The whole child : (Record no. 1272451)

MARC details
000 -LEADER
fixed length control field	09913cam a2200469 i 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20221102155943.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	121119s2014 maua b 001 0 eng d
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2012045397
011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE]
Local cataloguing issues note	MARC Score : 11300(24400) : OK
011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE]
Local cataloguing issues note	Direct Search Result
011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE]
Local cataloguing issues note	BIB MATCHES WORLDCAT
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	0132853426
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9780132853422
035 ## - SYSTEM CONTROL NUMBER
System control number	(ATU)b13613467
035 ## - SYSTEM CONTROL NUMBER
System control number	(OCoLC)827848743
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Language of cataloging	eng
Description conventions	rda
Transcribing agency	DLC
Modifying agency	YDXCP
--	OCLCF
--	UPM
--	ATU
042 ## - AUTHENTICATION CODE
Authentication code	pcc
043 ## - GEOGRAPHIC AREA CODE
Geographic area code	n-us---
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	LB1140.23
Item number	.H46 2014
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	372.210973
Edition number	23
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Weissman, Patricia,
Relator term	author.
9 (RLIN)	1075353
245 14 - TITLE STATEMENT
Title	The whole child :
Remainder of title	developmental education for the early years /
Statement of responsibility, etc.	Patricia Weissman, Joanne Hendrick, University of Oklahoma, Emerita.
250 ## - EDITION STATEMENT
Edition statement	Tenth edition.
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture	Boston :
Name of producer, publisher, distributor, manufacturer	Pearson,
Date of production, publication, distribution, manufacture, or copyright notice	[2014]
264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Date of production, publication, distribution, manufacture, or copyright notice	©2014
300 ## - PHYSICAL DESCRIPTION
Extent	xv, 475 pages :
Other physical details	illustrations ;
Dimensions	27 cm
336 ## - CONTENT TYPE
Content type term	text
Content type code	txt
Source	rdacontent
337 ## - MEDIA TYPE
Media type term	unmediated
Media type code	n
Source	rdamedia
338 ## - CARRIER TYPE
Carrier type term	volume
Carrier type code	nc
Source	rdacarrier
500 ## - GENERAL NOTE
General note	Prevised edition cataloged under Hendrick, Joanne.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references (pages 437-462) and index.
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note	Machine generated contents note: pt. I The Basics of Good Early Childhood Education -- ch. 1 What Is Good Education for Young Children? -- Realize You Ate Part of a Noble Profession -- Can Early Education Make a Difference? -- Theoretical Foundations of Early Childhood Education -- From Theory to Practice -- Types of Early Childhood Education -- Basic Premises of This Text -- Putting Premises into Practice: Planning a Good Day for Children -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 2 Collaborating with Families -- Opening the Door to Good Communication -- Understanding Families -- What If the Relationship Is Not Good? -- Maintaining Good Relationships: Keeping the Lines of Communication Open -- Counseling with Families -- Practical Pointers About Conducting a Conference -- Beyond the Conference: Further Strategies for Involving Families -- Families in Crisis -- What Constitutes a Crisis? -- Some General Principles for Helping Families Deal with Crises -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 3 Fostering Creativity in Play -- Purposes of Play -- Developmental Stages of Play -- Factors Likely to Facilitate Creative Play -- Some Practical Ways to Stimulate and Extend Play -- Specific Activities to Encourage Creativity in Play -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 4 Providing Cross-Cultural Nonsexist Education -- The Need for Teachers to Develop Cultural Competence -- Teachers' Attitudes -- Suggestions for Controlling and Overcoming Expressions of Prejudice -- Is Early Childhood Too Soon to Begin Cross-Cultural, Nonsexist Education? -- What Do Cross-Cultural and Nonsexist Education Have in Common? -- Principles of Cross-Cultural Education -- Emphasizing the Similarities as Well as Valuing the Uniqueness of People -- Can Teaching About Cultural Uniqueness and Similarity of Needs Be Combined? -- Encouraging Equity by Providing a Nonsexist Education and Helping Children Value Their Own Sexuality -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 5 Welcoming Children Who Have Special Educational Requirements -- Who Are the Children with Special Educational Requirements? -- Two Important Congressional Acts: IDEA and ADA -- Identifying Children Who Have Special Needs and Finding Help for Them: The Teacher as a Screening Agent -- Including Children Who Have Disabilities -- Learning to Work as a Member of the Team -- Getting Started with a Child Who Has a Disability -- General Recommendations for Working with Children. Who Have Disabilities -- Identifying and Helping Children Who Have Physical-Disabilities and Illnesses -- Identifying and Helping Children Who Have Emotional Difficulties -- Identifying and Helping Children Who Have Delayed or Advanced Mental Ability -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 6 Using Standards and Assessment in Early Childhood Education -- What Are Early Learning Standards? -- Where Do Standards Come From? -- What Is Assessment? -- Types of Assessment -- Important Principles About Assessments -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 7 