The whole child : early education for the eighties

목차 (Table of Contents)

• CONTENTS
• PART ONE - Beginning to teach
• 1. What makes a good day for children? = 3
• Can early education make a difference? = 4
• Underlying philosophy of this book = 6
• Putting premises into practice : planning a good day for children = 9
• Putting the elements together = 20
• Summary = 22
• 2. How to survive in nursery school : Suggestions and guidelines for the first weeks of student teaching = 27
• Increase your self-esteem by realizing you are part of a noble, though young, tradition! = 27
• Getting ready to meet the demand : choosing a place to teach = 28
• Some comforting thoughts = 30
• Basic professional ethics = 35
• Some recommendations for starting out = 37
• Practical things to do to increase competence = 38
• Some special problems = 42
• The way to your master teacher's heart = 42
• Summary = 43
• PART TWO - Fostering physical well-being
• 3. Handling routines in the nursery school = 49
• Schedules and transitions into routines = 50
• Routines of arrival and departure = 53
• Routines that center around eating = 56
• Process of toileting = 67
• Handling nap times = 68
• Summary = 70
• 4. Development of the physical self = 75
• Promotion of health and safety in the nursery school = 75
• Basic principles of physical development = 79
• Fostering large muscle development in young children = 81
• Specific approaches for fostering physical development = 84
• Summary = 95
• PART THREE - Nourishing and maintaining emotional health
• 5. Fostering mental health in young children = 101
• Importance of developing basic attitudes of trust, autonomy, and initiative in young children = 101
• Hallmarks of an emotionally healthy young child = 103
• Personal qualities that will help the teacher establish a therapeutic climate in the nursery school = 106
• Practical things the teacher can do to help young children achieve healthy emotional development = 110
• Summary = 117
• 6. Developing self-esteem in young children = 123
• Relationship of self-esteem to self-concept = 124
• Sources of self-esteem = 124
• Common school practices likely to reduce self-esteem = 125
• Positive methods of enhancing self-esteem = 126
• Summary = 131
• 7. Tender topics : Helping children master emotional crises = 135
• What constitutes a crisis? = 136
• Some general principles = 137
• Adjusting to nursery school and dealing with the parent who picks the child up late = 141
• Arrival of anew baby = 142
• Hospitalization = 143
• The emergency room = 145
• Hospitalization of parents = 145
• Helping children through divorce = 146
• Helping children understand death = 149
• Child abuse, neglect, and sexual molestation = 152
• Summary = 159
• PART FOUR - Fostering social development
• 8. Helping young children establish self-discipline and self-control : But what if he won't do what I say? = 169
• Two basic goals of discipline = 169
• Establishing inner controls : ego strength and moral development = 170
• Practical things to do to make it easier for children to behave in acceptable ways = 175
• Summary = 188
• 9. Aggression : what to do about it = 193
• Undesirable ways to cope with aggression = 193
• Desirable ways to cope with aggression = 196
• Summary = 205
• 10. Developing social competence in young children = 209
• Developmental trends in social growth = 209
• Suggestions for teaching appropriate social skills = 214
• Summary = 225
• 11. The pleasures of meaningful work = 229
• Teaching children to dislike work = 230
• Teaching the positive values of work = 231
• Incorporating meaningful work into the nursery school = 235
• Summary = 239
• 12. Achieving equity in the nursery school : Providing cross-cultural, nonsexist education = 243
• Examples of teacher prejudice = 243
• Can such attitudes be changed? = 244
• Do young children notice ethnic and gender differences? = 245
• What do cross-cultural and nonsexist education have in common? = 246
• Recognizing and honoring cultural differences = 246
• Emphasizing the similarities as well as valuing the uniqueness of people = 257
• Can teaching about cultural uniqueness and similarity of needs be combined? = 259
• Presenting nonsexist education in the nursery school : teaching and valuing sexual identity = 261
• Summary = 270
• PART FIVE - Enhancing creativity
• 13. Fostering creativity by means of self-expressive materials = 281
• Definition of creativity = 281
• Importance of creativity = 282
• Stages of development = 283
• General recommendations about creativity = 284
• Use of self-expressive materials to foster the creative self = 287
• Presentation of specific materials = 293
• Summary = 308
• 14. Fostering creativity in play = 313
• Purposes of play = 314
• Developmental stages of play = 319
• Factors likely to facilitate creative play = 322
• Specific activities to encourage creativity in play = 329
• Summary = 339
• 15. Fostering creativity in thought = 345
• Things to remember about creative thinking = 346
• Examples of creative mental activities and suggestions on how to enhance them = 350
• Summary = 357
• PART SIX - Developing language skills and mental ability
• 16. Fostering the development of language skills = 363
• How language is acquired = 364
• Developmental milestones = 367
• Methods used for increasing language competence in young children = 371
• Eight basic ways to foster language development = 372
• Language and dialectical differences = 386
• Children who have special disabilities of speech and hearing = 390
• Summary = 394
• 17. Developing the cognitive-analytical aspects of the child's self = 401
• Selecting values and priorities in the cognitive realm = 402
• Construction of a cognitive-analytical curriculum = 408
• Further comments on the development of a vertical curriculum = 412
• Concept formation abilities that should be included in a vertical curriculum = 418
• Provision of opportunities for practicing concept formation skills = 428
• Sample outline for developing a unit of cognitive curriculum = 431
• Sample lesson plan based on the water unit = 435
• PART SEVEN - Working with special situations
• 18. What parents need = 445
• Problems that interfere with good communication = 445
• Suggestions for establishing a good relationship between parent and teacher = 446
• Counseling with parents = 448
• Practical pointers about conducting the interview itself = 450
• Limits to guidance work = 453
• Summary = 453
• 19. Working with exceptional children = 457
• The nursery school teacher as a screening agent = 458
• Referring children for special help = 468
• Living and working with exceptional children in the nursery school = 470
• General recommendations for working with exceptional children = 476
• Guidelines for working with physically handicapped children = 478
• Guidelines for working with emotionally disturbed children = 478
• Guidelines for working with mentally retarded children = 481
• Teaching mentally gifted preschool children = 483
• Summary = 485
• 20. Helping teachers with common problems = 493
• Some basic principles for working with children = 493
• Common problems of teachers = 496
• Summary = 502
• PART EIGHT - What lies ahead?
• 21. Recent trends in early childhood education = 507
• The child advocacy movement = 507
• Increased need for services to young children = 510
• Increased flexibility and variety in child care alternatives = 514
• Increased flexibility and changes in approaches to teacher training = 515
• Increased recognition of the importance of parenting = 516
• Trend toward abetter sense of proportion = 517
• Recognition of the need for better research = 517
• Two guidelines to remember = 518
• References = 523
• Appendices
• A. An initial code of ethics for early childhood educators = 555
• B. Chart of normal development : infancy to six years of age = 557
• C. Recommended food intake for good nutrition according to food groups and the average size of servings at different age levels = 564
• D. Communicable disease chart for schools = 566
• E. Ten quick ways to analyze children's books for racism and sexism = 574
• F. A beginning list of free materials and resources = 578
• G. Activities to develop auditory discrimination = 579
• H. Definitions of the parameters and categories of the Structure of Intellect = 581
• I. Educational organizations, newsletters, and journals associated with early childhood = 583