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ECD Principles and Practices

Nguồn ngoài

ECD Principles and Practices

Explores the typical roles and expectations of early childhood educators emphasizing the key role of relationships, constructive adult-child interactions. Identifies professional ethics, career pathways, and professional standards. Introduces best practices for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children including how play contributes to children's learning, growth, and development.

Social Sciences
Tác giả
Alice Hale
Nhà xuất bản
Chabot College
Nguồn
LibreTexts
Ngôn ngữ
EN
Danh mục
Khoa học cơ bản
Đọc trực tuyến Tải PDF (nguồn mở)
Mục lục· 83 mục
  1. 01: Introduction
  2. 1.01: Chabot's Course of Study in Early Childhood Development
  3. 1.02: This text
  4. 1.03: Beginning your Journey
  5. 1.04: NAEYC Standards of Early Childhood Professional Preparation
  6. 02: The Early Childhood Teacher
  7. 2.01: Preview
  8. 2.02: Why
  9. 2.03: Who
  10. 2.04: Child Development Permit Matrix
  11. 03: The Field of Early Childhood Education
  12. 3.01: What
  13. 3.02: When
  14. 3.03: Where
  15. 3.04: How
  16. 04: The History of Early Childhood Education
  17. 4.01: Preview
  18. 4.02: History of Early Childhood Education
  19. 4.03: Philosophical Influences 1
  20. 4.04: Educational Influences 2
  21. 4.05: Interdisciplinary Influences 3
  22. 4.06: Contemporary Influences 4
  23. 4.07: In Closing
  24. 05: Developmental and Learning Theories
  25. 5.01: What is a Theory and Why is it Important
  26. 5.02: Current Developmental Topics to Inform Our Practice with Children and Families
  27. 5.03: In Closing
  28. 06: Early Childhood Philosophies
  29. 6.01: Types of Programs
  30. 6.02: Curriculum Models
  31. 07: Developmental Ages and Stages
  32. 7.01: The Whole Child Developmental Domains Areas
  33. 7.02: Developmental Ages and Stages
  34. 7.03: Cultural Identity Development
  35. 7.04: Developmentally Appropriate Practices
  36. 7.05: In Closing
  37. 08: Relationships and Guidance
  38. 8.01: Lets Take a look at the Social-Emotional Environment
  39. 8.02: Behavioral Considerations
  40. 8.03: The Whys of Behavior
  41. 8.04: Behavior as it Relates to Family
  42. 09: The Early Childhood Learning Environment
  43. 9.01: The Classroom Environment as the Third Teacher
  44. 9.02: Key Components for Creating Early Childhood Environments
  45. 9.03: Lets Take a Closer Look at the Temporal Environment
  46. 9.04: Evaluating the Environment
  47. 9.05: Behavior affected by environments
  48. 10: Understanding Play
  49. 10.01: Play- The Vehicle for Development and Learning
  50. 10.02: Why Play
  51. 10.03: What Children Learn Through Play
  52. 10.04: The Role of Play in Childrens Learning and Development
  53. 11: Supporting Play
  54. 11.01: Role of the Teacher - Being Intentional with Children
  55. 11.02: Developmentally Appropriate Practice
  56. 12: Observation Documentation and Assessment
  57. 12.01: Preview
  58. 12.02: The Purpose of Observation
  59. 12.03: Partnerships with Families
  60. 13: Early Childhood Curriculum
  61. 13.01: Development and Learning
  62. 13.02: Interactions
  63. 13.03: Creating Effective Curriculum
  64. 14: Curriculum Planning
  65. 14.01: The Dynamic Process
  66. 14.02: Planning
  67. 14.03: Contexts for Written Plans
  68. 14.04: Review Evaluation
  69. 14.05: Integrated Curriculum Themes
  70. 15: Inclusion
  71. 15.01: Creating an Inclusive Environment
  72. 16: Partnering with Families
  73. 16.01: Preview
  74. 16.02: Working with Families
  75. 16.03: What is a Family
  76. 16.04: Ethical Responsibilities to Families
  77. 16.05: Parenting Styles
  78. 16.06: Stages of Parenting
  79. 16.07: Valuing Families through Reflective Practice
  80. 16.08: Planning Partnerships
  81. 16.09: Family Education
  82. 16.10: Communicating with Families
  83. 16.11: In Closing