Verfügbarkeit: Effective practices in early childhood education

Effective practices in early childhood education: building a foundation

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Bibliographische Detailangaben
Beteilige Person:	Bredekamp, Sue (VerfasserIn)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	Boston Pearson [2017]
Ausgabe:	Third edition
Schlagwörter:	Vorschulerziehung Kleinkinderziehung USA Early childhood education / United States Child development / United States Child development Early childhood education United States
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030305168&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Umfang:	xxvi, 581 pages Illustrationen 28 cm
ISBN:	9780133956702 0133956709

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505	8		\|a Continuity and change in early childhood education -- Building on a tradition of excellence -- Understanding and applying developmentally appropriate practice -- Applying what we know about children's learning and development -- Adapting for individual differences -- Embracing a culturally and linguistically diverse world -- Building effective partnerships with families -- Creating a caring community of learners : guiding young children -- Teaching to enhance learning and development -- Planning effective curriculum -- Assessing children's learning and development -- Teaching children to communicate : language, literacy, and the arts -- Teaching children to investigate and solve problems : mathematics, science, and technology -- Teaching children to live in a democratic society : social-emotional learning and social studies -- Teaching children to be healthy and fit : physical development and health -- Putting it all together in practice : making a difference for children
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Datensatz im Suchindex

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adam_text	Brief Contents Part 1 Foundations of Early Childhood Education 2 ^ * -ja Chapter 1 Continuity and Change in Early Childhood Education.............2 IPalMH Chapter 2 Building on a Tradition of Excellence..........................36 -iNylPlÎ Chapter 3 Understanding and Applying Developmental^ Appropriate Practice.68 Part 2 Learning and Developing from Birth to Age 8: Who We Teach too Chapter 4 Applying What We Know about Children’s Learning and Development.......100 Chapter 5 Adapting for Individual Differences...................................138 Chapter 6 Embracing a Culturally and Linguistically Diverse World...............170 Part 3 Intentional Teaching: How to Teach 204 Chapter 7 Building Effective Partnerships with Families...................204 Chapter 8 Creating a Caring Community of Learners: Guiding Young Children.238 f, Chapter 9 Teaching to Enhance Learning and Development......................272 Chapter 10 Planning Effective Curriculum..................................308 Chapter 11 Assessing Children’s Learning and Development..................344 Implementing an Effective Curriculum: What to Teach 378 Chapter 12 Teaching Children to Communicate: Language, Literacy, and the Arts...................................................378 Chapter 13 Teaching Children to Investigate and Solve Problems: Mathematics, Science, and Technology...........................420 Chapter 14 Teaching Children to Live in a Democratic Society: Social-Emotional Learning and Social Studies....................................454 Chapter 15 Teaching Children to Be Healthy and Fit: Physical Development and Health................................484 Chapter 16 Putting It All Together in Practice: Making a Difference for Children .. .516 xv Table of Contents Part 1 Foundations of Early Childhood Education 2 Chapter 1 Continuity and Change in Early Childhood Education..............................2 What Is Early Childhood Education?.......................................4 Why Early Childhood Education Is a Field on the Rise..................4 The Landscape of Early Childhood Education............................4 How Early Childhood Education Is Expanding............................9 Access to Early Childhood Education...................................10 How Early Childhood Education Is Changing.............................10 Why Become an Early Childhood Educator?.................................. 12 The Joys of Teaching Young Children...................................12 Dimensions of Effective, Intentional Teaching.........................13 Career Options for Early Childhood Educators..........................13 The Culture of Early Childhood Education..............................17 Early Childhood Program Quality and Effectiveness........................ 19 Setting Standards for Quality.........................................19 Measuring Quality in Early Childhood Programs.........................21 Measuring Effectiveness...............................................22 The Positive Effects of Early Childhood Education........................22 Brain Research........................................................22 Lasting Benefits of Early Childhood Education.........................23 The Positive Effects of Prekindergarten, Head Start, and Child Care...24 Social Justice and Closing the Achievement Gap........................25 Current Trends in Early Childhood Education..............................27 New Federal and State Policy Initiatives..............................27 Standards and Accountability..........................................28 Higher Teacher Qualifications.........................................29 Alignment of Services from Birth Through Age 8........................30 Advances in Technology................................................30 Stress in Children’s Lives............................................30 Continuity and Change.................................................31 Chapter 2 Building on a Tradition of Excellence........................................36 Learning from the Past.................................................37 Why History Is Relevant.............................................38 