The whole child : developmental education for the early years / Patricia Weissman, Joanne Hendrick, University of Oklahoma, Emerita.

Prevised edition cataloged under Hendrick, Joanne.

Includes bibliographical references (pages 437-462) and index.

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.

Machine converted from AACR2 source record.