Classroom
  21. 3.05: What Children Learn Through Play
  22. 3.06: References
  23. 04: Early Childhood Professionals
  24. 4.01: Defining terms - A vocabulary for discussing professionalism
  25. 4.02: Who Are The Professionals
  26. 4.03: Skills Responsibilities and Qualities
  27. 4.04: National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct (May 2011)
  28. 4.05: Other Standards Defining Professional Performance
  29. 4.06: Kansas Department of Health and Environment- Child Care Licensing
  30. 4.07: Core Competencies for Early Childhood and Youth Development Professionals (Kansas and Missouri)
  31. 4.08: Child Development Associate (CDA) Credential
  32. 4.09: NAEYC Professional Standards and Competencies
  33. 4.10: Advocacy
  34. 4.11: References
  35. 05: Types of Programs
  36. 5.01: The Structure of the Field of Early Learning
  37. 5.02: Types of Programs
  38. 5.03: Program Approaches
  39. 5.04: References
  40. 06: How Quality is Defined
  41. 6.01: What is Quality and Why is it Important
  42. 6.02: Components of Quality Programs
  43. 6.03: Measurements of Quality
  44. 6.04: References
  45. 07: Developmentally Appropriate Practices
  46. 7.01: Developmentally Appropriate Practices
  47. 7.02: Commonality
  48. 7.03: Individuality
  49. 7.04: Context
  50. 7.05: NAEYC Guidelines for DAP
  51. 08: Relationships and Guidance
  52. 8.01: Behavior Defined
  53. 8.02: The Role of Relationships
  54. 8.03: Interactions
  55. 8.04: Social and Emotional Connections to Behavior
  56. 09: Safety
  57. 9.01: Active Supervision
  58. 9.02: Creating a Culture of Safety
  59. 9.03: Program Safety- Indoor Environments
  60. 9.04: Program Safety- Outdoor Environments
  61. 9.05: First Aid
  62. 9.06: Preparing for and Managing Emergencies
  63. 9.07: Child Maltreatment
  64. 9.7.01: Definitions
  65. 9.7.02: Signs of Maltreatment
  66. 9.7.03: Risk and Protective Factors
  67. 9.7.04: Mandated Reporting
  68. 10: Health
  69. 10.01: Promoting Good Health and Wellness
  70. 10.02: Promoting Health During Routines
  71. 10.03: Prevention of Illness
  72. 10.04: Supportive Health Care
  73. 10.05: Children with Special Health Care Needs
  74. 10.06: Childrens Mental Health
  75. 11: Nutrition
  76. 11.01: Basic Nutrition for Children
  77. 11.02: Protecting Good Nutrition and Physical Wellness
  78. 11.03: Feeding Infants
  79. 11.04: Feeding Children
  80. 11.05: Menu Planning
  81. 11.06: Family Style Dining
  82. 12: The Learning Environment
  83. 12.01: Universal Considerations
  84. 12.02: Designing Environments for Infants and Toddlers
  85. 12.03: Designing Preschool Environments
  86. 12.04: Setting up the Learning Centers
  87. 12.05: Evaluating the Environment
  88. 12.06: Behavior Affected by Environments
  89. 12.07: Lets Take a look at the Social-Emotional Environment
  90. 12.08: Creating an Inclusive Environment
  91. 13: Curriculum Basics
  92. 13.01: What is Curriculum
  93. 13.02: Integrated Curriculum Themes
  94. 13.03: The Behavioral Side of Curriculum
  95. 13.04: Schedules Routines and Transitions
  96. 13.05: Planning
  97. 14: Teaching
  98. 14.01: Introduction
  99. 14.02: Physical Development
  100. 14.2.01: Supporting Physical Development
  101. 14.03: Cognitive Development
  102. 14.3.01: Supporting Cognitive Development
  103. 14.04: Communication and Language Development
  104. 14.4.01: Supporting Communication and Language Development
  105. 14.05: Social Development
  106. 14.5.01: Supporting Social Development
  107. 14.06: Emotional Development
  108. 14.6.01: Supporting Emotional Development
  109. 14.07: Appropriate Use of Technology
  110. 15: Creativity and the Process
  111. 15.01: What is Creative Development
  112. 15.02: Understanding the Process
  113. 15.03: Supporting Creativity through Interactions
  114. 15.04: Environments that Inspire and Support Creativity
  115. 15.05: Promoting Creativity with Infants and Toddlers
  116. 15.06: Promoting Creativity with Preschoolers
  117. 16: Partnering with Families
  118. 16.01: What is a Family
  119. 16.02: The Diversity of Todays Families
  120. 16.03: Working with Families
  121. 16.04: Communicating with Families
  122. 16.05: Professionalism and DAP in Working with Families
  123. 16.06: Ethical Responsibilities to Families
  124. 16.07: In Closing