Total Learning: Developmental Curriculum for the Young Child / Edition 8 available in Paperback
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Total Learning: Developmental Curriculum for the Young Child / Edition 8
- ISBN-10:
- 0137034113
- ISBN-13:
- 9780137034116
- Pub. Date:
- 01/03/2010
- Publisher:
- Pearson Education
- ISBN-10:
- 0137034113
- ISBN-13:
- 9780137034116
- Pub. Date:
- 01/03/2010
- Publisher:
- Pearson Education
![Total Learning: Developmental Curriculum for the Young Child / Edition 8](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.9.4)
Total Learning: Developmental Curriculum for the Young Child / Edition 8
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Overview
• Complete Assignments and Activities to apply text content to real classroom situations.
• Authentic classroom video shows real teachers and students interacting, and helps prepare you for the classroom.
• Explore the Building Teaching Skills and Dispositions exercises to practice and strengthen the skills that are essential to teaching.
• Case studies offer real-life perspectives on common issues and challenges faced in the classroom.
• Authentic student and teacher classroom artifacts provide you with the actual types of materials encountered every day by teachers.
Product Details
ISBN-13: | 9780137034116 |
---|---|
Publisher: | Pearson Education |
Publication date: | 01/03/2010 |
Series: | MyEducationLab Series |
Edition description: | New Edition |
Pages: | 408 |
Product dimensions: | 7.90(w) x 9.90(h) x 1.00(d) |
About the Author
Joanne Hendrick is professor emerita of early childhood education from the University of Oklahoma. In addition to raising four children of her own, her practical experience includes working with children at Stanford Speech and Hearing Clinic, directing a parent-child workshop, working in Head Start, and chairing the early childhood areas at Santa Barbara City College and the University of Oklahoma. She holds an undergraduate degree from Stanford University in disorders of speech and hearing, and graduate degrees from the University of California in counseling and early childhood education. She is past president of the California Association for the Education of Young Children.
Her current interests include gardening, photography, traveling to exotic places, writing about young children, and enjoying her 10 grandchildren.
Patricia Weissman began her early childhood career as a family care provider for two infants. Having found her calling, she studied early childhood education in the master's program at San Francisco State University and received a doctorate of education from the University of San Francisco. During the past 25 years, she has worked as an infant caregiver, a preprimary teacher, a center director, a Child Development Associate(CDA) advisor, a professor of early childhood education, and a research associate in early childhood development at the Merrill-Palmer Institute of Wayne State University. She was the founding editor of the journal Innovations in Early Education: The International Reggio Exchange. Dr. Weissman also designed and consulted on the production of the Public Broadcasting Service video series titled The Whole Child: A Caregiver's Guide to the First Five Years.
Table of Contents
Part I - Building a Secure Foundation for LearningChapter 1
The Purpose of Curriculum
What Is the Purpose of Early Education?
What Should Curriculum for Young Children Include?
What Is Competence?
How Is Competence Acquired?
What Does Research on the Brain Reveal About the Value of Early Education?
Educational Philosophies
Philosophy of This Book
Putting It Into Practice
Summary
Chapter Spotlight: A Summary of Findings and Educational Implications Related to Recent Brain Research
Emergent Curriculum in Action: Toddlers’ Investigation of Light and Shadow
Chapter 2
Including Families in the Life of the School
Letting Families Know We Care About Them and Their Children
Accepting Help from Families to Enrich the Lives of Children at the Center
Offering Help to Families to Strengthen Family Life
Weaving All Three Strands Together
Helping Families in Nontraditional Settings
Summary
Chapter Spotlight: The Parent-Resource Strand in the Preprimary Schools of Reggio Emilia
Chapter Spotlight: The Parent-Resource Strand in the Parent—Child Workshops of Santa Barbara, California
Chapter 3
Play: The Integrative Force in Learning
But What Is Play?
Practical Ways to Encourage Freely Chosen Pretend Play
Additional Benefits of Play
Helping Children with Disabilities Join in the Play
Summary
Chapter Spotlight: Surefire Pretend Play Activities
Part II - Planning for Total Learning
Chapter 4
Designing the Supportive Environment
Some Yardstick Questions to Ask
Planning the Indoor Environment
Planning the Outdoor Environment
Maintaining the Total Environment in Good Order
Summary
Chapter Spotlight: Providing Comfortable Environments for the Emotional Self
Chapter 5
Creating Supportive Curriculum Plans and Schedules
The Basic Ingredients: What Should Be Included in the Curriculum?
