Meaningful Curriculum for Young Children 2nd edition by Eva Moravcik, Sherry Nolte – Ebook PDF Instant Download/Delivery: 0134444264, 9780134444260
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ISBN 10: 0134444264
ISBN 13: 9780134444260
Author: Eva Moravcik, Sherry Nolte
This title is available via Pearson+ and includes an eTextbook with audio on most titles. Pearson+ also offers expert videos, notes, and flashcards so you can learn anyway you like. This child-centered approach to understanding and planning curriculum focuses on humanistic and progressive education pedagogy in preschool and primary grades. The authors stress a curriculum that is joyful, has meaning to children, is built upon children’s strengths, has intellectual integrity, uses developmentally appropriate pedagogy, and encourages teachers to be passionate learners along with children. The book’s personal tone, many practical examples, step-by-step lesson planning process, and children’s art and photographs of children bring the content to life. The new edition features updating throughout and a number of new features that add to the understanding and usefulness of the concepts, among them: Some things to say sections, end-of-section self-check digital quizzes with feedback, refreshed videos, end-of-chapter Explore and Experience sections, new children’s art and photographs of children, new improved lesson planning formats, more examples of integrated curriculum, new sections on teaching curriculum to two-year-olds, and a new connection to current national subject area standards throughout.
Meaningful Curriculum for Young Children 2nd Table of contents:
PART 1 Understanding Curriculum
chapter one CURRICULUM THAT ENGAGES YOUNG CHILDREN
Learning Outcomes
What Is Curriculum?
How does early childhood curriculum reflect the ways young children learn?
The Sources of Early Childhood Curriculum
Influences on Curriculum Decisions
Values and Beliefs
Knowledge of Children: Developmentally Appropriate Practice (DAP)
What Does Developmentally Appropriate Practice Say?
Family, Culture, and Community
What’s Worth Knowing?
What Teachers Need to Know to Plan Early Childhood Curriculum
Child Development
Early Childhood Curriculum
Early Learning Standards
How Early Childhood Curriculum Is Organized
Learner-Centered Organization
Integrated Organization
The Process of Designing Curriculum
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Bibliography
chapter two PLANNING, IMPLEMENTING, AND ASSESSING CURRICULUM
Learning Outcomes
Why Do Teachers Plan?
Kinds of Plans
Elements of a Plan
Purpose
Content
Methods
Assessment
Before You Plan
Understand the Children
Know the Individuals
Strengths
Interests
Needs
Know the Group
Understand, Appreciate, and Support Play
Supporting Play
Watch and wait.
Observe.
Play.
Acknowledge and encourage.
Scaffold.
Adjust the challenge.
Understand Appropriate Content and Methods
Planned Scaffolded Activities
Introducing New Play Materials
Small-Group Activities
Large-Group Activities
Inappropriate Methods
Become Familiar with Local and National Standards
Writing an Activity/Lesson Plan
Begin with Objectives
Decide What and Explain Why
Writing Objectives
Identify the Standards
Plan What You Need
Plan the Teaching
Introduction
Teaching Steps
Closure
Plan for Assessment
Implement the Plan
Assess and Document Learning
Evaluate the Plan
Writing Plans in the Real World
Create Weekly Plans
Integrated Study Plans
Plan as Part of an Integrated Study
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Bibliography
chapter three PLANNING INTEGRATED CURRICULUM
Learning Outcomes
Why Integrated Curriculum?
Models of Integrated Curriculum
The Developmental Interaction Approach
The Reggio Emilia Approach
The Project Approach
The Emergent Curriculum Model
Unit/Thematic Curriculum
Deep Units/Themes
Shallow Units/Themes
What’s the Difference?
