Verfügbarkeit: The HighScope preschool curriculum | Technische Universität München

The HighScope preschool curriculum: [1] The HighScope preschool curriculum

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Bibliographische Detailangaben
Beteiligte Personen:	Epstein, Ann S. (VerfasserIn), Hohmann, Mary (VerfasserIn)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	Ypsilanti, Mich. HighScope Press 2012
Schlagwörter:	Vorschulerziehung Curriculum USA
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025857892&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Umfang:	XVI, 432 S. Ill.
ISBN:	9781573796507

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Datensatz im Suchindex

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adam_text	CONTENTS FOREWORD XI ACKNOWLEDGMENTS XV INTRODUCTION: THEHIGHSCOPEAPPROACH TO PRESCHOOL EDUCATION 1 ORIGINOFTHEHIGHSCOPEPRESCHOOL CURRICULUM 2 THECENTRALPRINCIPLESOFTHEHIGHSCOPE PRESCHOOLCURRICULUM 3 ACTIVEPARTICIPATORY LEARNING 4 ADULT-CHILDINTERACTION 5 LEARNINGENVIRONMENT 5 DAILYROUTINE 5 ASSESSMENT 6 EVIDENCEOFEFFECTIVENESS 7 FINDINGSOFTHEHIGHSCOPE PERRYPRESCHOOL STUDY 7 FINDINGSOFTHEHIGHSCOPE PRESCHOOL CURRICULUMCOMPARISON STUDY 8 FINDINGSOFTHEHIGHSCOPE TRAININGOF TRAINERSEVALUATION 9 FINDINGSFROMINDEPENDENT INVESTIGATORS 10 WHYTHEHIGHSCOPE PRESCHOOL CURRICULUM WORKS 11 CHAPTER 1.ACTIVEPARTICIPATORY LEARNING: THE WAYCHILDREN CONSTRUCT KNOWLEDGE 13 HUMANDEVELOPMENT ASAFRAMEWORKFOR EDUCATION 14 LEARNINGASDEVELOPMENTAL CHANGE 14 ACTIVEPARTICIPATORY LEARNING - ACOMPLEX PROCESS 16 ADULTSASSUPPORTERS OFACTIVELEARNERS 20 KEYDEVELOPMENTAL INDICATORS - AFRAMEWORK FORUNDERSTANDINGACTIVE LEARNING 25 WHATHAPPENS INANACTIVELEARNING SETTING 26 WHATCHILDREN DOINTHEACTIVELEARNING SETTING 26 WHATADULTSDOINTHEACTIVELEARNING SETTING 37 HOWADULTSANDCHILDREN INTERACTINTHE ACTIVELEARNING SETTING 46 THEEFFECTSOFACTIVELEARNING 48 THEPRACTICALINGREDIENTS OFACTIVELEARNING 51 USINGTHEINGREDIENTS OFACTIVEPARTICIPATORY LEARNING 51 ACTIVEPARTICIPATORY LEARNING: THE FOUNDATION OFTHEHIGHSCOPE CURRICULUM 53 CHAPTER 2.ADULT-CHILDINTERACTION: ESTABLISHING ASUPPORTIVE CLIMATE 55 UNDERSTANDING SUPPORTIVE CLIMATES 56 THECHILD SSENSE OFSELF:DEVELOPMENT THROUGH INTERACTION 56 BUILDINGBLOCKSOFHUMAN RELATIONSHIPS 58 WHOISINCONTROL?CONTRASTING SOCIAL CLIMATESFARCHILDREN 62 THEEFFECTSOFASUPPORTIVE CLIMATE 65 STRATEGIESFORCREATINGSUPPORTIVE CLIMATES:SIX KEYELEMENTS 67 SHARINGOFCONTROLBETWEEN ADULTSAND CHILDREN 68 FOCUSING ONCHILDREN S STRENGTHS 70 FORMINGAUTHENTIC RELATIONSHIPS WITH CHILDREN 72 MAKINGACOMMITMENT TOSUPPORTING CHILDREN S PLAY 75 USINGENCOURAGEMENT INSTEAD OFPRAISE 78 ADOPTING APROBLEM-SOLVING APPROACH TO SOCIALCONFLICT 79 USINGTHEELEMENTS OFSUPPORT: MOVING AGROUP OFCHILDREN FROMPLACE TO PLACE GUIDED BYTHEKEYELEMENTS OF SUPPORT 83 HOWTHEELEMENTS OFSUPPORT RELATETOTHE