Planning What Will Happen: Devising the Curriculum Plan
Planning When It Will Happen: Devising the Daily Schedule
Summary
Chapter Spotlight: How a Potential Pathway Might Develop with 4-Year-Olds: Planning a Larger Pen for Funny Bunny
Chapter 6
Getting to Know the Children by Keeping Track of What They’re Learning
Is Keeping Systematic Track of the Children’s Development Really Worth the Time and Effort It Requires?
Important Principles to Remember
Some Informal Ways to Keep Track of the Children’s Development
Using More Formal Methods to Keep Track of the Children’s Development
Putting the Collected Information to Good Use
Summary
Chapter 7
Planning with Individual Children in Mind: Using Behavioral Objectives in the School
Pros and Cons of Using Behavioral Objectives
Definition of Formal Behavioral Objectives
Steps in Writing Behavioral Objectives
Creating Informal Objectives
Carrying the Objectives Through: Final Comments
Summary
Chapter Spotlight: Just What Is an IEP and Why Do Teachers Have to Care About It?
Part III - Helping Young Children Relish Life and Develop Healthy Bodies
Chapter 8
Keeping Children Safe and Well Fed
Keeping Children Safe
Keeping Children Healthy
Feeding Children Well
Including Cooking in the Curriculum
Summary
Chapter Spotlight: Food Guide Pyramid for Young Children
Chapter Spotlight: MyPyramid for Kids
C hapter 9
Developing Physical Competence
The Great Outdoors
Physical Activity Benefits All the Selves
Identifying Levels of Development
Equipment for Physical Development
Make a Plan for Comprehensive Physical Development
Recommendations for Presenting the Activities
Summary
Chapter 10
Helping Children Understand and Value Life
Teaching Reverence for Life
Helping Children Learn to Cherish Their Bodies
Answering Questions About Reproduction
Answering Questions About Death
Summary
Chapter Spotlight: Helping Children Understand and Appreciate the Wonder of Animals
Emergent Curriculum in Action: How Does the Gosling Get in the Egg?
Chapter Spotlight: The Death of the Chief
Part IV - Fostering Emotional Health in Young Children
Chapter 11
Achieving Emotional Competence
Competence One: Foster Basic Attitudes of Trust, Autonomy, Initiative, and Industry
Competence Two: Help the Child Learn to Separate from the Family
Competence Three: Help Children Learn to Control What They Do About Their Feelings
Competence Four: Help Children Use Play and Creative Materials to Resolve Emotional Problems
Competence Five: Help Children Learn to Face Reality
Competence Six: Help Children Cope with Crisis Situations
Competence Seven: Help Children Build Empathy for Other People
Summary
Emergent Curriculum in Action: The World Trade Center Memorial Park for Children
Part V - Developing Social Competence and Healthy Self-Identities
Chapter 12
Getting Along Together: Achieving Competence in Interpersonal Relations
Help Children Learn Impulse Control
Short-Term Methods for Controlling Undesirable Behaviors and Building Inner Controls in Children
Longer-Term Methods of Building Inner Controls: Using Prevention Rather than Cure
Teach Children Socially Acceptable Ways of Getting What They Want
Help Children Make Friends
Increase the Child’s Ability to Function Successfully as Part of a Group
Encourage Children to Be Kind to Each Other, Help Each Other, and Help the Group
Summary
Chapter Spotlight: What’s Wrong with Time Out?
Chapter 13
Who Am I? Who Are You?: Coming to Terms with Multicultural, Gender, and Disability Issues
How Do Young Children See Themselves?
How Do Children Develop a Sense of Self?
Practical Ways to Enhance Children’s Feelings of Self-Esteem
Strengthen Children’s Positive Body Images
Cultivate Positive Feelings About Sexual Identities, Ethnic and Racial Heritages, and Children with Disabilities
Foster Positive Attitudes Toward Racial and Cultural Backgrounds
Foster Positive Attitudes Toward Gender Roles
Foster Acceptance and Understanding of Children Who Have Disabilities
Summary
Chapter Spotlight: You Mean You’re Black All Over? A Student Teacher’s Lab Experiences with “Isabella”
Part VI - Encouraging Children to Be Creative
Chapter 14
Freeing Children to Be Creative
What Is Creativity?
Some General Principles for Fostering Creativity
Some New Ideas About Creativity from Reggio Emilia
Using Pretend Play to Foster Creativity
Using Blocks to Express Creative Ideas
Using Self-Expressive Materials to Foster Creativity
Summary
Part VII - Fostering the Use of Language
Chapter 15
Developing Verbal Competence
How Do Children Learn to Talk?