The Changing View of Children.......................................39 European Influences on American Early Childhood Education.............41 John Amos Comenius..................................................42 XVI Johann Pestalozzi.....................................................43 Friedrich Froebel.....................................................44 Maria Montessori......................................................45 Early Childhood Movements in the United States...........................47 The Kindergarten Movement.............................................47 Progressive Education.................................................48 The Nursery School Movement...........................................50 The Child Care Movement...............................................55 A Wider View of Early Childhood History..................................57 African Americans in Early Childhood History..........................58 Native American Early Childhood History...............................59 Latino Early Childhood History........................................60 Bringing the Stories Together............................................62 The Story of Head Start...............................................62 The Prekindergarten Story.............................................64 Building on a Tradition of Excellence.................................64 Chapter 3 Understanding and Applying Developmental^ Appropriate Practice...................................................................68 What Is Developmental^ Appropriate Practice?.............................70 NAEYC S Position Statement on Developmentally Appropriate Practice....70 Current Issues in Developmentally Appropriate Practice................70 Developmentally Appropriate Practice in the Classroom.................73 Intentional Teaching.....................................................75 Purposeful Planning...................................................76 Understand and Explain Practices......................................76 Developmentally Appropriate Decision Making..............................78 Make Informed Decisions...............................................79 Consider All You Know When Making Decisions...........................83 The Complex Role of the Teacher..........................................84 Create a Caring Community of Learners.................................85 Teach to Enhance Learning and Development.............................86 Plan Curriculum to Achieve Important Goals............................87 Assess Children s Development and Learning............................87 Build Relationships with Families and Communities.....................87 The Teacher s Role in Context.........................................88 Widening the Lens: Moving from Either/Or to Both/And Thinking........89 Developmentally Appropriate Learning Environments........................91 Organize the Physical Space...........................................91 Organize the Day......................................................92 Research on Developmentally Appropriate Practice.........................94 Research Reviews......................................................94 Research on Elements of Developmentally Appropriate Practice..........95 The Future of Developmentally Appropriate Practice....................97 Part 2 Learning and Developing from Birth to Age 8: Who We Teach 100 Chapter 4 Applying What We Know about Children’s Learning and Development..............................................................100 Understanding Development and Learning.....................................102 What Is Development?....................................................102 What Is Learning?.......................................................103 The Role of Theory......................................................103 The Relationship between Theory Research, and Practice..................103 Why Study Child Development and Learning?...............................105 Brain Development and Implications for Practice............................105 How the Brain Promotes Learning.........................................105 Implications for Children...............................................106 Implications for Practice...............................................107 Child Development Theories.................................................108 Erikson s Psychosocial Theory of Human Development......................108 Maslow’s Self-Actualization Theory.......................................Ill Piaget and Cognitive Developmental Theory...............................112 Vygotsky and Sociocultural Theory.......................................117 Bronfenbrenner’s Ecological Systems Theory of Development...............122 Learning Theories..........................................................124 B. F. Skinner and Behaviorism..........................................124 Albert Bandura and Social Cognitive Theory..............................128 The Role of Play in Development and Learning...............................131 Types of Play............................................................131 The Benefits of Play....................................................133 Play and Motivation.....................................................133 Connecting Theory and Practice.............................................133 Chapter 5 Adapting for Individual Differences................................................138 The Importance of Individual Differences...................................140 Why Pay Attention to Individual Differences?............................140 Where Do Individual Differences Come From?..............................140 How Experience Affects Outcomes for Children: Risk or Resilience........142 What We Know About Individual Differences..................................142 Gender Differences......................................................143 Cognitive Development and Abilities.....................................144 Emotional and Social