Early childhood curriculum : open structures for integrative learning

목차 (Table of Contents)

• CONTENTS
• Foreword = xi
• Preface = xiii
• CHAPTER 1 Foundations for Building "Open Structures" with Children = 1
• How Can We Educate Children to Cope with Change? = 2
• What and How Do We Teach for Tomorrow? = 5
• Modern Brain Research and Today's Schools = 7
• An Open Structures Approach to Teaching and Learning = 9
• Viewing Children through Open Structures = 9
• Multiple Benefits through Child-appropriate Activities = 10
• Children's Responses Affect Learning = 12
• Open versus Prescriptive Teaching Methods = 13
• Teaching and Learning Four or Five Things at Once! = 14
• The Influence of the Teacher's Methods = 16
• Children as Builders of Their Cognitive Structures = 17
• Integrating Subjects across the Curriculum = 19
• The Arts Contribute to Learning = 21
• Creative Thinking Integrated across the Curriculum = 23
• Teachers and Children as "Builders" = 25
• Continuing Goals for Teaching and Learning = 26
• Teaching for Multiple Goals: What? How? Why? = 26
• Flexible Teaching Roles in Flexible Groupings = 28
• Personalized and Authentic Evaluation = 30
• School, Home, Community: A Cooperative Venture beyond Classroom Walls = 30
• Developing Open Structures = 31
• Summary = 38
• Discussion Questions = 39
• CHAPTER 2 Conceptual Development in Young Children = 41
• What Factors Influence a Child's Conceptual Growth? = 42
• What Does Research Tell Us? = 44
• Methods and Views of Child-learning: Promoting or Limiting Concept Development = 46
• Are Concepts Grasped One at a Time? = 48
• Certain Views in Need of Updating? = 49
• How Does the Learning Environment Affect Concept Building? = 51
• Two Aspects of Language Development: How are They Related to Concept Building? = 53
• Two Aspects of Concept Development: Experiential and Verbal = 54
• Creative and Aesthetic Experiencing Affecting Conceptual Development = 56
• Contrasting Views on Developing Thinking Abilities = 57
• Affective Aspects of Language Development = 60
• Preconscious, Unconscious, and Intuitive Processes = 61
• Images and Imagination: Their Relationship to Thinking and Learning = 62
• Can Images and Imagination Build Self-concepts? = 63
• An Open Structures Approach to Conceptual Development = 64
• Summary = 66
• Discussion Questions = 67
• CHAPTER 3 Language／Literacy Education: Perspectives on the Continuing Debates = 69
• Debates about Approaches: Past Influencing Present = 70
• Today's Debates: Opposing Views and Stances = 71
• Yesterday's Controversies: What Have We Learned? = 72
• Readiness: New Concerns, Continuing Debates = 75
• Assessing Readiness = 76
• The Battles Over Basals: Old War on Today's Battlefield! = 78
• New Commercial Reading Series = 79
• Concern in the 1960s and 1970s: What about Children Today? = 80
• Computers in Kindergarten and Primary Classrooms = 81
• Experiential Learning and "Feeling Tone" = 82
• Approaches Combining Reading／Language Arts = 84
• The Language-Experience Approach = 84
• Whole Language = 85
• The Process Approach to Writing = 87
• Literature-based Language Arts = 87
• An Open Structures Approach = 88
• Strategies of Integrated Language Learning = 91
• Read and Retell Strategy = 91
• Shared Reading Methods = 91
• Methods of Reading Intervention = 92
• Kindergarten Emergent Literacy Program (KELP) = 93
• Reading Recovery Program = 93
• Entering the Twenty-first Century: Calls for Change = 94
• Can We See beyond the Controversies? = 94
• Improving Programs and Methods of Teaching = 96
• Tomorrow's Teachers as Learners: A Circle of New R's = 98
• Summary = 101
• Discussion Questions = 101
• CHAPTER 4 Open Structures for Integrative Language／Literacy Learning = 103
• Connecting Language／Literacy Learning, Conceptual Content, and Creative Response = 104
• An Open Structures Approach to Language／Literacy Learning = 106
• Language／Literacy Activities = 106
• Valuing Oral and Written Expression = 107
• Emerging Readers Join the Literacy Club = 109
• Children's Compositions as Teaching Materials = 110
• Contributions of Children's Literature = 114
• Commercial Materials as Bridges to Personalized Responses = 114
• Creative Listening Abilities = 115
• Alertness and Discrimination in Looking = 116