Practical Ways to Encourage Children to Use Their Expressive Language Skills
Practical Ways to Encourage Children to Use Their Receptive Listening Skills
Black English and Bilingualism
The Child Who Is Not Fluent in Any Language
Summary
Chapter Spotlight: Language and the Brain
Chapter 16
Taking the First Steps on the Road to Literacy
Three Important Principles About Literacy
What Kinds of Literacy-Related Behaviors Can Reasonably Be Expected from Young Children?
Practical Ways to Enhance Emergent Literacy Skills
Using Group Time to Develop Literacy Skills
Some Additional Suggestions for Enhancing Literacy with Primary School Children
Summary
Chapter Spotlight: Why Do Some Children Dislike Group Time So Much?
Emergent Curriculum in Action: Our Birds
Part VIII - Supporting Children’s Cognitive Development
Chapter 17
Helping Children Learn to Think for Themselves: Using the Emergent Approach
Three Approaches to Fostering Mental Abilities
Contributions of Lev Vygotsky
Using the Emergent Approach: An Example from Reggio Emilia
Using the Emergent Approach in U.S. Schools: Some Recommendations
Summary
Chapter 18
Helping Children Develop Mental Abilities and Academic Competence: Using the Conventional Approach
Contributions of Jean Piaget
A Brief Comparison of Piaget’s and Vygotsky’s Points of View
Which Mental Abilities Are Particularly Important?
Fostering Mental Abilities to Develop Children’s Literacy, Mathematical Understanding, and Scientific Inquiry Skills
Activities That Provide Practice for General Mental Abilities
Opportunities to Learn Mathematical Skills
Practical Ways to Include Mental Abilities in the Everyday Curriculum
Summary
Chapter Spotlight: An Example of How Mid-Level Mental Abilities Could Be Included in the Topic of Gardening for a Group of 4-Year-Olds
Introduction
INTRODUCTION
Total Learning is a practical book based on 40 years of teaching young children, their families, and student teachers as well as on the author's experiences with the preprimary schools in Reggio Emilia. The text advocates basing curriculum on the emerging interests of the children within a practical, flexible, thoughtful teacher-made plan.
It explains how to identify goals and objectives, incorporate them into curriculum that meets individual needs, and how to assess the results in a developmentally appropriate way. Because it focuses on the children, it is divided according to the emotional, social, creative, physical, and cognitive selves and explains how such topics as emergent literacy, cross-cultural understandings and sound health practices can be incorporated to enhance those selves.
The text advocates curriculum that is age-appropriate, nourished by play, and intended to encourage children to become independent, creative, thoughtful people.
INVITING FEATURES OF THE TEXTBOOK
New to This Edition
- The author, who is the editor of First Steps Toward Teaching the Reggio Way and who has an additional book about Reggio in preparation, includes extensive explanations of the Reggio Emilia Approach together with many practical suggestions for integrating aspects of that philosophy into the curriculum.
- New material is included on the implications of recent research on the brain for educating young children.
- Chapter Highlights is a new feature that includes titles such as, "The Death of the Chief" "Why Do Some Children Dislike Group Time So Much?" "What's Wrong with Time Out?" and"You're Black All Over?"
- An entire new chapter on emergent literacy, "Taking the First Steps on the Road to Reading," has been added.
- A new section on emerging mathematical skills is incorporated in Chapter 18, Mid-level Mental Abilities.
- Because of current concerns, the chapter on assessment, "Getting to Know Children by Keeping Track of What They're Learning," has been expanded and clarified.
- References for Further Reading now include a special, often off-beat, interesting book under the heading "Pick of the Litter."
- A series of videotapes originally made for Total Learning's companion book, The Whole Child, funded by the Annenberg CPB Project, coordinates well with Total Learning and is available in both Spanish and English.
Continuing Features
- Total Learning includes a strong emphasis on multicultural, nonsexist, inclusive education.
- It emphasizes teaching the whole child--not just the child from the neck up.
- It explains Piaget's and Vygotsky's theories and their implications for early childhood education.
- It demonstrates how the emergent and the conventional approaches to teaching the cognitive self can work together for the benefit of the children.
- The annotated references, a popular feature, includes hundreds of new references for further reading for both beginning and advanced students.
- Food for Thought and Group Discussion questions and Content-Related and Integrative questions are provided to help students review.