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Combines research and practice on integrated developmentally appropriate curriculum that helps theorists, researchers, parents, and teachers understand how to match early childhood teaching practices to the integrated manner that young children naturally think and learn.
This volume combines research and practice on integrated developmentally appropriate curriculum in a manner that will assist theorists, researchers, parents, school administrators, and teachers understand how to match early childhood teaching practices to the integrated manner that young children naturally think and learn. The book features specialists in each of the traditional curriculum areas (e.g., math, science, literacy) who share their expertise on how to accomplish this in practical and meaningful ways based on NAEYC and other professional organization guidelines. What an integrated curriculum means for assessment, children with disabilities, guidance, parenting, social development, and multi-cultural persepctices in early childhood education is also covered.
"I have one major regret regarding this volume--'I didn't develop it!' The NAEYC DAP (National Association for the Education of Young Children, Developmentally Appropriate Practice) guidelines, while helpful, do not provide the level of specificity needed by classroom teachers in implementing an integrated DAP curriculum. We desperately need volumes that present, in a practical and doable manner, research/theory-based ideas for implementing and integrating developmentally appropriate curricula in programs for young children. Without them, the optimism created in the profession's first consensus standards will soon be lost. This volume does the trick!" -- James L. Hoot, Director, Early Childhood Research Center, State University of New York at Buffalo
Craig H. Hart is Associate Professor, Department of Family Sciences, at Brigham Young University. He is the editor of Children on Playgrounds: Research Perspectives and Applications, also published by SUNY Press. Diane C. Burts is Professor in the School of Human Ecology at Louisiana State University, Baton Rouge. Rosalind Charlesworth is Professor of Child and Family Studies, Weber State University.
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Table of Contents
List of Figures
List of Tables
Foreword
Sue Bredekamp
1. Integrated Developmentally Appropriate Curriculum: From Theory and Research to Practice
Craig H. Hart, Diane C. Burts, Rosalind Charlesworth
2. How Children Develop and Why It Matters: The Foundation for the Developmentally Appropriate Integrated Early Childhood Curriculum
Suzanne Lowell Krogh
Part One. Integrating across Curriculum Areas
3. Mathematics in the Developmentally Appropriate Integrated Curriculum
Rosalind Charlesworth
4. Science in the Developmentally Appropriate Integrated Curriculum
Karen K. Lind
5. Music in the Developmentally Appropriate Integrated Curriculum
Susan H. Kenney
6. Physical Education in the Developmentally Appropriate Integrated Curriculum
V. Gregory Payne, Judith E. Rink
7. Social Studies in the Developmentally Appropriate Integrated Curriculum
Carol Seefeldt
8. Visual Arts in the Developmentally Appropriate Integrated Curriculum
Cynthia Colbert
9. Integrating Literacy Learning for Young Children: A Balanced Literacy Perspective
D. Ray Reutzel
Part Two. Selected Topics and Special Issues
10. Social Development and Behavior in the Integrated Curriculum
Michele Dewolf, Joan Benedict
11. Developmentally Appropriate Guidance and the Integrated Curriculum
Marion C. Hyson, Shawn L. Christiansen
12. Assessment in an Integrated Curriculum
Pamela O. Fleege
13. The Integrated Curriculum and Students with Disabilities
Donna E. Dugger-Wadsworth
14. Diversity and the Multicultural Perspective
Andrew J. Stremmel
15. Integrating Home and School: Building a Partnership
Jean M. Larsen, Julie H. Haupt
16. Informing Parents, Administrators, and Teachers about Developmentally Appropriate Practices
Julie H. Haupt, Margaret F. Ostlund
Contributors
Author Index
Subject Index
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