Developmentally Appropriate Practice Curriculum and Development in Early Education 6th Edition by Carol Gestwicki 9781305501027 1305501020

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• ISBN 10:1305501020

• ISBN 13:9781305501027

• Author:Carol Gestwicki

Developmentally Appropriate Practice: Curriculum and Development in Early Education
Thoughtful and comprehensive, DEVELOPMENTALLY APPROPRIATE PRACTICE: CURRICULUM AND DEVELOPMENT IN EARLY EDUCATION, 6th Edition, is designed to meet the needs of new early childhood students as well as experienced teachers, professionals, and parents. It provides an overview of the concepts and theoretical foundations of appropriate practices in every developmental domain and discusses the practical implications for teachers and caregivers. The text reflects the NAEYC position statement on Developmentally Appropriate Practice and includes content on aligning early childhood teaching practices with national and state education standards, in addition to many student-oriented features and applications. Among other changes, this edition includes new integration of professional standards, model letters for communicating with families, real-world scenarios for practicing intentional decision-making, and the latest on brain research relevant to early education. The text covers the most widely used and regarded curriculum models, including Reggio Emilia, Montessori, High Scope, Creative Curriculum, Bank Street, and Waldorf.

Developmentally Appropriate Practice Curriculum and Development in Early Education 6th Table of contents:

