Nguồn ngoài

Introduction to Curriculum for Early Childhood Education

Social Sciences

Tác giả: Kathleen Sutherland
Nhà xuất bản: Arapahoe Community College
Nguồn: LibreTexts
Ngôn ngữ: EN
Danh mục: Khoa học cơ bản

Đọc trực tuyến Tải PDF (nguồn mở)

Mục lục· 101 mục

01: Foundations in Early Childhood Curriculum-Connecting Theory to Practice
1.01: How Young Children Learn-What Science Reveals
1.02: Theoretical Foundations
1.03: Interaction and Conversation as Curriculum
1.04: Incorporating 21st Century Technology in the Early Childhood Classroom
02: Developing Curriculum for a Play Centered Approach
2.01: Curriculum Models
2.02: The Dynamic Process
2.03: Context for Written Plans
2.04: Learning Experience Implementation Sample
2.05: Creating Effective Curriculum
03: The Importance of Play and Intentional Teaching
3.01: Introduction
3.02: Why Play
3.03: Types of Play
3.04: 3.4 The Role of Play in Children's Learning and Development
3.05: Role of the Teacher-Being Intentional with Children
3.06: Developmentally Appropriate Practices
3.6.01: Developmentally Appropriate Planning for Infants and Toddlers- The Infant and Toddler Learnig and Development Foundations
3.07: Introducing the Framework
04: The Cycle of Curriculum Planning
4.01: Planning Happens in a Cycle
4.02: What Infant and Toddlers are Like
4.03: Introduction- Infant and Toddlers
4.04: Overarching Principles of Planning Curriculum for Infants and Toddlers
4.05: Program Features That Support Effective Infant and Toddler Care
4.06: The Infant and Toddler Learning Process-The Starting Poing
4.07: Infant and Toddler Development and Its Facilitation
4.08: Infant and Toddler Curricular Planning
4.09: Introduction- School Age
4.9.01: Meet School-Aged Children
4.9.1.01: School Age- Introducing the Framework
4.10: Pedagogy
4.11: Principles
4.12: Practice
4.13: A Closer Look at the Outcomes
4.14: School Age- The Planning Cycle
4.15: Partnering with Families
4.16: How It's All Connected
4.17: Conclusion
05: Setting the Stage for Play-Environments
5.01: Creating an Environment for Social and Emotional Learning
5.02: 5.2 Analyzing the Environment
5.03: Connecting Theories to Environments
5.04: Curriculum Occurs Throughout the Day
5.05: Play Spaces as Curriculum
5.06: Environmental Design
5.07: Creating Environments for Infants and Toddlers
5.08: Temporal Environments
06: Language and Literacy
6.01: Language and Literacy Introduction
6.02: Guiding Principles for Supporting Language and Literacy
6.03: Environmental Factors in Supporting Language and Literacy
6.04: Introducing the Foundations
6.05: Conclusion
07: Mathematics
7.01: Mathematics Introduction
7.02: Environmental Factors Supporting Math
7.03: Introducing the Foundations
7.04: Engaging Families
7.05: Conclusion
7.06: Guiding Principles for Supporting Math
08: Science
8.01: Introduction
8.02: Guiding Principles for Supporting Science
8.03: Environmental Factors in Supporting Science
8.04: Introducing the Foundation
8.05: Engaging Families
8.06: Conclusion
09: History and Social Science
9.01: History and Social Science Introduction
9.02: Guiding Principles for Supporting History and Social Science
9.03: Environmental Factors in Supporting History and Social Sciences
9.04: Introducing the Foundation
9.05: Conclusion
10: Creative Arts
10.01: Creative Arts Introduction
10.02: Supporting Children's Learning
10.03: Guiding Principles
10.04: Environments and Materials
10.05: Supporting the Visual Arts
10.06: Supporting Music
10.07: Supporting Drama and Theater Arts
10.08: Supporting Dance
10.09: Engaging Families
10.10: Conclusion
11: Physical Development
11.01: Physical Development Introduction
11.02: Guiding Principles of Supporting Children's Physical Development
11.03: Environmental Factors in Supporting Physical Development
11.04: Introducing the Foundations
11.05: Supporting Fundamental Movements
11.06: Supporting Perceptual-Motor Skills and Movement Concepts
11.07: Supporting Physical Play Activity
11.08: Conclusion
11.09: Engaging Families
12: Documentation and Assessement
12.01: Documentation
12.02: Assessment
12.03: Conclusion
12.04: Working with Families