Introduction
I. Chapter 1 Foundations in Early Childhood Curriculum-Connecting Theory in Practice
1. : Introducing the Framework
2. : Conclusion
3. : Introducing the Foundations
4. : Introduction
5. : Introducing the Foundation
6. : Engaging Families
7. : Conclusion
8. : Introducing the Foundation
9. : Conclusion
10. : Conclusion
11. : Introducing the Foundations
12. : Conclusion
13. : Engaging Families
14. : Documentation
15. : Assessment
16. : Conclusion
17. Index
18. Glossary
19. Detailed Licensing
II. Chapter 1: Foundations in Early Childhood Curriculum
1.1 How Young Children Learn-What Science Reveals (finished)
1.2 Theoretical Foundations (finished)
1.3 Interaction and Conversation as Curriculum (finished)
1.4 Incorporating 21st Century Technology in the Early Childhood Classroom
III. Chapter 2: Developing a Curriculum for a Play Centered Approach
20. 2.1 Curriculum Models
2.2: The Dynamic Process
2.3 Context for Written Plans
2.5 Creating Effective Curriculum
IV. 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 Learnig and Development Foundations
V. 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- Infant and Toddlers
4.4 Overarching Principles of Planning Curriculum for Infants and Toddlers
4.5 Program Features That Support Effective Infant and Toddler Care
4.7 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 Families
4.17 Conclusion
VI. 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
5.5 Play Spaces as Curriculum
5.6 Environmental Design
5.7 Creating Environments for Infants and Toddlers
5.8 Temporal Environments
VII. 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
VIII. Chapter 7: Mathematics
7.1 Mathematics Introduction
7.2 Environmental Factors Supporting Math
7.4 Engaging Families
7.6 Guiding Principles for Supporting Math
IX. Chapter 8: Science
8.2 Guiding Principles for Supporting Science
8.3 Environmental Factors in Supporting Science
X. Chapter 9: History & Social Science
9.1 History and Social Science Introduction
9.3 Environmental Factors in Supporting History and Social Sciences
XI. Chapter 10: Creative Arts
10.1 Creative Arts Introduction
10.2 Supporting Children's Learning
10.4 Environments and Materials
10.5 Supporting the Visual Arts
10.6 Supporting Music
10.7 Supporting Drama and Theater Arts
10.8 Supporting Dance
XII. Chapter 11: Physical Development
11.1 Physical Development Introduction
11.5 Supporting Fundamental Movements
11.6 Supporting Perceptual-Motor Skills and Movement Concepts
11.7 Supporting Physical Play Activity
XIII. Chapter 12: Documentation and Assessment
21. 12.1: Documentation
22. 12.2: Assessment
23. 12.3: Conclusion
24. 12.4: Working with Families
Appendix
Index
Cognitive Theory
1.2: Theoretical Foundations
ACC Introduction to Curriculum for Early Childhood Education (ECE 2621) Copyright © by Erin Jones. All Rights Reserved.