Chapter 1. Defining Developmentally Appropriate Practice
What Is the Position Statement on Developmentally Appropriate Practice?
Developmentally Appropriate Practice—Further Definition
Essential Components of DAP
Basic Principles of Development
Results of Developmentally Appropriate versus Inappropriate Practice
Self-Esteem
Self-Control
Stress
Later Academic Patterns
Misunderstandings about Developmentally Appropriate Practice
Misunderstanding 1—There Is Only One Right Way to Carry out Developmentally Appropriate Practice
Misunderstanding 2—Developmentally Appropriate Classrooms Are Unstructured
Misunderstanding 3—Teachers Teach Minimally or Not at All in Developmentally Appropriate Classrooms
Misunderstanding 4—Developmentally Appropriate Programs Don’t Include Academics, Generally Interpreted to Be the Formal Skills of Learning Reading, Writing, and Arithmetic
Misunderstanding 5—Developmentally Appropriate Programs Are Effective Only for Particular Populations
Misunderstanding 6—In Developmentally Appropriate Classrooms, There Is No Way to Tell if Children Are Learning
Misunderstanding 7—Developmentally Appropriate Practice Can Be Achieved Simply by Acquiring Certain Kinds of Toys and Materials
Misunderstanding 8—Developmentally Appropriate Practice Uses No Goals or Objectives
Misunderstanding 9—In Developmentally Appropriate Practice, the Curriculum Is Child Development
Misunderstanding 10—Developmental Appropriateness Is Just One in a Sequence of Changing Trends in Education
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 2. Understanding Play: Its Importance in Developmentally Appropriate Practice
What Is Play?
Categories of Play
Functional Play
Symbolic Play
Games with Rules
Social Stages of Play
Onlooker Behavior
Solitary Play
Parallel Play
Associative Group Play
Cooperative Play
Theories of Play and Development
Piaget and Play
Vygotsky and Play
Cognitive Development and Play
Emotional Development and Play
Social Development and Play
Physical Development and Play
Play as Developmentally Appropriate Curriculum
Play Provides for All Areas of a Child’s Development
Play Emphasizes Learning as an Active/Interactive Process
Play Presents Highly Motivated Opportunities for Learning
Play Allows for Differences
Play Allows for Practice and Repetition of Newly Acquired Skills, Competencies, and Ideas
Play Promotes Self-Regulation
Play Contributes to Brain Development
Play Promotes Acquisition of Foundational Skills
Play Lays the Cornerstone for Social and Moral Development
Play Supports Children’s Emotional Development
Conditions That Support Play
Physical Environment for Play
Real-World Experiences
Teacher Intervention
Frequently Asked Questions about Play
Violent Play
Technological Influences on Play
Play for Children with Special Needs
Helping Families Understand the Power of Play
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 3. Planning for Developmentally Appropriate Curriculum
What Is Curriculum?
Integrated Curriculum
The Cycle of Planning
Systematic Observation and Note Taking
Assessment
Planning Strategies to Move Children Forward
Advantages and Disadvantages of Theme Planning
Children’s Interests as a Basis for Meaningful Curriculum
Emergent Curriculum and the Project Approach
Emergent Curricula and Standards
Strategies for Planning for Emergent Curriculum
Observation and Reflection
Webbing
Provisioning the Environment
Planning to Sustain and Enrich the Exploration
Representing the Learning Experience
Planning for Emergent Curriculum in Primary Classrooms
What about Planning Forms?
Changing the Planning Process
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 4. A Consideration of Various Curriculum Models
The Montessori Approach
History and Philosophy
Key Components of Montessori Applications
Teacher Education
Teacher Practice
Curriculum Materials and Activities
Impact of Montessori Ideas
Montessori’s Model and DAP
The Bank Street Approach
History and Philosophy
Structure of a Bank Street Program
Teacher Roles
Bank Street Approach and DAP
The Waldorf Approach
History and Philosophy
Curriculum in the Waldorf Approach
Teacher Roles and Training
Waldorf Education and DAP
The Reggio Emilia Approach
History and Philosophy
Key Concepts of the Reggio Approach
Structure of the Programs
Environment as Third Teacher
Children’s Interests as Curriculum
Teacher Roles
The Reggio Approach and DAP
HighScope Approach
History and Philosophy
Materials and Activities
Teacher Roles
HighScope and DAP
The Creative Curriculum®
History and Philosophy
A Focus on the Environment
Ongoing Assessment Linked to Curriculum
The Creative Curriculum® as a System
Accountability and the Creative Curriculum®
The Creative Curriculum® and DAP
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 5. Developmentally Appropriate Physical Environments: For Infants
The Nature of Babies
What Do Babies Need?
Environments that Support Infant Developmental Needs
Environment to Nurture Trust
Environment to Nurture Attachment
Environment to Nurture Mobility
Environment for the Senses
Environment for Language
Rethink the Traditional
Outdoors for Infants
Health and Safety
Materials for Infant Rooms
Schedule Considerations for Infants
Inappropriate Physical Environments for Infants
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 6. Developmentally Appropriate Physical Environments: For Toddlers
What Are Toddlers Like?
What Do Toddlers Do?
What Do Toddlers Need?
Environments that Support Toddler Developmental Needs
Environment to Support Autonomy
Environment for Separateness
Environment for Movement
Environment for Self-Help Skills
Environment for Sensorimotor Exploration
Developmentally Appropriate Toddler Materials
Schedule and Transition Considerations
Inappropriate Physical Environments for Toddlers
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 7. Developmentally Appropriate Physical Environments: For Preschoolers
What Are Preschoolers Like?
What Do Preschoolers Do?
What Do Preschoolers Need?
Environments that Support Preschooler Developmental Needs
Environment for Initiative
Environment for Creativity
Environment for Learning through Play
Environment for Outdoor Play
Environment for Self-Control
Schedules for Preschoolers
Transitions
Kindergarten Today
Inappropriate Physical Environments for Preschoolers
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 8. Developmentally Appropriate Physical Environments: For Primary-Age Children
What Are Primary-Age Children Like?
What Do Primary-Age Children Do?
What Do Primary-Age Children Need?
Environment for a Sense of Industry
Planning Boards
Portfolios and Work Samples
Environment for Literacy, Math, and Science
Literacy
Math Understanding
Scientific Awareness
Environment for Relationships
Schedules for Primary-Age Children
After-School Childcare
Inappropriate Environments in Primary Classrooms
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 9. Developmentally Appropriate Social-Emotional Environments: For Infants
Social-Emotional Issues in Infancy
Attachment
Trust
Separation and Stranger Anxiety
Emotional Responsiveness
Spoiling
Developmentally Appropriate Interaction Practices
Respect
Sensitivity of Responsiveness
Close Physical Contact
Repetition and Consistency
Recognition of Limitations