• Young Writers = 116
• Wordplay for Sound-Letter Awareness and Creative Thinking = 119
• Learning to Read through Singing and Choral Reading = 120
• Singing and Choral Reading in Culturally Diverse Classrooms = 123
• Simple Bookmaking = 124
• Language Development and Thinking Strategies = 124
• Language Development and Creative Thinking through Riddle Questions = 125
• Developing Question-asking Skills = 126
• Creative Writing and Reading Inspired by Literature and Music = 126
• Language and Thought Promoted through Art = 127
• Informal Creative Dramatics = 128
• The Value of Variety in Experiencing and Responding = 128
• Computers as Tools for Creative Language／Literacy Learning = 131
• Personalized Assessment and Evaluation = 132
• Descriptions and Analyses of Integrative Activities = 134
• Activities Adaptable to Preprimary or Primary Levels = 137
• How Might Literacy Instruction Begin? = 137
• Reading Through Action Games = 137
• Eliciting and Using First Compositions for Beginning Reading = 138
• Language／Literacy Learning through Children's Compositions = 139
• Recording Pleasant Experiences for Group Reading = 141
• Class Stories for Family Communication and Involvement = 143
• Games for Creative Thinking and Wordplay = 144
• Independent Activities During Free Periods = 145
• Reading and Singing Integrated with Thematic Units = 145
• Poems and Songs of Home for Beginning Reading = 147
• Making Riddles from Alphabet Books = 150
• Pictures to See and "Hear": Creative Thinking with Sound-Letter Association = 150
• Great Artworks: Developing Concepts, Imagination, Appreciation, Observation, Language Expression = 152
• Role-playing and Informal Dramatics = 153
• Reading and Pantomime = 155
• Guess What We Are Doing = 155
• Can You Follow Directions ? = 156
• Example of Theme Spiral Connecting Language／Literacy, Science, Mathematics, Creative Thinking, and Expression = 156
• Variety in Language／Literacy Materials = 158
• Stimulating New Compositions = 162
• Summary = 167
• Discussion Questions = 168
• CHAPTER 5 Mathematics for Today's Children = 169
• What Types of Learning are Needed? = 170
• "Conceptual" and "Procedural" Learning = 170
• Classroom Connections through Open Structures = 171
• Concurrently Teaching Problem Solving, Creative Thinking, and Constructive Attitudes = 174
• Theories and Research Related to Teaching and Learning Mathematics = 176
• Manipulative and Multisensory Activities = 176
• Connecting Abstract and Concrete Learning = 178
• Children as Mathematical Concept Builders = 179
• Sensoriperceptual Activities for Older Primary Children = 179
• Problem Solving and Flexible Thinking = 181
• Curiosity and Exploration in Learning Mathematics = 184
• Bodily Movement and Aesthetic Experiences in Problem Solving = 184
• The Value of Puzzlement, Excitement, and Novelty = 187
• Summary = 188
• Discussion Questions = 189
• CHAPTER 6 Child-Appropriate Mathematics: Multiple Benefits = 191
• Using What Comes Naturally = 192
• From Theory into Action in Beginning Mathematics = 192
• The Teacher as Facilitator = 193
• Children Constructing Concepts = 194
• Discussing and Questioning: The "Brief Cognitive Focus" = 195
• Developing Initiative and Self-confidence with Mathematics = 197
• Mathematical Concepts through Science = 197
• Mathematical Concepts through Creative Arts = 200
• Games and Activities for Beginning Mathematics = 201
• Action during the Early Weeks of School = 201
• Music for Learning Mathematics = 201
• Making the Most of the Daily Schedule―Mathematically = 203
• Geoboards Reconsidered = 203
• Making Graphs = 204
• How Many Children Can Play in the Band? = 204
• Addition and Concepts of Set through Movement = 205
• Mathematics through Singing Games = 206
• Guessing Games to Teach Sets = 210
• Multisensory Activities: Teaching Concepts of Set, Addition, Subtraction, Problem Solving = 211
• Action As an Aid to Storing Mathematical Images = 211
• Hula Hoop Games = 212
• Playing Out and Describing Problems = 214
• Beating the Blocks: Seeing, Feeling, Hearing Numerical Patterns = 216
• Debbie's Elephant Game = 219
• Sing a Song of Sixpence = 219
• Arithmetic through Cooking and Eating = 220
• Planning, Examining, and Carrying Out Child-appropriate Mathematics = 222
