Introduction
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I. Chapter 1: Foundations in Early Childhood Curriculum: Connecting Theory to Practice
1.1: How Young Children Learn: What Science Reveals
1.2: Theoretical Foundations
1.3: Interaction and Conversation as Curriculum
1.4: Incorporating 21st Century Technology in the Early Childhood Classroom
II. Chapter 2: Developing a Curriculum for a Play-Centered Approach
2.1: Curriculum Models
2.2: The Dynamic Process
2.3: Context for Written Plans
2.4: Learning Experience Implementation Sample
2.5: Creating an Effective Curriculum
III. Chapter 3: The Importance of Play and Intentional Teaching
3.1: Introduction
3.2: Why Play?
3.3: Types of Play
3.4: The Role of Play in Children's Learning and Development
3.5: Role of the Teacher: Being Intentional with Children
3.6: Developmentally Appropriate Practices
3.6.1: Developmentally Appropriate Planning for Infants and Toddlers: The Infant and Toddler Learning and Development Foundations
3.7: Introducing the Framework
IV. Chapter 4: The Cycle of Curriculum Planning
4.1: Planning Happens in a Cycle
4.2: What Infant and Toddlers are Like
4.3: Introduction: Infants and Toddlers
4.4: Overarching Principles of Planning Curriculum for Infants and Toddlers
4.5: Program Features That Support Effective Infant and Toddler Care
4.6: The Infant and Toddler Learning Process: The Starting Point
4.7: Infant and Toddler Development and Its Facilitation
4.8: Infant and Toddler Curricular Planning
4.9: Introduction: School Age
4.9.1: Meet School-Aged Children
4.9.1.1: School Age: Introducing the Framework
4.10: Pedagogy
4.11: Principles
4.12: Practice
4.13: A Closer Look at the Outcomes
4.14: School Age: The Planning Cycle
4.15: Partnering with Caregivers
4.16: How It's All Connected
4.17: Conclusion
V. Chapter 5: Setting the Stage for Play Environments
5.1: Creating an Environment for Social and Emotional Learning
5.2: Analyzing the Environment
5.3: Connecting Theories to Environments
5.4: Curriculum Occurs Throughout the Day
5.5: Play Spaces as Curriculum
5.6: Environmental Design
5.7: Creating Environments for Infants and Toddlers
5.8: Temporal Environments
VI. Chapter 6: Language and Literacy
6.1: Language and Literacy Introduction
6.2: Guiding Principles for Supporting Language and Literacy
6.3: Environmental Factors in Supporting Language and Literacy
6.4: Understanding the Foundation
6.5: Conclusion
VII. Chapter 7: Mathematics
7.1: Mathematics Introduction
7.2: Environmental Factors Supporting Math
7.3: Understanding the Foundation
7.4: Engaging Caregivers
7.5: Guiding Principles for Supporting Math
7.6: Conclusion
VIII. Chapter 8: Science
8.1: Introduction
8.2: Guiding Principles for Supporting Science
8.3: Environmental Factors in Supporting Science
8.4: Understanding the Foundation
8.5: Engaging Caregivers
8.6: Conclusion
IX. Chapter 9: History and Social Science
9.1: History and Social Science Introduction
9.2: Guiding Principles for Supporting History and Social Science
9.3: Environmental Factors in Supporting History and Social Sciences
9.4: Understanding the Foundation
9.5: Conclusion
X. Chapter 10: Creative Arts
10.1: Creative Arts Introduction
10.2: Guiding Principles for Supporting Creative Arts
10.3: Environments and Materials
10.4: Supporting the Visual Arts
10.5: Supporting Music
10.6: Supporting Drama and Theater Arts
10.7: Supporting Dance
10.8: Engaging Caregivers
10.9: Conclusion
XI. Chapter 11: Physical Development
11.1: Physical Development Introduction
11.2: Guiding Principles of Supporting Children's Physical Development
11.3: Environmental Factors in Supporting Physical Development
11.4: Supporting Fundamental Movements
11.5: Supporting Perceptual-Motor Skills and Movement Concepts
11.6: Supporting Physical Play Activity
11.7: Engaging Caregivers
11.8: Conclusion
XII. Chapter 12: Documentation and Assessment
12.1: Documentation
12.2: Assessment
12.3: Working with Caregivers
12.4: Conclusion
Detailed Licensing (this is not done)
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Introduction to Curriculum for Early Childhood Education Copyright © by Erin Jones, EdS, ECSE, MBA. All Rights Reserved.
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