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Foreword Rebecca Shahmoon Shanok ix
About the Authors xiii
Authors' Note xv
Acknowledgments xvii
Prologue to a Dream That Came to Be xix
Introduction: The Critical Need for Quality Early Child Care xxvii
1 The Little House on Village Avenue: What Makes a Good Child Care Center 1
Quality Care Is Not Just Day Care: How a Good Early Child Care Program Prepares Children for Life 3
The Toddler Classroom: Where a Skilled Child Care Professional Can Open Up the World to Children 6
Translating Principles Into Practice in a Good Child Care Program 9
Daily Separation: The Preschool Classroom as an Extension of Home 9
The Emotional Connection Between Caregiver and Child 10
Reading Children's Cues 11
Encouraging Children to Communicate Thoughts 12
Each Child Is Different and Provision Must Be Made for These Differences 17
High-Quality Child Care: Some Other Basics 20
The Support Services Offered to Children and Their Families 22
Maintaining a High-Quality Staff in the Face of Serious Obstacles in the Profession 23
2 The First Task of Early Child Care: Building a Trusting Relationship Between Caregiver, Child, and Family 30
Attachment, the First Basic Need of All Children 33
Creating a Stimulating and Nurturing Atmosphere in the Classroom 36
How Can a Teacher Handle Aggression in Children? 38
Flexibility and the Adult-Child Relationship: Why Rules and Schedules Need to Be Adapted 40
Tuning in to Susan 40
Building Human Relationships in Every Classroom 42
Hugging a Child Expresses What Words Often Cannot 46
The Underlying Class Theme: We Are All People and I Am Somebody 47
Making Parents Welcome: An EssentialComponent of the Relationship Between Caregiver and Child 48
Establishing the Parent-School Link Right From the Beginning 48
Constant Communication Between Parent and School 49
Relationship With Parents Must Be a Relationship Among Equals 51
But What If a Parent's Behavior Is Harmful to the Child? 53
Getting the School's Message Across 54
3 The Second Task: Developing Wholesome Peer Relationships Among Children 57
Why Building Peer Relationships Is a Necessity Among Children 59
The Stages of Play 60
Imitation, the First Form of Interaction 61
Reciprocal Symbolic Interactive Play 62
Engaging in Games With Rules 66
Using Play to Encourage Creative Thinking 66
Teaching Children to Resolve Conflicts: An Essential Task of Early Childhood Educators 69
4 The Role of Curriculum and Staff Development in Early Child Care 74
The Importance of a Well-Planned, Appropriate Curriculum 75
Building the Important S-A-Ts in Children: Separation, Autonomy, Trust 76
Learning by Hands-On Experience 77
Staff Development Is an Ongoing Process 78
Some Principles of Inservice Training 79
5 The School as a Reflection of Our Diverse Heritage 85
Diversity as a Natural Part of the Curriculum 89
Bringing the Children's Languages Into the Classroom 90
Using Holidays to Celebrate Cultural Diversity 92
Foods, Families, and Culture 92
Working With Families of Different Cultural Preferences 94
Handling Ethnic Stereotypes Among Children 95
Cultural Diversity and Differing Expectations 97
Working With Children of Different Cultural Backgrounds: Some Helpful Hints 99
6 High-Quality Child Care as a Learning Experience 102
Learning as a Natural Process 106
A Child and a Butterfly 108
Play Is the Work of the Child 110
School Success Means the Three Rs ... and Much More 112
Writing a Class Story 116
The Learning Centers 117
The Daily Schedule 118
Planning for the Unforeseen 122
All the Things They Were Learning 124
Epilogue 131
Appendix A Rosa Lee Young Curriculum Outline 133
Prekindergarten and Kindergarten 133
Activities and Learning Experiences Throughout the Day 133
Toddler Activities and Learning Experiences Throughout the Day 138
Appendix B Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8 (National Association for the Education of Young Children) 143
Appendix C Reggio Emilia 151
Reggio Emilia and the Hundred Languages of Children 151
The Nine Basic Principles of Reggio Emilia 153
Notes 155
Index 161
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