Introduction to Curriculum for Early Childhood Education

by Paris, Beeve and Springer

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Welcome to learning about how to effectively plan curriculum for young children.

Description from LibreTexts.

Publisher
College of the Canyons
Subjects
Social Sciences, Early Childhood Education
Licence
CC BY, 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. Further Acknowledgements
  6. Licensing
  7. Preface
  8. Section I: Understanding How Children Learn
  9. 1: Foundations in Early Childhood Curriculum- Connecting Theory and Practice
  10. 1.1: How Young Children Learn - What Science Reveals
  11. 1.2: Theoretical Foundations
  12. 1.3: Interaction and Conversation as Curriculum
  13. 1.4: Incorporating 21st Century Technology in the Early Childhood Education
  14. 2: The Importance of Play and Intentional Teaching
  15. 2.1: Introduction
  16. 2.2: Why Play?
  17. 2.3: Types of Play
  18. 2.4: The Role of Play in Children’s Learning and Development
  19. 2.5: Role of the Teacher - Being Intentional with Children
  20. 2.6: Developmentally Appropriate Practice
  21. Section II: Developing Curriculum to Support Children’s Learning
  22. 3: The Cycle of Curriculum Planning
  23. 3.1: Planning Happens in a Cycle
  24. 3.2: Partnering with Families in Curriculum Planning
  25. 3.3: How It’s All Connected
  26. 3.4: Conclusion
  27. 4: Developing Curriculum for a Play Centered Approach
  28. 4.1: Curriculum Models
  29. 4.2: The Dynamic Process
  30. 4.3: Contexts for Written Plans
  31. 4.4: Learning Experience Implementation Plan Sample
  32. 4.5: Creating Effective Curriculum
  33. Section III: Setting the Stage for Children’s Learning
  34. 5: Setting the Stage for Play- Environments
  35. 5.1: Creating an Environment for Social and Emotional Learning
  36. 5.2: Analyzing the Environment
  37. 5.3: Connecting Theories to Environments
  38. 5.4: Curriculum Occurs Throughout the Day
  39. 5.5: Play Spaces as Curriculum
  40. 5.6: Environmental Design
  41. 5.7: Creating Environments for Infants and Toddlers
  42. 5.8: Temporal Environment - The Daily Schedule
  43. 6: Guiding Behavior and Managing the Classroom
  44. 6.1: The Teacher’s Role - Build and Maintain Positive Relationships with Children
  45. 6.2: Factors that Influence Behavior
  46. 6.3: Redirecting Behavior
  47. 6.4: Addressing Challenging Behavior
  48. 6.5: Moving from Praise to Acknowledgment - Providing Children with Authentic Support
  49. Section IV: Planning for Children’s Learning
  50. Introduction to Planning for Preschoolers
  51. 7: Social and Emotional Development
  52. 7.1: Introduction
  53. 7.2: Guiding Principles for Supporting Social and Emotional Development
  54. 7.3: Environmental Factors in Supporting Social and Emotional Development
  55. 7.4: Introducing to the Foundations
  56. 7.5: Social Interaction
  57. 8: Language and Literacy
  58. 8.1: Introduction
  59. 8.2: Guiding Principles for Supporting Language and Literacy
  60. 8.3: Environmental Factors in Supporting Language and Literacy
  61. 8.4: Introducing the Foundations
  62. 8.5: Conclusion
  63. 9: Mathematics
  64. 9.1: Introduction
  65. 9.2: Environmental Factors in Supporting Math
  66. 9.3: Introducing the Foundations
  67. 9.4: Engaging Families
  68. 9.5: Conclusion
  69. 9.6: Guiding Principles for Supporting Math
  70. 10: Science
  71. 10.1: Introduction
  72. 10.2: Guiding Principles for Supporting Science
  73. 10.3: Environmental Factors in Supporting Science
  74. 10.4: Introducing the Foundations
  75. 10.5: Engaging Families
  76. 10.6: Conclusion
  77. 11: Creative Arts
  78. 11.1: Introduction
  79. 11.2: Supporting Children’s Learning
  80. 11.3: Guiding Principles
  81. 11.4: Environments and Materials
  82. 11.5: Supporting the Visual Arts
  83. 11.6: Supporting Music
  84. 11.7: Supporting Drama
  85. 11.8: Supporting Dance
  86. 11.9: Engaging Families
  87. 11.10: Conclusion
  88. 12: History and Social Science
  89. 12.1: Introduction
  90. 12.2: Guiding Principles for Supporting History and Social Science
  91. 12.3: Environmental Factors in Supporting History and Social Sciences
  92. 12.4: Introducing to the Foundations
  93. 12.5: Conclusion
  94. 13: Physical Development
  95. 13.1: Introduction
  96. 13.2: Guiding Principles of Supporting Children’s Physical Development
  97. 13.3: Environmental Factors in Supporting Children’s Physical Development
  98. 13.4: Introducing the Foundations
  99. 13.5: Supporting Fundamental Movement Skills
  100. 13.6: Supporting Perceptual-Motor Skills and Movement Concepts
  101. 13.7: Supporting Activity Physical Play
  102. 13.8: Conclusion
  103. 13.9: Engaging Families
  104. 14: Health and Safety
  105. 14.1: Guiding Principles in Supporting Children’s Health, Safety, and Nutrition
  106. 14.2: Environmental Factors in Supporting Children’s Health, Safety, and Nutrition
  107. 14.3: Introducing the Foundations
  108. 14.4: Conclusion
  109. 14.5: Continuing the Cycle
  110. Introduction to Planning for Other Ages
  111. 15: What Curriculum Looks Like for Infants and Toddlers
  112. 15.1: What Infants and Toddlers are Like
  113. 15.2: Introduction
  114. 15.3: Overarching Principles of Planning Curriculum for Infants and Toddlers
  115. 15.4: Program Features That Support Effective Infant and Toddler Curriculum
  116. 15.5: The Infant and Toddler Learning Process - The Starting Point
  117. 15.6: Infant and Toddler Development and Its Facilitation
  118. 15.7: Curriculum Planning
  119. 15.8: Developmentally Appropriate Planning for Infants and Toddlers - The Infant and Toddler Learning and Development Foundations
  120. 16: What Curriculum Looks Like for School-Age Children
  121. 16.1: Introduction
  122. 16.2: Introducing the Framework
  123. 16.3: Pedagogy
  124. 16.4: Principles
  125. 16.5: Practice
  126. 16.6: A Closer Look at the Outcomes
  127. 16.7: The Planning Cycle
  128. 16.8: Conclusion
  129. Section V: Making Children’s Learning Visible
  130. 17: Documentation and Assessment
  131. 17.1: Documentation
  132. 17.2: Assessment
  133. 17.3: Conclusion
  134. 17.4: Working with Families
  135. Appendices
  136. 18: Appendix A – Blank Planning Form
  137. 19: Appendix B – Sample Classrooms
  138. 20: Appendix C – Developmental Milestones
  139. 21: Appendix D – Developmental Sequences of Fundamental Movement Skills
  140. 22: Appendix E – Inventory of Practice for Promoting Children’s Social-Emotional Competence
  141. Back Matter
  142. Index
  143. Index
  144. Index
  145. Glossary
  146. Detailed Licensing