Developmentally Appropriate Practice: Curriculum and Development in Early Education / Edition 3

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Overview

Written for educators, administrators, child caregivers, and parents, Developmentally Appropriate Practice provides the help essential for nurturing the development of children from birth to age eight. Practical examples show how to implement developmentally appropriate practices for real-life situations. From theory to practice, featuring: specific references from NAEYC's revised position on developmentally appropriate practice; a new chapter on defining play as the basis for developmentally appropriate practice; a new chapter on exploring the difference between teacher-directed methods of planning curriculum and the more appropriate curriculum that emerges; an emphasis on real-life situations that supports practical applications; dialogues and examples that encourage easy reading and enhance interest; and consideration of the whole child.
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Editorial Reviews

From the Publisher
"This is a good, hands-on text that covers DAP from birth through kindergarten. It concentrates its focus on environments and the power of language. The best parts of the book are the linkages back to real-life teaching and the way it allows undergraduates to journal throughout their readings."

"Very practical and very comprehensive for this level student. It also provides a rich depth of DAP throughout the text that students of all age groups need to know. I've taught this course many times and with other texts and this is indeed the best one I've used."

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Product Details

  • ISBN-13: 9781418050542
  • Publisher: Cengage Learning
  • Publication date: 3/28/2006
  • Edition description: Older Edition
  • Edition number: 3

Meet the Author

Carol Gestwicki, M.A., was an instructor in the early childhood education program at Central Piedmont Community College in Charlotte, North Carolina, for over 30 years. Her teaching responsibilities have included supervising students in classroom situations as they work with families. Earlier in her career, she worked with children and families in a variety of community agencies and schools in Toronto, New York, New Jersey, and Namibia (Southwest Africa). She has been an active member of the NAEYC for many years, including making numerous presentations at state and national conferences. She has been a Fellow in the Early Childhood Leadership Development Project at the University of North Carolina at Chapel Hill, and has been associated with the T.E.A.C.H. Model/Mentor program. Her other publications include more than two dozen articles about child development and family issues, and scripts and design for 14 audiovisual instructional programs. In addition to authoring HOME, SCHOOL, AND COMMUNITY RELATIONS, 9th Edition, she is the author of DEVELOPMENTALLY APPROPRIATE PRACTICE: CURRICULUM AND DEVELOPMENT IN EARLY EDUCATION, 5th Edition (Wadsworth Cengage Learning, 2013); ESSENTIALS OF EARLY EDUCATION (Delmar, 1997); and AUTHENTIC CHILDHOOD: EXPLORING REGGIO EMILIA IN THE CLASSROOM (Delmar, 2002). Currently, she writes a regular column, "Grandma Says," for the newsletter Growing Child.

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Table of Contents

Preface
Acknowledgments
Sect. 1 Defining Developmentally Appropriate Practice
Ch. 1 What It Is 3
Ch. 2 What It Is Not 19
Sect. 2 Developmentally Appropriate Physical Environments
Ch. 3 For Infants 39
Ch. 4 For Toddlers 57
Ch. 5 For Preschoolers 75
Ch. 6 For Primary-Aged 99
Sect. 3 Developmentally Appropriate Social/Emotional Environments
Ch. 7 For Infants 125
Ch. 8 For Toddlers 139
Ch. 9 For Preschoolers 161
Ch. 10 For Primary-Aged 189
Sect. 4 Developmentally Appropriate Cognitive/Language Environments
Ch. 11 For Infants 213
Ch. 12 For Toddlers 231
Ch. 13 For Preschoolers 253
Ch. 14 For Primary-Aged 281
Sect. 5 Steps Toward More Developmentally Appropriate Practice
Ch. 15 Helping Teachers Change to More Appropriate Practice 311
Ch. 16 Helping Parents and Communities Understand Developmentally Appropriate Practice 323
Ch. 17 A Look at Developmentally Appropriate Programs 339
Index 357
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