Arranging a Good Day for Young Children: Daily Routines and a Supportive Classroom Environment -- Daily Routines Are the Backbone of the Program -- Schedules -- Arranging a Supportive Educational Environment -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- pt. II Supporting the Development of the Whole Child -- ch. 8 Promoting the Development of the Physical Self -- Promotion of Health and Safety in the Children's Center -- Basic Principles of Physical Development -- Fostering Large-Muscle Development in Young Children -- Teachers' Support of Children's Fitness -- Use of Perceptual-Motor Activities to Enhance Physical Development -- Fostering Sensory Experience -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 9 Strengthening the Development of the Emotional Self -- Importance of Developing Basic Attitudes of Trust, Autonomy, Initiative, and Industry in Young Children -- Hallmarks of an Emotionally Healthy Young Child -- Personal Qualities That Will Help the Teacher Establish an Emotionally Positive Climate in the Children's Center -- Practical Ways to Help Young Children Achieve Healthy Emotional Development -- Promote Every Child's Sense of Self-Esteem -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 10 The Social Self: Encouraging Social Competence in Young Children -- The Importance of Helping Young Children Develop Social Competence -- Developmental Trends in Social Growth -- Helping Children Become Socially Competent: Suggestions for Teaching Appropriate Social Skills -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 11 The Social Self: Fostering Self-Discipline and Conflict Resolution Skills -- Discipline or Guidance Toward Self-Discipline? -- Helping Children' Establish Inner Controls -- Reducing Aggression in the Classroom -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 12 Fostering the Development of Language Skills -- The Components of Language -- How Children Develop Language -- Developmental Milestones -- Basic Ways to Foster Language Development -- Language and Dialectical Differences -- Children Who Have Special Disabilities Related to Speech and Hearing -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 13 Fostering the Emergence of Literacy -- What Is Appropriate Literacy Teaching in Early Childhood? -- What Is the Difference Between Fostering Emergent Literacy and Teaching Children to Read and Write? -- Some Fundamental Principles to Keep in Mind -- Even Very Young Children Can and Should Be Involved in Producing the Written Word -- Suggestions for Presenting a Language-Rich Group-Time Experience -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 14 Supporting the Development of the Cognitive Self -- Approaches to Supporting the Development of the Cognitive Self -- Basic Concepts of the Piagetian Approach -- Specific Mental Operations or Mid-Level Skills the Preoperational Child Is Working On -- Some Practical Suggestions About Presenting Mid-Level Thinking and Reasoning Skills in the Curriculum -- Use Questions That "Provoke" the Children into Thinking for Themselves as Their Ideas and Mental Abilities Emerge -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 15 Nurturing the Development of the Creative Self -- What Is Creativity? -- The Importance of Creativity -- The Stages of Development in Children's Creativity -- Implications for Teachers in Nurturing Children's Creativity -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading -- ch. 16 Developing the Whole Child: Becoming, the Whole Teacher -- Selecting Values and Priorities in the Curriculum -- Priority 1 Practice Intentional Teaching -- Priority 2 Incorporate Developmentally Appropriate Practice (DAP) -- Priority 3 Develop an Integrated Curriculum That Supports the Five Selves of the Whole Child and Teaches to Multiple Intelligences -- Priority 4 Find Ways to Encourage Child-Centered Active Learning; Use an Emergent Curriculum Approach -- Some Basic Principles to Remember When Using the Emergent Approach -- Priority 5 Focus on Teaching Happiness and Joy in Learning as Much as Academic Skills -- Summary -- Questions and Activities -- Self-Check Questions for Review -- Reference for Further Reading.
588 ## - SOURCE OF DESCRIPTION NOTE
Source of description note	Machine converted from AACR2 source record.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Education, Preschool
Geographic subdivision	United States
9 (RLIN)	585577
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Preschool teachers
General subdivision	Training of
Geographic subdivision	United States
9 (RLIN)	674055
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Early childhood education
Geographic subdivision	United States
9 (RLIN)	586114
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Hendrick, Joanne,
Dates associated with a name	1928-
Title of a work	Whole child.
907 ## - LOCAL DATA ELEMENT G, LDG (RLIN)
a	.b13613467
b	17-07-17
c	28-10-15
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type	Book
945 ## - LOCAL PROCESSING INFORMATION (OCLC)
a	372.210973 WEI
g	1
i	A549864B
j	0
l	nmain
o	-
p	$164.72
q	-
r	-
s	-
t	0
u	9
v	1
w	0
x	5
y	.i1340071x
z	29-10-15
998 ## - LOCAL CONTROL INFORMATION (RLIN)
--	b
--	n
Operator's initials, OID (RLIN)	06-04-16
Cataloger's initials, CIN (RLIN)	m
First date, FD (RLIN)	a
--	eng
--	mau
--	4

Holdings
Withdrawn status	Lost status	Damaged status	Not for loan	Home library	Current library	Shelving location	Date acquired	Cost, normal purchase price	Inventory number	Total Checkouts	Total Renewals	Full call number	Barcode	Date last seen	Date last checked out	Copy number	Cost, replacement price	Price effective from	Koha item type
				North Campus	North Campus	North Campus Main Collection	29/10/2015	164.72	i1340071x	9	1	372.210973 WEI	A549864B	05/04/2018	07/02/2018	1	164.72	31/10/2021	Book