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 10. Developmental Appropriate Social-Emotional Environments: For Toddlers
Social-Emotional Issues of Toddlerhood
Autonomy
Negativism and Resistance
Separation
Egocentric Behavior with Peers
Emotional Responsiveness
Positive Guidance for Toddlers
Developmentally Appropriate Interaction with Toddlers
Fostering Autonomy
Responding to Resistance and Negativism
Helping with Separation
Working with Egocentric Behavior with Peers
Fostering Positive Self-Esteem
Fostering Emotional Development
Appropriate Toddler Guidance
Inappropriate Adult Interactions
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 11. Developmentally Appropriate Social-Emotional Environments: For Preschoolers
Social-Emotional Issues of the Preschool Years
Gender Identity
Cultural and Racial Identity
Initiative
Friendship
Prosocial Behavior versus Aggression
Self-Control
Developmentally Appropriate Environments for Feelings
Security
Warm Relationships
Acceptance
Active Listening
Limits on Expression
Providing Outlets
Modeling Behavior
Materials for Expression
Learning about Feelings
Vocabulary to Express Feelings
Nurturing Individual Identity
Implications for Teachers
Gender Identity
Cultural and Racial Identity
Friendship
Teaching Prosocial Behavior
Providing Materials
Providing Activities
Encouraging Assistance
Considering Prosocial Actions
Helping Children Recognize Prosocial Behavior
Reinforcing Prosocial Behavior
Modeling Prosocial Behavior
Limiting Aggression and Antisocial Behavior
Supporting Development of Empathy
Creating Opportunities for Kindness
Creating a Caring Community
Guidance toward Self-Control
Modeling
Positive Statements
Reinforcement, Noticing, Strokes
Redirection
Setting Limits
Choices for Control
Natural and Logical Consequences
Discussion for Problem Solving
“I”-Messages
Renewal Time
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 12. Developmentally Appropriate Social-Emotional Environments: For Primary-Age Children
Social-Emotional Issues for the Primary Years
Peer Relationships and Group Skills
Moral Development
Emotional Development and Stress
Planning Environments to Foster Peer Relations
Being Aware of Children’s Personality
Creating Physical Arrangements to Support Interaction
Creating Work Groups
Teaching Social Skills
Coaching Children
Teaching Negotiation Skills
Helping Children Learn a Social Perspective
Planning Appropriate Group Activities
Creating an Inclusive Environment
Creating a Caring Community
Teacher Strategies to Enhance Self-Esteem
Games with Rules and Competition versus Cooperation in Developmentally Appropriate Classrooms
Mixed-Age Groupings
Helping Primary-Age Children with Moral Development
Guidance for Moral Development
Benefits of Authoritative Guidance
Helping Primary-Age Children with Emotional Growth
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 13. Developmentally Appropriate Learning Environments: For Infants
Understanding the Nature of Infant Learning
Understanding Sensorimotor Intelligence
Language Development
Principles of Sensorimotor Development
Principle 1—Relationships Come First
Principle 2—Learning Comes through Interaction
Principle 3—Learning Is Sensorimotor
Principle 4—Learning Is Playful
Principle 5—Learning Involves Repetition
Principle 6—Learning Follows a Sequence
Principle 7—Learning Is Unique to the Learner
Principle 8—Infants Take the Lead
Principle 9—Caregivers Provide the World
Principle 10—Learning Demands Communication
Materials Appropriate at Various Stages of Infancy
Early Infancy: Materials for Visual Reaching
Materials for Infants who Use a Palmar Grasp
Materials for Infants who Use a Pincer Grasp
Materials for Mobile Infants
Developmentally Appropriate Strategies for Adults Facilitating Cognitive Growth in Infants
Nurturing Language Development
Inappropriate Practices Related to Cognitive/Language Development
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 14. Developmentally Appropriate Learning Environments: For Toddlers
Understanding Toddler Cognitive Development
Substage 5 of Sensorimotor Development
Substage 6 of Sensorimotor Development
Toddler Language Development
Developmentally Appropriate Learning Environments
Burton White on Toddler Education
The Adult as Consultant
Principles for Teaching Toddlers
Principle 1—Environment Is Everything
Principle 2—Curriculum Is Exploration of Materials
Principle 3—Toddlers Initiate
Principle 4—Adults Observe
Principle 5—Adults Scaffold
Principle 6—Adults Play as Partners
Planning Curriculum for Toddlers
Materials and Activities for Toddler Learning
Creative Corner
Table Toy Area
Sensory Exploration
Construction Area
Imitating and Pretend Play
Book Area
Principles for Teaching Language to Toddlers
Principle 1—Language Teachers Respond to Toddler Communication
Principle 2—Language Teachers Model Speech
Principle 3—Language Teachers Simplify Utterances
Principle 4—Language Teachers Expand on Toddler Efforts
Principle 5—Language Teachers Link Words with Actions and Experiences
Principle 6—Language Teachers Correct Indirectly
Principle 7—Language Teachers Encourage Speech
Principle 8—Language Teachers Support Dual-Language Learners
Principle 9—Language Teachers Sing, Recite, and Play Games
Principle 10—Language Teachers Read Books, Lots of Books
Unsupportive Cognitive/Language Environments
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 15. Developmentally Appropriate Learning Environments: For Preschoolers
Preoperational Thinking
Centration
Egocentrism
Irreversibility
Concreteness
Transductive Reasoning
Symbolic Thought
Constructivism
Teachers’ Roles in Supporting Learning through Play
Creator of the Environment
Observer-and-Recorder
Planner
Scaffolder
Language/Literacy Environments
Early Literacy
Components of Literacy
Vocabulary and Language
Phonological Awareness
Knowledge of Print
Knowledge of Letters and Words
Comprehension of Meaning
Awareness of Books and Other Texts
Seeing Literacy as a Source of Pleasure
Conversation
Experiences
Children’s Literature
Book Extenders
Print-Rich Environment
Writing Center
Mathematics in Preschool and Kindergarten
Science in the Preschool Classroom
Considering Traditional Learning Activities in the Preschool Classroom
Large-Group Time
Small-Group Time
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
Chapter 16. Developmentally Appropriate Learning Environments: For Primary-Age Children
Current Issues Involving Schools
Perceived Need
No Child Left Behind
Flexibility and Reforms
Common Core State Standards
Preoperational and Concrete Operational Thinking and DAP
Implications for Teachers
Curriculum Goals in Primary Education
Components of Integrated Curriculum
Projects
Language and Literacy
Reading
Writing
Math in Primary Classrooms
Science in Primary Classrooms
Assessment versus Standardized Testing
Methods of Regular Observation
Recording Information Systematically
Portfolios
Summary
Think about It Activities
Questions to Assess Learning of Chapter Objectives
Apply Your Knowledge: Case Studies
Helpful Websites
NAEYC Standards for Early Childhood Professional Preparation Programs: A Correlation with Developmentally Appropriate Practice, Sixth Edition
NAEYC Early Childhood Program Standards and Accreditation Criteria
References

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