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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
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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.
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