Social Studies, Art, Music, and Movement

by Vicki Tanck

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This textbook covers social studies, art, music, and movement in early childhood education. It includes chapters on play-based learning, environments, learning experiences, and interdisciplinary activities.

Description from LibreTexts.

Publisher
Northeast Wisconsin Technical College
Subjects
Social Sciences
Licence
CC BY 4.0, as LibreTexts states it
Who can read
Teens profiles and older, judged from its title and subjects

Contents

LibreTexts writes equations in TeX, and here they show as TeX; the PDF has them typeset.

  1. Front Matter
  2. TitlePage
  3. InfoPage
  4. Table of Contents
  5. Licensing
  6. 1: Social Studies, Art, Music, and Movement Throughout the Day
  7. 1.1: The Importance of Integrating SSAMM Throughout the Day
  8. 1.2: Schedules, Routines, and Transitions
  9. 1.3: Incorporating Social Studies into Daily Routines
  10. 1.4: Incorporating Art into Daily Routines
  11. 1.5: Incorporating Music into Daily Routines
  12. 1.6: Incorporating Movement into Daily Routines
  13. 1.7: Incorporating SSAMM into Everyday Interactions
  14. 1.8: Incorporating SSAMM into Transition Activities
  15. 1.9: Transitions for Storytime
  16. 2: SSAMM and Play-Based Learning
  17. 2.1: Promoting Child Development Through Hands-On Activities
  18. 2.2: The Importantance of Play and the Teacher's Role
  19. 2.3: SSAMM Play Fosters Development in All Domains
  20. 2.4: SSAMM Curriculum Planning and Assessment Using Observational Skill
  21. 2.5: SSAMM Play Across All Ages
  22. 2.6: Social Studies Play in Early Childhood
  23. 2.7: Art Play in Early Childhood
  24. 2.8: Music Play in Early Childhood
  25. 2.9: Movement Play in Early Childhood
  26. 3: Setting the Stage for Play -- Environments for SSAMM
  27. 3.1: The Role of the Classroom Environment in Supporting Children's Physical Development
  28. 3.2: How the Environment Supports Social Emotional Development
  29. 3.3: The Role of the Classroom Environment in Supporting Children's Language Development
  30. 3.4: How the Environment Supports Development in Approaches to Learning
  31. 3.5: How the Classroom Environment Supports Cognitive Development
  32. 4: Social Studies Learning Experiences
  33. 4.1: National Council of Social Studies Framework
  34. 4.2: Relevant, Meaningful, and Appropriately Challenging Learning Experiences
  35. 4.3: Developmentally, Culturally, and Linguistically Appropriate Learning Experiences
  36. 4.4: Incorporate Effective Transitions into Social Studies Learning Experiences
  37. 4.5: Incorporate the WMELS Framework
  38. 4.6: Reflect the Teaching Cycle
  39. 5: Art Learning Experiences
  40. 5.1: Creating Relevant, Meaningful, and Appropriately Challenging Art Learning Experiences
  41. 5.2: Creating Developmentally, Culturally, and Linguistically Appropriate Art Learning Experiences
  42. 5.3: Effective Transitions for Art Experiences
  43. 5.4: Incorporating the WMELS Framework into Art Learning Experiences
  44. 5.5: Planning Art Experiences Using the WMELS Teaching Cycle
  45. 6: Music and Movement Learning Experiences
  46. 6.1: Relevant, Meaningful, and Appropriately Challenging Music and Movement Experiences
  47. 6.2: Developmentally, Culturally, and Linguistically Appropriate Music and Movement Experiences
  48. 6.3: Effective Music Transitions
  49. 6.4: Music Experiences and the WMELS Framework
  50. 6.5: Planning Music Experiences Using the Teaching Cycle
  51. 7: Interdisciplinary Unit for SSAMM
  52. 7.1: Sequential Learning Experiences
  53. 7.2: Address All Developmental Domains
  54. 7.3: Experiences from social studies, art, movement, and music
  55. 7.4: Requirements for Learning
  56. Back Matter
  57. Index
  58. Glossary
  59. Detailed Licensing
  60. Detailed Licensing