RESTOFTHECURRICULUM 86 HOWTHEELEMENTS OFSUPPORT RELATETO PROGRAM QUALITY 86 CHAPTER 3.INVOLVING FAMILIES INACTIVE LEARNING SETTINGS 91 THEBENEFITSOFFAMILYINVOLVEMENT 92 THEHIGHSCOPEFRAMEWORK FORFAMILY INVOLVEMENT 94 FAMILYASAFRAMEFORUNDERSTANDING CHILDREN 95 ACTIVELEARNING INSUPPORT OFFAMILY INVOLVEMENT 96 ASUPPORTIVE CLIMATEFORFAMILY INVOLVEMENT 100 THEEFFECTSOFVALUING FAMILIES 102 STRATEGIESFORSUPPORTING FAMILYINVOLVEMENT: FOURKEYELEMENTS 103 KNOWING YOURSELF, ANDYOURFAMILY SROOTS, BELIEFS,AND ATTITUDES 103 LEARNINGFROMCHILDREN ANDFAMILIESABOUT THEIRSTYLESANDTRADITIONS 104 CREATINGPOSITIVE RELATIONSHIPS BETWEEN YOURSELF AND OTHERS 110 ANTICIPATING EXCELLENCE FROMEACH CHILD 113 USINGTHEELEMENTS OFFAMILYSUPPORT: TWO EXAMPLES 114 THEELEMENTS OFFAMILYSUPPORT AND THEREST OFTHECURRICULUM 116 CHAPTER 4.WORKING INTEAMS:ADULT COLLABORATION TOPROMOTE ACTIVE LEARNING 119 UNDERSTANDING TEAMWORK 120 TEAMWORK: ANINTERACTIVE PROCESS 120 THEEFFECTSOFTEAMWORK 122 FORMING THETEAM 123 STRATEGIESFORDAILYTEAMWORK:FIVEKEY ELEMENTS 125 ESTABLISHING SUPPORTIVE RELATIONSHIPS AMONG ADULTS 126 GATHERING ACCURATE INFORMATION ABOUT CHILDREN 129 MAKINGGROUP DECISIONS ABOUT CHILDREN: INTERPRETING OBSERVATIONS AND PLANNING WHATTODONEXT 131 PLANNING LESSONS: USINGTHEELEMENTS OFTHE CURRICULUM TOPLAN THEPROGRAM DAY 134 MAKINGGROUP DECISIONS ABOUT TEAMWORK 138 USINGTHEELEMENTS OFDAILYTEAMWORK: INVOLVING ANEW TEAMMEMBER 142 STAFFSUPPORT AND SUPERVISION 143 LOOKINGAHEAD: THERELATIONSHIP OFADULT TEAMWORK TOTHERESTOFTHEHIGHSCOPE CURRICULUM 148 CHAPTER 5.CHILDAND PROGRAM ASSESSMENT 151 CHILDASSESSMENT 153 AUTHENTIC ASSESSMENT OFCHILDREN 153 THEPRESCHOOL CHILDOBSERVATION RECORD (COR) 155 PROGRAMASSESSMENT 160 VALIDPROGRAM QUALITYASSESSMENT 160 THEPRESCHOOL PROGRAM QUALITYASSESSMENT (PQA) 162 CHAPTER 6.THELEARNING ENVIRONMENT: ARRANGING ANDEQUIPPING SPACESFORACTIVE LEARNERS 171 IDEASTHATSHAPESETTINGSFORACTIVE LEARNING 172 ENVIRONMENTS FORCHILDREN ANDTHEACTIVE LEARNING INGREDIENTS 172 GENERAL GUIDELINES FORORGANIZING SPACE AND MATERIALS 174 MODIFYINGTHELEARNING ENVIRONMENT TO ACCOMMODATE CHILDREN WITHSPECIAL NEEDS 187 THEEFFECTSOFARRANGING ANDEQUIPPING SPACE ACCORDING TOHIGHSCOPE GUIDELINES 190 STRATEGIESFORARRANGINGACTIVELEARNING SETTINGS 190 ARRANGINGAND EQUIPPING SPECIFICINTEREST AREAS 190 THERELATIONSHIPOFARRANGING AND EQUIPPING SPACE TOTHERESTOFTHE CURRICULUM 221 CHAPTER 7.THEHIGHSCOPE DAILYROUTINE: AFRAMEWORK FORACTIVELEARNING 223 UNDERSTANDING THEDAILYROUTINE 224 THEDAILYROUTINE SUPPORTS CHILD INITIATIVE 224 THEDAILYROUTINE PROVIDES ASOCIAL FRAMEWORK 225 THEDAILYROUTINE PROVIDES AFLEXIBLE STRUCTURE 227 THEDAILYROUTINE SUPPORTS CURRICULUM VALUES 227 GENERALGUIDELINESFORORGANIZINGADAILY ROUTINE 228 AVARIETYOFACTIVELEARNING PERIODS PROVIDES CHILDREN WITHARANGE OF EXPERIENCES ANDINTERACTIONS 228 ACTIVELEARNING PERIODS OCCUR INA