Development........................................144 Approaches to Learning..................................................145 Physical Development....................................................146 Seeing Each Child as an Individual......................................146 Multiple Intelligences: A Theory of Individual Differences.................147 Gifted and Talented Children............................................149 Responsive Education for All Learners......................................150 Differentiating Instruction.............................................150 Response to Intervention................................................151 154 155 155 157 161 162 163 163 164 170 172 172 173 175 177 177 178 178 178 180 180 181 182 182 185 187 188 190 190 190 192 04 204 206 207 208 209 212 213 214 Individual Differences in Ability................................. The Language of Early Childhood Special Education............... What Teachers Should Know about Children with Disabilities...... Seeing Children with Disabilities as Individuals: The Case of Autism What Teachers Should Know about Legal Requirements for Children with Disabilities.................................. Embracing Natural Learning Environments and Inclusion........... Effective Practices for Children with Diverse Abilities........... Work on a Team.................................................. Assess Young Children of Diverse Abilities...................... Plan Individualized Instructional Strategies.................... Chapter 6 Embracing a Culturally and Linguistically Diverse World . . . Understanding Cultural Diversity.................................. What Is Culture?................................................ The Role of Culture in Development.............................. How Culture Functions: Principles to Keep in Mind............... A Framework for Thinking About Culture............................ Individualistic Cultural Orientation............................ Interdependent Cultural Orientation............................. Continuum of Common Cultural Values............................. Applying the Continuum in Practice.............................. Understanding Your Own Cultural Perspective....................... Become Aware of Your Own Cultural Experiences................... Learn about the Perspectives of Various Cultural Groups......... Teaching in a Culturally and Linguistically Diverse World......... Why Does Culture Matter to Teachers?............................ Embracing Linguistic Diversity.................................. Cultural Competence: The Key to Effective Teaching................ Cross-Cultural Communication.................................... Effective Practices for Diverse Learners.......................... Culturally Responsive Teaching.................................. Linguistically Responsive Teaching.............................. Anti-Bias Education............................................. Intentional Teaching: How to Teach Chapter 7 Building Effective Partnerships with Families Today s Families............................ Welcoming Diverse Families............... Family Dynamics.......................... Family Circumstances and Challenges...... Reciprocal Relationships with Families...... Roles of Teachers and Parents............ Family-Centered Practice................. Communication with Families................................................216 Barriers to Effective Communication.....................................216 Effective Communication Strategies......................................218 Family Engagement in Programs and Schools.............................227 Benefits of Family Involvement..........................................227 Opportunities for Meaningful Family Engagement..........................228 Community Partnerships..................................................230 A Framework for Building Partnerships with Families........................230 Clarify Preferences.....................................................231 Communicate Preferences.................................................231 Negotiate Successfully..................................................232 Demonstrate Willingness to Learn and Change.............................234 Chapter 8 Creating a Caring Community of Learners: Guiding Young Children...............................................................238 A Caring Community of Learners: The Teaching Pyramid Model...............240 The Value of a Caring Community of Learners...........................240 The Teaching Pyramid Model..............................................242 Positive Relationships with Children.......................................244 The Importance of Relationships.........................................244 Effective Strategies to Build Positive Relationships....................248 High-Quality Supportive Environments.......................................251 Establish Clear, Consistent, Fair Rules for Behavior....................253 Support Children to Do Their Best.......................................253 Teaching Social-Emotional Competence and Guiding Behavior..................255 Guidance and Punishment.................................................255 Teach Emotional Literacy and Social Skills..............................256 Conflict Resolution.....................................................257 Intensive Individualized Interventions.....................................259 Understand Challenging Behaviors........................................260 Assess and Address the Function of the Child s Behavior...............260 Team with Families and Professionals to Implement Individualized Plans .... 