Title type
Book

Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (7e)

By Marjorie J. Kostelnik, Anne K. Soderman, Alice Phipps Whiren, Michelle L. Rupiper
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ISBN
9780134747675
Published date
05/01/2018
 
 
 

Description
For curriculum in early childhood education courses.

Help future teachers create the best programs for young children ages three through eight.

Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education is an all-in-one guide that brings together everything pre-service teachers need to implement an integrated, developmental approach to curriculum-based instruction.

The 7th Edition addresses all aspects of classroom life–conceptualisation, planning, implementation, and evaluation–for children ages three through eight. This comprehensive, cohesive approach emphasises the “how” of curriculum development, as well as the “what and why.” With practical, research-based guidelines, sample activities and lesson plans for each curriculum domain, and a focus on teaching methods, readers have the tools they need to translate theory into age-appropriate practice that accommodates individual, social, and cultural differences.

Product details
ISBN
 
9780134747675
Edition
 
7th
Published date
 
05/01/2018
Published by
 
Pearson Higher Ed USA
Pages
 
640
Format
 
Table of contents
  • Part 1: Foundations of Early Childhood Education
  • 1. Developmentally Appropriate Practice
  • 2. Teaching and Learning in Developmentally Appropriate Programs
  • Part 2: Setting the Stage for Learning
  • 3. Planning and Implementing Effective Small-Group Activities
  • 4. Planning and Implementing Effective Group-Time Activities
  • 5. Organizing Space and Materials
  • 6. Child Guidance in Early Childhood Classrooms
  • 7. Assessing and Evaluating Children’s Learning
  • 8. Strengthening Developmentally Appropriate Programs Through Family Engagement
  • Part 3: The Curriculum
  • 9. The Aesthetic Domain
  • 10. The Affective Domain
  • 11. The Cognitive Domain
  • 12. The Language Domain
  • 13. The Physical Domain
  • 14. The Social Domain
  • Part 4: Integrating Curriculum
  • 15. Integrating Curriculum Through Pretend and Construction Play
  • 16. Organizing Children’s Learning Over Time
  • Appendix A: Sample Lesson Plans
  • Appendix B: Field Trips
  • Appendix C: The Big, Big Turnip
New to this edition
Help future teachers create the best programs for young children ages three through eight
  • Updated Technology Toolkit features provide specific ideas of how educators can use new technology to support developmentally appropriate practice (Chs. 1-16).
  • A wider range of state early learning standards are incorporated throughout the text to show learners examples of curricular goals across the nation.
  • More thorough coverage of STEM skills helps readers learn how to integrate science, technology, engineering, and mathematics concepts and activities throughout the curriculum (Ch. 11; Throughout).
  • Three hundred new citations and updated references keep readers abreast of current practices and research literature.

Also available with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

  • You’re the Observer videos provide concrete examples of text concepts and give students the opportunity to practice observation skills and assess best practices in action (Chs. 1-16).
  • Check Your Understanding quizzes matched to chapter learning outcomes help readers master key concepts. Interactive quizzes are now included at the end of every major section to give readers more opportunities to check their understanding.
Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.

Check out the preface for a complete list of features and what's new in this edition.

Features & benefits
  • Specific guidelines focus on teaching strategies and methods readers can use to conceptualise, plan, implement, and evaluate their curriculum.
  • Six domain-oriented curriculum chapters–aesthetic, affective, cognitive, language, physical, and social–address the national developmentally appropriate practice (DAP) standards.
  • Sample application activities and lesson plans are provided for each domain, offering pre-service teachers concrete examples they can use in their own classrooms.
  • Chapter content is aligned with NAEYC Early Childhood Standards for Professional Preparation Programs to help students connect standards of professionalism to classroom practice.
  • A wider range of state early learning standards are incorporated throughout the text to show learners examples of curricular goals across the nation.
  • More thorough coverage of STEM skills helps readers learn how to integrate science, technology, engineering, and mathematics concepts and activities throughout the curriculum.
  • Three hundred new citations and updated references keep readers abreast of current practices and research literature.
  • Technology Toolkit features provide specific ideas of how educators can use new technology to support developmentally appropriate practice.
  • DAP: Making Goals Fit features illustrate how to implement goals for children of different age ranges or abilities, while keeping in mind the individual needs and the socio-cultural background of the children.
  • Inclusion features offer stories and examples of the actions early childhood educators need to take to successfully include specific students and meet their goals.
  • Applying What You’ve Read sections give students the opportunity to extend their understanding of chapter content to their professional lives.
Author biography
Marjorie Kostelnik, Ph.D., began her career in early childhood education as a Head Start teacher and has been educating children and teachers ever since. Following several years in the classroom, she received her master’s degree and doctorate in Human Development and Family Studies from Penn State. She was on the faculty at Michigan State for 22 years, serving as Program Supervisor of the Child Development Laboratories and then as chair of the Department of Family and Child Ecology. Over the past 35 years, she has worked with early childhood educators in more than 100 programs developing curriculum, enhancing children’s school readiness, and working with teachers to develop positive child guidance strategies. A co-author of 20 books, Dr. Kostelnik was dean of the College of Education and Human Sciences at the University of Nebraska-Lincoln for 17 years. She is now Senior Associate to the President of the University of Nebraska. She is also co-director of the Nebraska Early Childhood Workforce Commission, chair of the Educare of Lincoln early Childhood Center Board, and co-leader of the Lincoln Prosper Early Childhood Initiative (to provide high quality early childhood programs to every child in the Lincoln community).

Anne K. Soderman taught young children for 7 years before completing her doctorate and joining the faculty at Michigan State University for 28 years where she taught courses on early childhood curriculum and assessment. During that time, she received the Distinguished Faculty award and served as Acting Chair of the Department of Family and Child Ecology, also consulting with educators in curriculum and assessment nationally and in over 27 international settings. She has co-authored 5 books and numerous journal articles on literacy and assessment. For the past 6 years, she has been working with teachers and administrators in Beijing, China, creating an international school that now serves families and children from more than 25 nations and enrolled in nursery through grade 6.   

Alice Phipps Whiren has coauthored several texts for early childhood teachers: Guiding Children’s Social Development and Learning, 9th Edition, 2018; Developmentally Appropriate Curriculum in Action, Pearson, 2014; and Children with Special Needs: Lessons for Early Childhood Professionals, Teachers College Press, 2002. Over her career she has taught prekindergarten children, worked with Head Start, consulted with several full day childcare programs, and supervised the Child Development Laboratories of Michigan State University as well as teaching pre-service students of the university in courses related to professional practice.

Michelle L. Rupiper is professor emeritus of the Department of Child, Youth and Family Studies at the University of Nebraska-Lincoln. During her almost 25 years at UNL, she taught many classes related to early childhood education and served as the director of the Ruth Staples Child Development Laboratory. Prior to her time at UNL, Michelle served as a classroom teacher for infant, toddler, preschool- and school-age teachers and directed community early childhood programs. She has been active in the National Association for the Education of Young Children (NAEYC) and the National Coalition for Campus Children’s Centers (NCCCC). Michelle now spends much of her time consulting with early childhood programs and school districts in Nebraska as well as national and international programs.