Designing an Integrated Study
Select a Topic
Observe Children
Assess Teacher and Family Interests and Resources
Choose the Topic
If You Can’t Find a Topic
Prepare to Teach
Write a Rationale
Identify Goals
Research the Topic
Write Big Ideas
Survey Families
Brainstorm Activities
Create a Timeline
Implement the Study
Enrich the Environment
Introduce the Study
Assess What Children Know and Generate Questions for Inquiry
Throughout the Study
End the Study
Assess the Study
Assess Children’s Learning
Evaluate, Document, and Preserve the Study
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Create a Resource
Bibliography
PART 2 Physical Development Curriculum
Chapter four LARGE MOTOR CURRICULUM: Moving and Learning
Learning Outcomes
Why Large Motor Curriculum?
Understanding Large Motor Development
Milestones of Large Motor Development
Large Motor Skills
Locomotor Skills
Combined Locomotor Skills
Non Locomotor Skills
Bending and Stretching
Balancing and Transferring Weight
Rocking, Swaying, and Swinging
Turning, Twisting, and Dodging
Object Control Skills
Rolling and Intercepting
Throwing
Catching
Footedness
What Is Large Motor Curriculum in Early Childhood?
Standards for Large Motor Curriculum
Teaching the Large Motor Curriculum
Large Motor Learning through Play
An Environment for Large Motor Play
An Outdoor Environment for Active Play
The Active Play Zone
Indoor Physical Activity Areas
Large Motor Curriculum throughout the Learning Environment
A Schedule for Large Motor Curriculum
Your Role in Teaching Large Motor Curriculum
Model a Positive Attitude
Participate
Encourage All Children
Structured Large Motor Activities
Movement Stations
Guided Movement
Active Games
Community Walks
Planning Large Motor Curriculum
Writing Large Motor Curriculum Plans
Large Motor Curriculum in a Weekly Plan
Large Motor Curriculum in an Integrated Study
Large Motor Curriculum for All Children
Children with Special Needs
Two-Year-Olds
Children in the Primary Grades
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Create a Resource
Bibliography
chapter five FINE MOTOR CURRICULUM: Manipulating and Coordinating
Learning Outcomes
Why Fine Motor Curriculum?
Understanding Fine Motor Development
Milestones of Fine Motor Development
Fine Motor Skills
Grasp
Eye–Hand Coordination
Finger Dexterity
In-Hand Manipulation
Bimanual Coordination
Hand Preference
What Is Fine Motor Curriculum in Early Childhood?
Standards for Fine Motor Curriculum
Teaching the Fine Motor Curriculum
Fine Motor Learning through Play
An Environment for Fine Motor Learning
Manipulative Toys Area
The Sensory Center
The Woodworking Area
Fine Motor Materials throughout the Learning Environment
A Word about Tables, Chairs, and Easels
A Schedule for Fine Motor Curriculum
Your Role in Teaching Fine Motor Curriculum
Introducing Fine Motor Materials
Planning Fine Motor Curriculum
Writing Fine Motor Curriculum Plans
Fine Motor Curriculum in an Integrated Study
Fine Motor Curriculum for All Children
Children with Special Needs
Two-Year-Olds
Children in the Primary Grades
Handwriting
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Create a Resource
Bibliography
chapter six SENSORY DEVELOPMENT CURRICULUM: Sensing and Perceiving
Learning Outcomes
Why Sensory Development Curriculum?
Understanding Sensory Development
Visual Perception
Auditory Perception
Kinesthetic Perception
Tactile Perception
Olfactory Perception
Gustatory Perception
What Is Sensory Curriculum in Early Childhood?
Standards for Sensory Development Curriculum
Teaching Sensory Development Curriculum
Sensory Learning through Play
An Environment for Sensory Learning
The Sensory Center
Outdoors
Montessori Sensorial Materials
Sensory Materials Everywhere
A Schedule for Sensory Curriculum
Your Role in Teaching Sensory Curriculum
Sensory Curriculum Activities
Planning Sensory Curriculum
Writing Sensory Curriculum Plans
Sensory Curriculum in a Weekly Plan
Sensory Curriculum in an Integrated Study
Sensory Curriculum for All Children
Children with Special Needs
Two-Year-Olds
Children in the Primary Grades
Final Thoughts
What to Do Next
Read
Explore and Experience
Create a Resource
Bibliography
PART 3 Communication Curriculum
chapter seven LANGUAGE CURRICULUM: Speaking and Listening
Learning Outcomes
Why Language?