261 Use Positive Behavior Support...........................................262 Applying the Teaching Pyramid Model........................................263 Apply the Pyramid Model to Teaching Boys................................263 Apply the Pyramid Model to Address Biting.............................266 Apply the Pyramid Model to Alleviate Bullying.........................268 Chapter 9 Teaching to Enhance Learning and Development.....................................272 Teaching: Both a Science and an Art........................................274 The Science of Teaching.................................................275 The Art of Teaching.....................................................276 A Repertoire of Effective Teaching Strategies............................277 What Are Teaching Strategies?...........................................277 Teacher-Initiated and Child-Initiated Experiences.......................278 Using an Array of Teaching Strategies...................................278 The Power of Scaffolding: An Integrated Approach......................285 Connecting Teaching Strategies and Learning Goals..........................288 Reflect on Your Own Learning..........................................288 Strategies That Make Learning Meaningful..............................289 Strategies That Develop Concepts......................................291 Strategies That Promote Higher-Level Thinking and Problem Solving.....292 Grouping as an Instructional Approach....................................294 The Learning Environment..............................................294 Play as a Context for Learning...........................................298 Teachers’ Involvement during Play.....................................298 Teachers’ Role during Play............................................299 Teaching with Digital Media..............................................301 Research on Digital Media.............................................301 Using Technology and Digital Media to Teach...........................302 Assistive Technology for Children with Diverse Abilities..............304 Chapter 10 Planning Effective Curriculum...................................................308 Defining Curriculum......................................................310 What Is Curriculum?...................................................311 Curriculum Models, Approaches, and Frameworks.........................311 Written Curriculum Plans..............................................312 The Teacher’s Role....................................................313 Components of Effective Curriculum.......................................315 The Role of Standards in Curriculum......................................318 What Are Standards?...................................................318 How Do Standards Affect Curriculum?...................................318 Alignment of Standards and Curriculum across Age Groups...............319 Approaches to Planning Curriculum........................................322 Emergent Curriculum...................................................322 Integrated Curriculum.................................................324 Thematic Curriculum...................................................324 Webbing...............................................................325 The Project Approach..................................................325 Scope and Sequence....................................................327 Research-Based Early Childhood Curricula.................................328 Comprehensive Curriculum..............................................328 Focused Curriculum....................................................332 The Reggio Emilia Approach............................................333 Research on Preschool Curriculum......................................335 A Model for Planning Effective Curriculum................................335 The Child in the Sociocultural Context................................336 Sources of Curriculum.................................................337 Applying the Curriculum Model in Practice.............................337 Adapting for Individual Differences...................................339 Chapter 11 Assessing Children s Learning and Development..................................344 Learning the Language of Assessment......................................346 Formative and Summative Assessment....................................346 Informal and Formal Assessments.......................................347 Observation...........................................................347 Part 4 Performance Assessment....................................................347 Dynamic Assessment.......................................................348 Standardized Testing.....................................................348 Types of Standardized Tests..............................................349 Purposes of Assessment: Why Assess?.........................................349 Assessing to Improve Teaching and Learning...............................350 Identifying Children with Special Learning or Developmental Needs........351 Evaluating Program Quality...............................................352 Assessing for Accountability..............................................352 Connecting Purposes and Types of Assessment...............................353 Indicators of Effective Assessment..........................................353 Developmental^ Appropriate Assessment.....................................354 Culturally and Linguistically Responsive Assessment.......................356 Individually Appropriate Assessment for Children with Special Needs......358 Observation and Recording to Improve Learning...............................360 Observing and Gathering Evidence.........................................360 Recording What Children Know and Can Do......................................363 Interpreting and Using Evidence to Improve Teaching and Learning.........369 Standardized Testing of Young Children......................................372 Types of Standardized Tests..............................................372 Appropriate Uses of Standardized Testing.................................373 Concerns about Standardized Testing......................................373 Assessment and the Common Core...........................................375 Kindergarten Entry Assessment............................................375 Implementing an Effective Curriculum: What to Teach 378 Chapter 12 Teaching Children to Communicate: Language, Literacy, and the Arts . . . 