Developmentally Appropriate Curriculum
Best Practices in Early Childhood Education
6th Edition
Published on 21. February 2014
Book
Paperback/Softback
608 pages
978-0-13-335177-4 (ISBN)
Description
Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133830977.
Helps students create the best programs for young children ages three through eight.
The authors' goal in writing Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education was to bring together the best information currently available for developing an integrated approach to curriculum and instruction in the early years.
The Sixth Edition addresses all aspects of classroom life, including the roles of children and adults, the physical and social environments, and teaching and learning within multiple domains for children age three to eight. It provides a comprehensive, cohesive approach to curriculum development, which results in greater continuity for children and practitioners in group settings in childcare, preschool, and the early elementary grades.
Concentrating as much on the "how" of curriculum development as on the "what and why," the authors provide practical, research-based guidelines for translating theory into best practice that accommodates age-appropriateness, individual differences, and social and cultural diversity. Students learn how to conceptualize, plan, implement, and evaluate curriculum through detailed application opportunities in each chapter. The Enhanced Pearson eText features embedded video, licensure examination preparation exercises, and assessments
Improve mastery and retention with the Enhanced Pearson eText*
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:
Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.
Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.*
Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book.
*The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.
*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.
Helps students create the best programs for young children ages three through eight.
The authors' goal in writing Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education was to bring together the best information currently available for developing an integrated approach to curriculum and instruction in the early years.
The Sixth Edition addresses all aspects of classroom life, including the roles of children and adults, the physical and social environments, and teaching and learning within multiple domains for children age three to eight. It provides a comprehensive, cohesive approach to curriculum development, which results in greater continuity for children and practitioners in group settings in childcare, preschool, and the early elementary grades.
Concentrating as much on the "how" of curriculum development as on the "what and why," the authors provide practical, research-based guidelines for translating theory into best practice that accommodates age-appropriateness, individual differences, and social and cultural diversity. Students learn how to conceptualize, plan, implement, and evaluate curriculum through detailed application opportunities in each chapter. The Enhanced Pearson eText features embedded video, licensure examination preparation exercises, and assessments
Improve mastery and retention with the Enhanced Pearson eText*
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:
Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.
Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.*
Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book.
*The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.
*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.
More details
Other editions
New editions
Marjorie Kostelnik | Marjorie J. Kostelnik | Anne K. Soderman
Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education
Best Practices in Early Childhood Education
Book
10/2018
7th Edition
Pearson
€152.49
Shipment within 15-20 days
Previous edition
Marjorie J. Kostelnik | Anne K. Soderman | Alice P. Whiren
Developmentally Appropriate Curriculum
Best Practices in Early Childhood Education (with MyEducationLab)
Book
06/2010
5th Edition
Pearson
€110.44
Article exhausted; check for reprint
Persons
Marjorie J. Kostelnik is dean of the College of Education and Human Sciences at the University of Nebraska, Lincoln. A former child-care, Head Start, and preschool teacher, as well as elementary school specialist, Dr. Kostelnik has been actively involved in helping educators in early childhood programs explore the implications of developmentally appropriate practices. Her work has taken her to many settings throughout the United States and abroad. Marjorie teaches classes in early childhood inclusive education and is currently on the Coordinating Commission for High Quality Early Childhood Education for the state of Nebraska.
Anne K. Soderman had 14 years of classroom experience working with children in both public and nonpublic educational settings prior to joining Michigan State University in 1979, where she is now professor emeritus. In addition to continuing to consult with schools in international settings, she is currently carrying out an administrative assignment and conducting research on second-language acquisition in Beijing, China. Soderman is also co-author of Guiding Children's Social Development and Learning, 6th ed. (2009), Creating Literacy-Rich Preschools and Kindergartens (2008), and Scaffolding Emergent Literacy (2005).
Alice Phipps Whiren is a professor emeritus of the Department of Family and Child Ecology, Michigan State University. She taught curriculum in early childhood and child development to undergraduate and graduate students and was supervisor of the Child Development Laboratories. Early in her career, she taught young children in an inner-city public school in Michigan. She also served as a Head Start assistant director and has provided a variety of training sessions for preprimary teachers nationally and internationally.
