Foundations in Action: Early Childhood Practicum and Field Experience

by Shoshana Grattidge

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Publisher
Los Angeles Mission College
Subjects
Social Sciences
Licence
CC BY, as LibreTexts states it
Who can read
Teens profiles and older, judged from its title and subjects

Contents

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  1. Front Matter
  2. TitlePage
  3. InfoPage
  4. Table of Contents
  5. Licensing
  6. 1: Theory to Practice
  7. 1.1: Models and Theories of Practice
  8. 1.1.1: The Beginning of Theories and Models of Reflective Practice - John Dewey
  9. 1.1.2: Observation and Documentation - The Key to Intentional Teaching
  10. 1.1.2.1: The Role of Observation
  11. 1.1.2.2: Becoming a Skilled Observer
  12. 1.1.2.3: Observations can be Spontaneous or Planned
  13. 1.1.2.4: Questions you may want to ask yourself as you plan your next observation
  14. 1.1.2.5: The Role of Documentation
  15. 1.1.2.6: Objective versus Subjective Observation Evidence
  16. 1.1.2.7: Recognizing Your Biases
  17. 1.1.2.8: Ethical Guidelines when Observing Children
  18. 1.1.2.9: Observation and Documentation Dos and Don’ts
  19. 1.1.2.10: Conclusion and References
  20. 2: Theories and Program Approaches
  21. 2.1: Theories
  22. 2.2: Program Approaches
  23. 2.3: Not all Preschool Programs are Alike
  24. 2.4: A Look at High-Quality Practices
  25. 2.5: The Teaching Cycle
  26. 2.6: Balance Teacher-Directed and Child-Initiated Experiences
  27. 2.6.1: Developmentally, Culturally, and Linguistically Appropriate Learning Experiences
  28. 2.7: Chapter Attribution, References and Websites
  29. 2.8: The Value of Play
  30. 2.8.1: What is Play?
  31. 2.8.2: Play and Children's Development
  32. 2.8.3: Play in the Early Childhood Classroom
  33. 2.8.4: Chapter Attribution, References and Websites
  34. 3: Professionalism and Ethics
  35. 3.1: The Role of the Teacher in High-Quality Practices
  36. 3.2: The Role and Responsibilities of the Student-Teacher
  37. 3.2.1: Typical Teaching and Non-Teaching Activities in Early Childhood Settings
  38. 3.3: Self-Reflection and Self-Assessment
  39. 3.4: Reflecting on Your Teaching Practices
  40. 3.5: The Disposition, Values, Principles and Ethics of a Reflective Practitioner
  41. 3.5.1: A Reflective Mindset
  42. 3.5.2: Values, Principles and Ethics related to being a Reflective Practitioner
  43. 3.6: Positive Dispositions of Caring, Support, Acceptance, and Fairness
  44. 4: Professionalism as an Early Childhood Educator
  45. 4.1: What are Ethics?
  46. 4.1.1: NAEYC Code of Ethical Conduct
  47. 4.1.1.1: Ethical Responsibilities to Families
  48. 4.1.2: Professionalism in the Workplace
  49. 4.1.2.1: Ethical Use of Technology with Families
  50. 5: What is Curriculum?
  51. 6: Planning Instruction and Designing Learning Experiences
  52. 6.1: How to Plan Effective and Meaningful Curriculum
  53. 6.1.1: Introduction
  54. 6.1.2: What is Curriculum?
  55. 6.1.3: Benefits of Implementing Meaningful Curriculum
  56. 6.1.4: A Teachers Role
  57. 6.1.5: The Curriculum Planning Cycle at a Glance
  58. 6.1.6: A Closer Look at the Curriculum Planning Cycle
  59. 6.1.7: Conclusion
  60. 6.1.8: Age and Individually Appropriate Learning Experiences
  61. 7: The Curriculum Planning Cycle at a Glance
  62. 7.1: A Closer Look at the Curriculum Planning Cycle
  63. 7.2: Benefits of Implementing Meaningful Curriculum
  64. 8: Communities of Practice and the Reflective Process
  65. 8.1: What is a Community of Practice
  66. 8.2: Cultivating a Commitment to being Reflective
  67. 9: Environments for Teaching and Learning
  68. 9.1: Learning Environments
  69. 9.1.1: Measuring Quality with Environmental Rating Scales
  70. 9.1.2: Indoor Learning Environments
  71. 9.1.3: Outdoor Learning Environments
  72. 10: Physical Environment
  73. 11: Classroom Management
  74. 11.1: Developmentally Appropriate Expecations
  75. 11.1.1: Developmentally Appropriate Practices
  76. 11.2: Routines
  77. 11.2.1: The Importance of Schedules and Routines
  78. 11.2.2: Consistent Routines
  79. 11.2.3: Starting and Ending the Day
  80. 11.2.4: Classroom Jobs
  81. 11.3: Positive Guidance Strategies
  82. 11.3.1: Factors Influencing Behavior
  83. 11.3.2: Redirecting Behavior
  84. 11.3.3: Providing Specific and Authentic Support
  85. 11.3.4: Addressing Challenging Behavior
  86. 11.3.5: Spaces for Emotional Regulation
  87. 12: Family Engagement
  88. 12.1: Using Documentation and Assessment to Communicate with Families
  89. 12.1.1: Introduction
  90. 12.1.2: Documentation Boards - Not Just for Displaying Art
  91. 12.1.3: Assessing Children’s Development
  92. 12.1.4: Family Conferences
  93. 12.2: Documentation Boards - Not Just for Displaying Art
  94. 12.3: The Role of Relationships
  95. 12.3.1: Building and Maintaining Positive Relationships with Families
  96. 12.3.1.1: Respecting Families
  97. 12.3.1.2: Family Conferences
  98. 12.4: Communicating with Families about Challenging Behaviors
  99. 12.5: Parent Engagement
  100. 13: Developing as a Professional Educator
  101. 13.1: Career Goals
  102. 13.2: Educator Development and Professional Development
  103. 13.3: Professional Development Plan
  104. 13.4: Teaching Statements
  105. 13.5: Creating a Resume
  106. 13.6: Professionalism in the Workplace
  107. 13.6.1: Reflecting on Your Teaching Practices
  108. 13.7: Professional Practice and the Critical Reflective Process
  109. 13.7.1: The Critical Reflective Process
  110. 13.7.2: Thinking with a Pedagogical Friend or Collaborative Group
  111. 14: Advocacy- Embracing the Work You are Already Doing and Taking it Further
  112. 14.1: Advocacy for High Quality Early Education
  113. Back Matter
  114. Index
  115. Glossary
  116. Detailed Licensing