378 Children s Language Development...........................................................380 The Critical Importance of Language Development......................380 Types of Language................................................... 380 Language Differences in Children......................................381 Developmental Continuum: Oral Language................................382 Impact of Common Core Speaking and Listening Standards...............382 Scaffolding Children s Language Development..............................384 Supporting Language Development in Babies and Toddlers................384 Scaffolding Preschoolers’ Language Development........................385 Dual Language Learning...................................................390 How Children Learn a Second Language..................................390 Developmental Continuum: Dual Language Acquisition....................391 Teaching Dual Language Learners.......................................391 Early Literacy: Birth through Age 5......................................394 Developmental Continuum: Early Literacy Learning......................395 Literacy-Rich Environments............................................395 Early Literacy from Birth to Kindergarten.............................397 Literacy in the Primary Grades...........................................404 XXII Learning to Read.....................................................404 Developmental Continuum: Literacy in Kindergarten and Primary Grades .... 404 Evidence-Based Reading Instruction...................................404 Digital Literacy.....................................................407 Impact of the Common Core State Standards............................408 Communicating Through the Arts..........................................409 The Value of Creative Arts...........................................409 Visual Arts..........................................................412 Music, Movement, and Dance...........................................415 Drama................................................................416 Seeing the Arts with New Eyes........................................416 Chapter 13 Teaching Children to Investigate and Solve Problems: Mathematics, Science, and Technology ......................................420 The Importance of Mathematics and Science...............................422 The Need for an Educated Workforce...................................422 The Mathematics Achievement Gap......................................422 The Cognitive Foundations of Early Learning.............................423 The Continuum of Cognitive Development...............................424 Executive Function...................................................424 Children s Thinking..................................................424 Language and Cognition...............................................427 Mathematical Language and the Achievement Gap........................428 Effective Mathematics Curriculum and Teaching...........................429 Mathematics Curriculum Content.......................................429 Mathematics Process Skills...........................................434 Effective Mathematics Curriculum.....................................436 Effective Mathematics Teaching.......................................436 The Role of Play in Teaching and Learning Mathematics................439 Effective Science Curriculum and Teaching...............................441 Science and Technology in the Early Childhood Curriculum.............441 Science Content......................................................442 Effective Science Teaching...........................................444 Teaching about and with Technology......................................448 A Developmental^ and Technologically Appropriate Classroom...........449 Chapter 14 Teaching Children to Live in a Democratic Society: Social-Emotional Learning and Social Studies...............................454 Social-Emotional Foundations of Early Learning..........................456 Emotional Development................................................456 Self-Regulation......................................................457 Social Development...................................................457 Stress in Children’s Lives...........................................458 Continuum of Social and Emotional Development...........................459 Infants and Toddlers.................................................459 Preschool and Kindergarten...........................................460 Primary Grades.......................................................463 Diversity and Social-Emotional Development...........................463 The Role of Play in Social-Emotional Learning..........................466 Emotional Development and Play.......................................466 Social Development and Play...........................................467 Effective Social-Emotional Curriculum and Teaching.......................468 Social and Emotional Curriculum Goals................................468 Effective Social Studies Curriculum and Teaching.......................472 What Is Social Studies?..............................................473 Social Studies Content Goals.........................................474 Effective Strategies for Teaching Social Studies....................480 Chapter 15 Teaching Children to Be Healthy and Fit: Physical Development and Health......................................................484 The Importance of Physical Fitness and Health..........................486 Benefits of Physical Fitness..........................................486 Childhood Obesity Crisis.............................................486 Implications for Early Childhood Programs............................487 How Physical Development Occurs.......................................488 The Continuum of Physical Development...................................489 