Total learning for the whole child : holistic curriculum for children ages 2 to 5

목차 (Table of Contents)

• CONTENTS
• PART ONE - What is early education all about?
• 1. The purpose of curriculum = 3
• What is the purpose of early education? = 3
• What is competence? = 4
• How is competence acquired? = 5
• Summary = 9
• 2. An overview of nursery school settings and factors that affect them and their curriculum = 11
• Funding : where will the money come from? = 12
• Who will do the teaching? = 13
• Will it be whole or half day? = 13
• Heterogeneous or homogeneous - how will the children be grouped? = 15
• What should the educational philosophy include? = 15
• Are there points that good programs have in common? = 17
• Summary = 18
• PART TWO - Developing physical competence : helping children feel good about their bodies
• 3. Keeping children safe and well fed = 23
• Keeping children safe = 23
• Feeding children well = 25
• Including cooking in the curriculum = 30
• Summary = 34
• 4. Teaching children to understand and value life = 37
• Teaching about death = 37
• Teaching about reproduction = 38
• Teaching about bodies = 39
• Teaching reverence for life = 40
• Summary = 42
• 5. Developing physical competence = 45
• Identifying levels of development = 45
• Making a plan for comprehensive physical development = 46
• Presentation of activities = 55
• A word about equipment for physical development = 59
• Summary = 61
• PART THREE - Fostering emotional health
• 6. Achieving emotional competence = 67
• One : help the child learn to separate from his family = 67
• Two : foster basic attitudes of trust, autonomy, and initiative in the child = 68
• Three : help the child remain in contact with all his feelings while learning to control what he does about them = 70
• Four : help the child learn to use play and creative materials to clarify feelings and resolve emotional problems = 73
• Five : help the child learn to face reality = 80
• Six : help the child begin to build empathy for other people = 83
• Summary = 85
• PART FOUR - Developing social competence
• 7. Achieving social competence in interpersonal relations = 91
• Help children acquire the ability to restrain their unsocial impulses = 91
• Teach children socially acceptable ways of getting what they want = 97
• Increase the child's ability to function successfully as part of a group = 98
• Encourage the children to find satisfaction in helping each other and the group = 104 Meaningful work offers opportunities for helping = 105
• Summary = 107
• 8. Social competence and the sense of self = 111
• How do children develop a sense of self? = 111
• Enhancing the child's feelings of self-esteem = 112
• Strengthening the child's body image = 114
• Cultivating positive feelings about one's sex and ethnic heritage = 115
• Learning about one's place in the world = 120
• Summary = 128
• PART FIVE - Enhancing creativity
• 9. Maintaining access to the child's creative self = 134
• What is creativity? = 134
• Implications of split brain research for the creative self = 134
• Some general principles for fostering creativity = 135
• Recommendations for using self-expressive materials to foster creativity = 141
• Fostering imaginative, dramatic play = 152
• Summary = 158
• PART SIX - Developing language skills and mental ability
• 10. Building cognitive competence by encouraging the development of verbal fluency = 163
• How do children learn to talk? = 163
• Black English and bilingualism in the nursery school classroom = 167
• Good teaching habits that foster children's use of language = 168
• Presenting materials and resources = 171
• Putting it all together for a good group time = 179
• 11. Increasing cognitive competence - 1) Helping children learn to think for themselves = 195
• What are the most important things for children to learn in the area of mental development? = 195
• Helping children feel confident and happy in the cognitive realm = 196
• Helping children have new ideas : fostering creativity in thought = 202
• Summary = 206
• 12. Increasing cognitive competence - 2) Developing specific mental abilities = 209
• Contributions of Jean Piaget = 209
• Which mental abilities are particularly important? = 212
• General principles for working on specific mental abilities = 213
• Curriculum suggestions for developing specific mental abilities = 220
• Summary = 228
• PART SEVEN - Bringing home and school closer together
• 13. Making special celebrations part of the life of the school = 233
• Keeping holidays satisfying and meaningful for young children and their families = 233
• Plan holiday curriculum with all the selves in mind = 234
• Get into the spirit of the holiday yourself! = 242
• Summary = 243
• 14. Including families in the life of the nursery school = 244
• Letting parents know we care about them and their children = 245
• Offering help to families in order to strengthen family life = 247
• Accepting help from families in order to enrich the lives of the children at nursery school = 250
• Summary = 253
• PART EIGHT - Putting it all together : setting goals and making plans
• 15. Using educational objectives in the preschool = 259
• Pros and cons of behavioral objectives = 259
• Definition = 261
• Selecting broad-range behavioral objectives = 261
• Writing a behavioral objective = 262
• Implementing the objectives = 264
• Carrying through the objectives = 264
• Ascertaining whether the objectives are being reached = 264
• Summary = 265
• 16. Practical methods of recording and evaluating behavior = 267
• Purposes and advantages of using evaluation procedures = 269
• Basic principles of evaluation = 270
• Evaluation in the preschool = 271
• Use of the information that has been collected = 278
• Summary = 281
• 17 Putting it all together : creating supportive schedules, curriculum plans, and learning environments = 285
• Planning the overall pattern of the day : arranging the schedule to meet the needs of children and adults = 285
• Planning the comprehensive curriculum = 291
• Designing the supportive environment = 295
• Summary = 307
• PART NINE - A look at the world around us
• 18. An overview of child care and preschool education in the United States and abroad = 313
• The People's Republic of China = 314
• France = 317
• Sweden = 319
• The Union of Soviet Socialist Republics = 322
• Great Britain = 324
• The United States = 327
• Summary : some comments on differences and similarities = 330
• References = 335
• Appendices
• A. Chart of normal development : infancy to six years of age = 355
• B. Educational organizations, newsletters, and journals associated with early childhood = 161
• C. Sample daily food plans for one meal and snack = 363
• D. Useful records for movement activities = 364
• E. Ten quick ways to analyze children's books for racism and sexism = 365
• F. Suggested equipment for block building = 168
• G. Recommended films for parent discussion groups = 370
• H. Using plaster of Paris = 371
• I. Third declaration of the rights of the child = 372
• J. Communicable disease chart for schools = 374