REASONABLE, PREDICTABLE SEQUENCE THATMEETSTHEPARTICULAR NEEDS OFTHE SETTING 236 EXPERIENCES TAKEPLACE INANAPPROPRIATE PHYSICALSETTING 239 EACHPERIOD INVOLVESCHILDREN INACTIVE LEARNING EXPERIENCES WITHIN ASUPPORTIVE CLIMATE 239 THEDAILYROUTINE PROVIDES ARANGE OF LEARNING EXPERIENCES 240 THEDAILYROUTINE FLOWSSMOOTHLY FROMONE INTERESTING EXPERIENCE TOTHENEXT 241 CHAPTER 8.THEHIGHSCOPE PLAN-DO-REVIEW PROCESS 243 UNDERSTANDING PLANNINGTIME 244 WHATISPLANNING? 245 WHYISPLANNING IMPORTANT? 249 WHATCHILDREN DOASTHEYPLAN 251 HOWADULTSSUPPORTCHILDREN SPLANNING 258 ADULTSPLANWITHCHILDREN INANINTIMATE SETTING 259 ADULTSPROVIDE MATERIALSANDEXPERIENCES TOMAINTAINCHILDREN S INTEREST ATPLANNING TIME 260 ADULTSCONVERSE WITHINDIVIDUAL CHILDREN ABOUT THEIRPLANS 261 ADULTSANTICIPATE CHANGES INCHILDREN S PLANNING OVERTIME 271 CONTENTS IX UNDERSTANDING WORKTIME 275 WHATISWORK TIMEANDWHY ISIT IMPORTANT? 275 WHATCHILDREN DOATWORK TIME 278 HOWADULTSSUPPORT CHILDRENATWORKTIME 282 ADULTSSCANTHEINTEREST AREASTOFINDOUT WHAT CHILDREN AREDOING 282 ADULTSCHOOSE CHILDREN TOOBSERVE, GAIN CHILDREN S PERSPECTIVES, ANDFORMON-THE- SPOTINTERACTION PLANS 285 ADULTSOFFERCHILDREN COMFORT AND CONTACT 286 ADULTSPARTICIPATE INCHILDREN S PLAY 289 ADULTSCONVERSE WITHCHILDREN 293 ADULTSENCOURAGE CHILDREN S PROBLEM SOLVING 300 ADULTSBRINGWORK TIMETOANEND 304 UNDERSTANDING RECALLTIME 307 WHATISRECALLANDWHY ISITIMPORTANT? 307 WHATCHILDREN DOASTHEYRECALL 310 HOWADULTSSUPPORT CHILDRENATRECALL TIME 313 ADULTSRECALLWITHCHILDREN INACALM,COZY SETTING 315 ADULTSPROVIDE MATERIALSANDEXPERIENCES TOMAINTAIN CHILDREN S INTERESTATRECALL TIME 316 ADULTSCONVERSE WITHCHILDREN ABOUT THEIR WORK-TIME EXPERIENCES 316 ADULTSANTICIPATE CHANGES INTHEWAY CHILDREN RECALLOVERTIME 322 CHAPTER 9.GROUP TIMES,OUTSIDE TIMES, TRANSITIONS 325 SPECIALFEATURESOFGROUPTIMES 326 SCAFFOLDINGCHILDREN SLEARNINGATGROUP TIMES 327 UNDERSTANDING SMALL-GROUPTIME 328 WHATISSMALL-GROUP TIME? 331 WHYISSMALL-GROUP TIMEIMPORTANT? 333 WHERE SMALLGROUPS MEET 338 WHATCHILDREN DOATSMALL-GROUP TIME 338 HOWADULTSSUPPORT CHILDRENATSMALL-GROUP TIME 341 ADULTSPREPARE FORSMALLGROUPS BEFORE CHILDREN ARRIVE 341 ADULTSSETSMALLGROUPS INMOTION: THE BEGINNING 341 ADULTSSCAFFOLDCHILDREN S IDEAS ANDUSE OF MATERIALS:THEMIDDLE 342 ADULTSBRINGSMALL-GROUP TIMETOADOSE: THEEND 345 UNDERSTANDING LARGE-GROUPTIME 353 WHATISLARGE-GROUP TIME? 353 WHYISLARGE-GROUP TIMEIMPORTANT? 357 WHERE LARGEGROUPS MEET 360 WHATCHILDREN DOATLARGE-GROUP TIME 360 HOWADULTSSUPPORT CHILDRENATLARGE-GROUP TIME 363 ADULTSPREPARE FAR LARGE-GROUP TIMEBEFORE CHILDREN ARRIVE 363 ADULTSSETLARGEGROUPS INMOTION: THE BEGINNING 363 ADULTSSCAFFOLDCHILDREN S IDEAS AND INITIATIVES:THEMIDDLE 364 ADULTSBRINGLARGE-GROUP TIMETOADOSE: THEEND 366 UNDERSTANDING OUTSIDETIME 374 WHATISOUTSIDE TIME? 374 WHYISOUTSIDE TIMEIMPORTANT? 