Phases of Motor Development..........................................489 Gross-Motor Development...............................................490 Fine-Motor Development...............................................496 The Role of Play in Physical Development...............................503 Childhood Experiences with the Natural Environment....................504 Outdoor Play Environments............................................505 The Value of Rough-and-Tumble Play...................................506 Health and Safety Standards.............................................507 The Teacher’s Role in Health and Safety...............................507 Effective Curriculum and Teaching to Promote Physical Fitness and Health......................................................509 Curriculum for Physical Development..................................509 Effective Health Curriculum and Teaching.............................511 Chapter 16 Putting It All Together in Practice: Making a Difference for Children...............................................................516 Life as an Early Childhood Educator.....................................518 Caring for and Educating Infants and Young Toddlers..................518 Teaching the Whole Child in the Preschool............................519 Teaching the Whole Child in the Kindergarten.........................522 Teaching the Whole Child in the Primary Grades.......................524 Beginning Your Journey as an Early Childhood Professional...............526 Become a Professional................................................527 Protect Children from Abuse and Neglect..............................532 Join a Profession That Makes a Difference............................534 Glossary...................................................................537 References.................................................................545 Author Index...............................................................566 xxiv Subject Index...........................................................572
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contents	Continuity and change in early childhood education -- Building on a tradition of excellence -- Understanding and applying developmentally appropriate practice -- Applying what we know about children's learning and development -- Adapting for individual differences -- Embracing a culturally and linguistically diverse world -- Building effective partnerships with families -- Creating a caring community of learners : guiding young children -- Teaching to enhance learning and development -- Planning effective curriculum -- Assessing children's learning and development -- Teaching children to communicate : language, literacy, and the arts -- Teaching children to investigate and solve problems : mathematics, science, and technology -- Teaching children to live in a democratic society : social-emotional learning and social studies -- Teaching children to be healthy and fit : physical development and health -- Putting it all together in practice : making a difference for children
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geographic	USA (DE-588)4078704-7 gnd
geographic_facet	USA
id	DE-604.BV044911648
illustrated	Illustrated
indexdate	2024-12-20T18:14:01Z
institution	BVB
isbn	9780133956702 0133956709
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-030305168
oclc_num	1038731777
open_access_boolean
owner	DE-473 DE-BY-UBG
owner_facet	DE-473 DE-BY-UBG
physical	xxvi, 581 pages Illustrationen 28 cm
publishDate	2017
publishDateSearch	2017
publishDateSort	2017
publisher	Pearson
record_format	marc
spellingShingle	Bredekamp, Sue Effective practices in early childhood education building a foundation Continuity and change in early childhood education -- Building on a tradition of excellence -- Understanding and applying developmentally appropriate practice -- Applying what we know about children's learning and development -- Adapting for individual differences -- Embracing a culturally and linguistically diverse world -- Building effective partnerships with families -- Creating a caring community of learners : guiding young children -- Teaching to enhance learning and development -- Planning effective curriculum -- Assessing children's learning and development -- Teaching children to communicate : language, literacy, and the arts -- Teaching children to investigate and solve problems : mathematics, science, and technology -- Teaching children to live in a democratic society : social-emotional learning and social studies -- Teaching children to be healthy and fit : physical development and health -- Putting it all together in practice : making a difference for children Vorschulerziehung (DE-588)4064016-4 gnd Kleinkinderziehung (DE-588)4073498-5 gnd
subject_GND	(DE-588)4064016-4 (DE-588)4073498-5 (DE-588)4078704-7
title	Effective practices in early childhood education building a foundation
title_auth	Effective practices in early childhood education building a foundation
title_exact_search	Effective practices in early childhood education building a foundation
title_full	Effective practices in early childhood education building a foundation Sue Bredekamp, Early Childhood Education Consultant
title_fullStr	Effective practices in early childhood education building a foundation Sue Bredekamp, Early Childhood Education Consultant
title_full_unstemmed	Effective practices in early childhood education building a foundation Sue Bredekamp, Early Childhood Education Consultant
title_short	Effective practices in early childhood education
title_sort	effective practices in early childhood education building a foundation
title_sub	building a foundation
topic	Vorschulerziehung (DE-588)4064016-4 gnd Kleinkinderziehung (DE-588)4073498-5 gnd
topic_facet	Vorschulerziehung Kleinkinderziehung USA
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030305168&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT bredekampsue effectivepracticesinearlychildhoodeducationbuildingafoundation

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