• Encouraging Insightful Learning = 222
• Grouping Children for Number Activities = 223
• Activities Suitable for the Group as a Whole = 224
• Activities Suitable for Small Groups = 224
• Number Concepts Learned in the Out-of-Doors = 228
• Measuring in the Out-of-Doors = 229
• Blocks and Hoop Game I: Addition = 229
• Blocks and Hoop Game II: Demonstrating What the Equation Means = 230
• Clapping, Beating, Chanting Rhythmic Patterns = 231
• Stamping, Walking, Shaking out the Rhythm = 232
• Valentines to Give Away = 233
• Bunny Divides the Eggs = 234
• Summary = 234
• Discussion Questions = 235
• CHAPTER 7 Science: Observing, Exploring, Discovering, Experimenting = 237
• Goals for a Science Program = 238
• Initiating and Developing Activities and Themes = 239
• Science Activities Stimulated by Children's Interests = 244
• A Successful Science Program for Young Children = 246
• Integrating Science, Art, Language／Literacy = 249
• Qualities for Successful Science Teaching = 250
• An Introduction to Ecology = 251
• Teaching Environmental Concepts = 252
• How Can Ecological Concepts be Presented? = 253
• Concepts of Ecology Through Guided Discovery = 256
• Activities to Focus on Ecology = 259
• Activities at or near School = 259
• Field Trips with Emphasis on Ecology = 264
• Suggestions for Thematic Units = 270
• Themes That Focus on Change = 270
• Themes That Integrate Science, Social Awareness, and Health = 270
• Nature as Renewal for Teachers = 271
• Summary = 272
• Discussion Questions = 272
• CHAPTER 8 Social Awareness = 275
• Will Our Children Be Equipped for the Twenty-first Century? = 276
• What Should Social Studies Teach? = 278
• Needed Changes for Living in a Changing World = 278
• An Open Structures Approach to Social Awareness = 281
• The Teacher in a Multicultural Classroom = 283
• A Social Awareness Program = 284
• Guiding the Program = 285
• Group Discussion: Multiple Benefits = 290
• Children Expand Their Horizons: Suggested Themes = 295
• Living Together in a Family = 296
• What Do All People Need to Live? = 297
• My Five Senses = 297
• How do Land and Climate Affect People's Lives = 299
• Understanding Relationships: Topical Outline = 310
• My Relationship with Myself = 310
• Relationships within a Family = 310
• Relationships at School and in My Neighborhood = 311
• Relationships with My Community = 311
• For Older Primary Children = 312
• Relationships between People and the Environment = 312
• Relationships of Human Beings with Animals = 313
• Relationships among Animals, Plants, and People = 313
• Summary = 313
• Discussion Questions = 314
• CHAPTER 9 Creativity in the Arts = 317
• The Arts in Preprimary／Primary Schooling = 318
• What Arts Activities Should Programs Offer? = 318
• Can Specialists and Teachers Work Together? = 319
• Goals and Objectives for Arts = 320
• Creative Arts and Whole-Child Development = 323
• Initial Steps in the Creative Process = 324
• Adult Attitudes Affecting Creativity = 325
• Misconceptions about Creative Expression = 326
• Analyzing Creative Activities for Whole-Brain, Whole-Child Benefits = 327
• Multiple Developmental Benefits of Creative Involvement = 329
• Eliciting and Nourishing Creative Tendencies = 334
• A Daily Free Activity Period = 334
• The Teacher's Role during Art Activities = 335
• Stimulating Creative Effort = 335
• Helping Parents Understand Children's Art = 338
• Carrying Out Art Activities = 339
• Bringing Music and Movement into the Classroom = 346
• Facilitating Creative Movement = 348
• Creative Dramatics across the Curriculum = 351
• Dramatics Inspired by Original Compositions = 354
• Summary = 358
• Discussion Questions = 358
• CHAPTER 10 Families and Teachers as Partners = 361
• Bridges to Partnership = 361
• Family-Teacher Partnerships = 361
• Are We Missing Opportunities? = 362
• Bridges over Troubled Waters = 363
• Mutuality = 364
• Building Community = 365
• Teachers and Families Work toward Community = 366
• Children Become Builders = 367
• Teachers and Administrators Building Together = 368
• Teacher-Parent Communication = 368
• Meetings with Parents = 369
• Attitudes and Values = 373
• Discussion Questions = 376
• Appendices
• Suggested Children's Books = 379
• Suggested Teaching Materials = 383
• References = 387
• Indices = 395