Understanding Language Development
Characteristics of Language Development
Theories of Language Development
The Behaviorist Perspective
The Nativist Perspective
The Social Interactionist Perspective
Dual Language Learners
Sequence of Second Language Development
Importance of Home Language
Children from Diverse Backgrounds
What Is Language Curriculum in Early Childhood Education?
Providing Experience with Language
Syntax
Morphology
Semantics
Phonology
Pragmatics
Teaching Communication Skills
Ask and Answer Questions
Have Conversations
Use Abstract Language
Give Opportunities to Talk
Design Experiences to Talk About
Standards for Language Curriculum
National Standards
Preschool Language Standards
Teaching Language
Language through Play
An Environment for Language
The Dramatic Play Area
A Puppet Corner
A Talking Corner
The Great Outdoors
A Schedule for Language Learning
Your Role in Teaching Language
Conversations
Encourage Children to Talk with One Another
Model
Use Interesting Words
Ask Open-Ended Questions
Supporting Dual Language Learners
Language Activities
Word Games
Planned Dramatic Play Scenes
Interactive Storybook Reading
Storytelling
Singing
Planning Language Curriculum
Writing Plans for Language
Language in a Weekly Plan
Language in an Integrated Study
Language for All Children
Children with Special Needs
Two-Year-Olds
Children in the Primary Grades
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Create a Resource
Bibliography
chapter eight LITERACY CURRICULUM: Exploring and Using Print
Learning Outcomes
Why Literacy in Early Childhood?
Understanding Literacy Development
Early Literacy Skills
Oral Language Skill and Vocabulary
Phonological Awareness
Knowing About the Alphabet
Print Knowledge
Early Writing
Significant Differences That Influence Literacy Learning
What Is Literacy Curriculum in Early Childhood Education?
Standards for Literacy Curriculum
Teaching Literacy
Literacy through Play
An Environment for Literacy
The Library or Book Center
Furnishings
Materials
Aesthetics
The Writing Center
Furniture
Supplies
Literacy Everywhere
A Schedule for Literacy Learning
Routines and Transitions
Your Role in Teaching Literacy
Literacy Activities
Reading Stories
Simple Skill-Focused Games and Activities
Taking Dictation
Creating Books
Special Words
Charts
Recipes
Writing Activities
Planning Literacy Curriculum
Writing Plans for Literacy
Literacy in a Weekly Plan
Literacy in an Integrated Study
Literacy for All Children
Children with Special Needs
Two-Year-Olds
Children in the Primary Grades
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Create a Resource
Bibliography
chapter nine LITERATURE CURRICULUM: Delighting in Books and Words
Learning Outcomes
Why Literature?
Literature and Development
What Is Literature Curriculum in Early Childhood?
The History of Children’s Literature
The Genres of Children’s Literature
Fiction
Folklore
Realistic Fiction
Fantasy
Informational Books
Mood and Concept Books
Mood Books
Concept Books
Poetry
Criteria for Choosing Children’s Literature
Standards for Literature Curriculum
Preschool Literature Standards
Standards for Primary Grades
Teaching Literature
Literature through Play
An Environment for Literature
A Library Area
A Story or Meeting Place
Taking Literature Outdoors
A Schedule for Literature
Your Role in Teaching Literature
Reading to Children
Reading to a Group
Lap Reading
Helping Families Provide Literature to Children
Literature Activities
Different Ways to Tell Stories
Oral Storytelling
Acting Out Stories
Recorded Stories and Poems
Literature Extensions
Literature Studies
Planning Literature Curriculum
Literature in a Weekly Plan
Literature in an Integrated Curriculum
Literature for All Children
Children with Special Needs
Two-Year-Olds
Children in the Primary Grades
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Create a Resource
Bibliography
PART 4 Arts Curriculum
chapter ten VISUAL ART CURRICULUM: Creating with Hand and Eye
Learning Outcomes
Why Art Curriculum?