375 WHERE CHILDREN PLAYOUTSIDE 376 WHATCHILDREN DOATOUTSIDE TIME 376 HOWADULTSSUPPORT CHILDRENATOUTSIDE TIME 377 ADULTSHELP CHILDREN OBTAIN THEMATERIALS THEYNEED 377 ADULTSUSEWARK-TIME SUPPORT STRATEGIES 378 ADULTSOBSERVE NATURE WITHCHILDREN 380 ADULTSBRING OUTSIDE TIMETOADOSE 381 HOWADULTS SUPPORT CHILDREN DURING TRANSITIONS 381 ADULTSADJUSTTRANSITION TIMESTOSUIT CHILDREN S DEVELOPMENTAL NEEDS 382 ADULTSPLAN FORTRANSITIONS WITHINDIVIDUAL CHILDREN INMIND 383 ADULTSPLAN FORDEANUP, THELONGEST TRANSITION 384 UNDERSTANDING OTHER GROUPTIMES 387 MEAL-AND SNACKTIME 387 GREETING AND DEPARTURE TIME 387 MESSAGEBOARD 388 CHAPTER 10.INTRODUCTION TOHIGHSCOPE S CURRICULUM CONTENT 391 KDIS- GUIDEPOSTS FORCHILDDEVELOPMENT 393 THESIGNIFICANCEOFTHEKDIS 397 KDISFOCUSADULTS OBSERVATIONS AND INTERPRETATIONS OFCHILDREN S ACTIONS 397 KDISSERVEASACROSS-CULTURAL REFERENCE FOROBSERVING AND INTERPRETING CHILDREN S ACTIONS 397 KDISHELP ADULTSMAINTAIN REASONABLE EXPECTATIONS FORCHILDREN 397 KDISANSWER QUESTIONS ABOUT THELEGITIMACY OFCHILDREN S PLAY 398 KDISGUIDE DECISIONS ABOUT MATERIALSAND THEDAILYROUTINE 398 KDISENABLE ADULTSTORECOGNIZE AND SUPPORT CHILDREN S EMERGING CAPACITIES 399 USINGTHEKDISTOSUPPORTTEACHING AND LEARNING 399 USETHEKDISASABASISFORASSESSING THE MATERIALS AVAILABLE TOCHILDREN 399 USETHECONTENT AREASANDKDISTO ORGANIZE AND INTERPRET OBSERVATIONS OF CHILDREN 401 USEKDI-BASED CHILDOBSERVATIONS ASABASIS FORDAILYTEAMPLANNING 404 USETHEKDISASAGUIDE TOPLANNING SMALL- GROUP AND LARGE-GROUP TIMES 404 USETHECONTENT AREASAND KDISTO GUIDE ON-THE-SPOT INTERACTIONS WITH CHILDREN 405 USETHECURRICULUM-BASED PLANNING AND ASSESSMENT TOOL, THE PRESCHOOL CHILD OBSERVATION RECORD 405 REFERENCES 407 PHOTO CREDITS413 INDEX 415
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spellingShingle	Epstein, Ann S. Epstein, Ann S. Hohmann, Mary The HighScope preschool curriculum Vorschulerziehung (DE-588)4064016-4 gnd Curriculum (DE-588)4010781-4 gnd
subject_GND	(DE-588)4064016-4 (DE-588)4010781-4 (DE-588)4078704-7
title	The HighScope preschool curriculum
title_auth	The HighScope preschool curriculum
title_exact_search	The HighScope preschool curriculum
title_full	The HighScope preschool curriculum [1] The HighScope preschool curriculum Ann S. Epstein
title_fullStr	The HighScope preschool curriculum [1] The HighScope preschool curriculum Ann S. Epstein
title_full_unstemmed	The HighScope preschool curriculum [1] The HighScope preschool curriculum Ann S. Epstein
title_short	The HighScope preschool curriculum
title_sort	the highscope preschool curriculum the highscope preschool curriculum
topic	Vorschulerziehung (DE-588)4064016-4 gnd Curriculum (DE-588)4010781-4 gnd
topic_facet	Vorschulerziehung Curriculum USA
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025857892&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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