Michelle Rupiper is an associate professor of practice and serves as the director of the Ruth Staples Child Development Laboratory at the University of Nebraska, Lincoln (UNL). Having received her doctorate in special education from Teachers College at UNL, Michelle has 25 years of experience working with children and families in a variety of early childhood programs. She is the past president of the Midwest Association for the Education of Young Children and the Nebraska Association for the Education of Young Children. Michelle also consults with early childhood programs across the state of Nebraska.
Anne K. Soderman had 14 years of classroom experience working with children in both public and nonpublic educational settings prior to joining Michigan State University in 1979, where she is now professor emeritus. In addition to continuing to consult with schools in international settings, she is currently carrying out an administrative assignment and conducting research on second-language acquisition in Beijing, China. Soderman is also co-author of Guiding Children's Social Development and Learning, 6th ed. (2009), Creating Literacy-Rich Preschools and Kindergartens (2008), and Scaffolding Emergent Literacy (2005).
Alice Phipps Whiren is a professor emeritus of the Department of Family and Child Ecology, Michigan State University. She taught curriculum in early childhood and child development to undergraduate and graduate students and was supervisor of the Child Development Laboratories. Early in her career, she taught young children in an inner-city public school in Michigan. She also served as a Head Start assistant director and has provided a variety of training sessions for preprimary teachers nationally and internationally.
Michelle Rupiper is an associate professor of practice and serves as the director of the Ruth Staples Child Development Laboratory at the University of Nebraska, Lincoln (UNL). Having received her doctorate in special education from Teachers College at UNL, Michelle has 25 years of experience working with children and families in a variety of early childhood programs. She is the past president of the Midwest Association for the Education of Young Children and the Nebraska Association for the Education of Young Children. Michelle also consults with early childhood programs across the state of Nebraska.
Content
Part 1 Foundations of Early Childhood Education
Chapter 1: Developmentally Appropriate Practice
Chapter 2: Teaching and Learning in Developmentally Appropriate Programs
Part 2 Setting the Stage for Learning
Chapter 3: Planning and Implementing Effective Small-Group Activities
Chapter 4: Planning and Implementing Effective Group-Time Activities
Chapter 5: Organizing Space and Materials
Chapter 6: Child Guidance in Early Childhood Classrooms
Chapter 7: Assessing and Evaluating Children's Learning
Chapter 8: Strengthening Developmentally Appropriate Programs Through Family Engagement
Part 3 The Curriculum
Chapter 9: The Aesthetic Domain
Chapter 10: The Affective Domain
Chapter 11: The Cognitive Domain
Chapter 12: The Language Domain
Chapter 13: The Physical Domain
Chapter 14: The Social Domain
Part 4 Integrating Curriculum
Chapter 15: Integrating Curriculum Through Pretend and Construction Play
Chapter 16: Organizing Children's Learning Over Time
Chapter 1: Developmentally Appropriate Practice
Chapter 2: Teaching and Learning in Developmentally Appropriate Programs
Part 2 Setting the Stage for Learning
Chapter 3: Planning and Implementing Effective Small-Group Activities
Chapter 4: Planning and Implementing Effective Group-Time Activities
Chapter 5: Organizing Space and Materials
Chapter 6: Child Guidance in Early Childhood Classrooms
Chapter 7: Assessing and Evaluating Children's Learning
Chapter 8: Strengthening Developmentally Appropriate Programs Through Family Engagement
Part 3 The Curriculum
Chapter 9: The Aesthetic Domain
Chapter 10: The Affective Domain
Chapter 11: The Cognitive Domain
Chapter 12: The Language Domain
Chapter 13: The Physical Domain
Chapter 14: The Social Domain
Part 4 Integrating Curriculum
Chapter 15: Integrating Curriculum Through Pretend and Construction Play
Chapter 16: Organizing Children's Learning Over Time