Understanding Artistic Development
Lowenfeld and Brittain
Stage 1—Scribbling Stage (Ages 2–4)
Stage 2—Preschematic Stage (Ages 4–7)
Stage 3—Schematic Stage (Ages 7–9)
Kindler and Darras
What Is Art Curriculum in Early Childhood?
Approaches to Art Curriculum
Child- and Teacher-Centered Approaches
The Art-Centered Approach
Art Elements: The Building Blocks of Art
Line
Color
Shape and Form
Space
Design
Standards for Visual Art and Aesthetics Curriculum
Teaching Art
Art through Play
An Environment for Visual Art
A Classroom for Art
The Art Area or Studio
The Library
Art Everywhere!
Art Outdoors
Art Supplies
A Schedule for Art
Your Role in Teaching Art
Accept and Appreciate Children’s Art
Encourage Children as Artists
Talk with Children about Their Art
Help Families Understand Their Children’s Art
Nurture Art Appreciation and Skill in Yourself
Art Activities
Drawing
Observational (Life) Drawing
Ink and Watercolor Wash
Painting
Easel Painting
Fingerpainting
Palette Painting
Watercolor Painting
Printmaking
Collage and Construction
Recycled Collage and Construction
Tissue Paper Collage
Modeling and Sculpting
A Few Cautions
About Craft, Coloring Books, and Pattern Art
The Use of Foods in Art Activities
Aesthetic Appreciation Activities: Understanding the Nature of Art
Talking to Children about Fine Art
Planning Art Curriculum
Writing Art Plans
Art Curriculum in a Weekly Plan
Art in an Integrated Study
Art for All Children
Children with Special Needs
Two-Year-Olds
Children in the Primary Grades
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Create a Resource
Bibliography
chapter eleven MUSIC CURRICULUM: Creating with Heart and Voice
Learning Outcomes
Why Music?
Development and Music
What Is Music Curriculum in Early Childhood?
Music Elements
Rhythm
Tone
Form
Musical Skills: The Processes of a Musician
Singing
Playing Instruments
Composing and Improvising
Listening and Appreciating
Performing
Music Curriculum
Preschool Music Standards
National PreK–12 Music Standards
Teaching Music
Music through Play
An Environment for Music
A Classroom That Inspires Music
Music Everywhere!
A Music Area?
The Library
Music Outdoors
Equipment and Materials
A Sound System and Recorded Music
Instruments for Teachers
Instruments for Children
A Schedule for Music
Circle Time
Music for Routines and Transitions
Your Role in Teaching Music
Sing!
Be Enthusiastic!
Be Spontaneous!
Accept and Embrace Musical Diversity
Make Good Choices
Music Activities: Singing and Beyond
Singing Activities
Instrument Activities
Listening Activities
Moving to Music
Planning Music Curriculum
Writing Music Plans
Music in a Weekly Plan
Music in an Integrated Curriculum
Music for All Children
Children with Special Needs
Two-Year-Olds
Singing
Moving to Music
Playing instruments
Including Families
Children in the Primary Grades
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Create a Resource
Bibliography
chapter twelve CREATIVE MOVEMENT CURRICULUM: Creating with Body and Mind
Learning Outcomes
Why Creative Movement?
Development and Creative Movement
What Is Creative Movement Curriculum in Early Childhood?
