Author: National Association for the Education of Young Children
Publisher:
ISBN:
Category : Day care centers
Languages : en
Pages : 136

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Book Description

Author: Naeyc
Publisher:
ISBN: 9781938113956
Category : Education
Languages : en
Pages : 400

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Book Description
The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas.

Author: Sharon Ritchie
Publisher: National Association for the Education of Young Children
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 76

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Book Description

Author: Sharon Ritchie
Publisher: National Association for the Education of Young Children
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 88

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Book Description

Author: Sharon Ritchie
Publisher: National Association for the Education of Young Children
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 60

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Book Description

Author: Sharon Ritchie
Publisher: National Association for the Education of Young Children
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 76

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Author: Sue Bredekamp
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 180

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Book Description
The year 1995-96 marks the 10th anniversary of NAEYC accreditation. This collection brings together essays that examine what educators have learned from the past decade along with future directions for accreditation. The chapters focus on three broad themes: (1) effects of NAEYC accreditation on program quality and outcomes for children; (2) lessons learned from accreditation; and (3) relationships between NAEYC accreditation and public policy. The chapters are (1) "The First Decade of NAEYC Accreditations: Growth and Impact on the Field" (Sue Bredekamp and Stephanie Glowacki), describing the sociopolitical and historical context behind NAEYC's accreditation system; (2) "The Quality of Work Life in Early Childhood Programs: Does Accreditation Make a Difference?" (Paula Jorde Bloom); (3) "The Effects of Accreditation on Care in Military Child Development Centers" (Gail L. Zellman and Anne S. Johansen); (4) "NAEYC Accreditation as an Indicator of Program Quality: What Research Tells Us" (Marcy Whitebook); (5) "Accreditation of Johnson and Johnson's Child Development Center" (Carollee Howes and Ellen Galinsky); (6) "Using a Statistical-Indicator of Methodology for Accreditation" (Richard Fiene); (7) "Accreditation: Process or Product?" (Annette Sibley and Martha Abbott-Shim); (8) "The Challenge of Responding to Individual and Cultural Differences and Meeting the Needs of All Communities" (Gayle Cunningham); (9) "Facilitated Accreditation Project" (Lori Harris and others); (10) "The Accreditation Facilitation Project: A Community Climate Ripe for Collaboration on Quality" (Judith G. Goldfarb and Deborah Flis); (11) "The Role of Accreditation in Public Policy" (Louise Stoney); (12) "Licensing and Accreditation: How Much Quality is Quality?" (Gwen Morgan); (13) "What Do Parents Want? Can We Create Consumer Demand for Accredited Child Care Programs?" (Barbara Reisman); and (14) "Creating a Market for Quality through NAEYC Accreditation" (W. Steven Barnett). (BGC)

Author:
Publisher:
ISBN:
Category : Compensatory education
Languages : en
Pages : 74

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Author: California. Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 390

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Book Description

Author: Ann S. Epstein
Publisher: Conran Octopus
ISBN: 9781938113062
Category : Education
Languages : en
Pages : 284

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Book Description
Young children and teachers both have active roles in the learning processHow do preschoolers learn and develop? What are the best ways to support learning in the early years? This revised edition of The Intentional Teacher guides teachers to balance both child-guided and adult-guided learning experiences that build on children's interests and focus on what they need to learn to be successful in school and in life.This edition offers new chapters on science, social studies, and approaches to learning. Also included is updated, expanded information on social and emotional development, physical development and health, language and literacy, mathenatics, and the creative arts. In each chapter are many practical teaching strategies that are illustrated with classroom-based anecdotes.The Intentional Teacher encourages readers to- Reflect on their principles and practices- Broaden their thinking about appropriate early curriculum content and instructional methods- Discover specific ideas and teaching strategies for interacting with children in key subject areasIntentional teaching does not happen by chance. This book will help teachers apply their knowledge of children and of content to make thoughtful, intentional use of both child-guided and adult-guided experiences.