A Framework for Creative Movement
Locomotor Movement
Non locomotor Movement
Elements of Movement
Space
Time
Force
Body
Standards for Creative Movement Curriculum
Preschool Creative Movement Standards
National Core Dance Standards
Teaching Creative Movement
Creative Movement through Play
An Environment for Creative Movement
Creative Movement Equipment and Supplies
A Schedule for Creative Movement
Your Role in Teaching Creative Movement
Creative Movement Activities
Movement Songs
Personal and General Space Activities
Guided Movement
Moving to Music
Movement with Others
Movement with Props
Creative Drama
Choreography
Planning Creative Movement Curriculum
Writing Creative Movement Plans
Creative Movement in a Weekly Plan
Creative Movement in an Integrated Study
Creative Movement for All Children
Children with Special Needs
Two-Year-Olds
Children in the Primary Grades
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Create a Resource
Bibliography
PART 5 Inquiry Curriculum
chapter thirteen MATH CURRICULUM: Discovering Patterns and Solving Problems
Learning Outcomes
Why Math?
Understanding Math Development
What Is Math Curriculum in Early Childhood?
Math Processes
Problem Solving
Reasoning
Communicating
Connecting
Representing
Math Content
The Foundational Concepts: Matching, Sorting and Classifying, and Ordering and Seriation
Sorting and Classifying
Ordering and Seriation
Number and Operations
Number—Not Just Counting
Operations
Patterns
Measurement
Geometry and Spatial Sense
Data Analysis and Probability
Standards for Math Curriculum
Teaching Math
Math Learning through Play
An Environment for Math Learning
A Math Center
The Unit Block Area
Math Everywhere
A Schedule for Math Learning
Your Role in Teaching Math
Math Anxiety and You
Math Activities
Math Manipulatives
Games/Workjobs
Graphing and Charting
Cooking
Riddles and Clues
Fingerplays and Songs
Books
Art
Planning Math Curriculum
Writing Plans for Math
Math in a Weekly Plan
Math in an Integrated Study
Math for All Children
Children with Special Needs
Two-Year-Olds
Children in the Primary Grades
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Create a Resource
Bibliography
chapter fourteen SCIENCE CURRICULUM: Discovering the Natural World
Learning Outcomes
Why Science?
Development and Science
What Is Science Curriculum in Early Childhood?
Life Science
Physical Science
Earth Science
Standards for Science Curriculum
Teaching Science
Science through Play
An Environment for Science
The Discovery Center
The Outdoor Environment
Science Everywhere
A Schedule for Science Learning
Your Role in Teaching Science
Science Activities
Exploring and Observing
Comparing and Classifying
Questioning, Hypothesizing, and Investigating Theories
Recording and Organizing Data
Art
Graphing
Charting
Journaling
Planning Science
Using Science as the Core of an Integrated Study
Writing Activity Plans for Science
Science in a Weekly Plan
Science for All Children
Children with Special Needs
Two-Year-Olds
Children in the Primary Grades
Final Thoughts
What to Do Next
Read
Investigate
Explore and Experience
Create a Resource
Bibliography
chapter fifteen SOCIAL STUDIES CURRICULUM: Discovering the Social World
Learning Outcomes
Why Social Studies?
Understanding Development and Social Studies
What Is Social Studies Curriculum in Early Childhood?
Approaches to Early Childhood Social Studies
Holidays
Culture
Expanding Horizons
Social and Political Issues
The Bank Street Approach
“Who Am I?” Questions
Place-Based Education
Standards for Social Studies Curriculum
Teaching Social Studies
Social Studies Learning through Play
An Environment for Social Studies
The Dramatic Play Area
The Block Area
Social Studies Everywhere
A Schedule for Social Studies
Your Role in Teaching Social Studies
Social Studies Activities
Learning Trips
Maps
Resource Visitors
Scaffolded Block Building and Dramatic Play
Planning Social Studies Curriculum
Using Social Studies as the Core of an Integrated Study
Writing Activity Plans for Social Studies
Social Studies in a Weekly Plan
Social Studies for All Children
Children with Special Needs
Two-Year-Olds
Children in the Primary Grades
Final Thoughts
What to Do Next
Read
Investigate websites
Explore and Experience
Create a Resource
Bibliography
Appendix A Planning Forms
Simple Lesson Plan Format
Detailed Lesson Plan Format
Weekly Plan—(study title)
Plan for a Study of
Index
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