Lawyers As Counselors:A Client-Centered Approach / Edition 2

Lawyers As Counselors:A Client-Centered Approach / Edition 2

by David F. Binder, Paul R. Tremblay, Susan C. Price, Paul B. Bergman
     
 

Prepare with the Power of Classroom Practice.

• Take Practice Tests for each chapter of your text.
– Completion of each practice test generates a study plan that is unique to you.
– The study plan links to text excerpts activities with feedback, and videos and other media that can help you master concepts covered in your text.

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Overview

Prepare with the Power of Classroom Practice.

• Take Practice Tests for each chapter of your text.
– Completion of each practice test generates a study plan that is unique to you.
– The study plan links to text excerpts activities with feedback, and videos and other media that can help you master concepts covered in your text.
• Complete Assignments and Activities to apply text content to real classroom situations.
• Authentic classroom video shows real teachers and students interacting, and helps prepare you for the classroom.
• Explore the Building Teaching Skills and Dispositions exercises to practice and strengthen the skills that are essential to teaching.
• Case studies offer real-life perspectives on common issues and challenges faced in the classroom.
• Authentic student and teacher classroom artifacts provide you with the actual types of materials encountered every day by teachers.

To order this book WITH MyEducationLab, use either ISBN:
ISBN-13: 9780131381445
ISBN-10: 013138144X

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Product Details

ISBN-13:
9780314238160
Publisher:
West Academic Publishing
Publication date:
02/01/2004
Series:
American Casebook Series
Edition description:
REV
Pages:
427
Product dimensions:
6.50(w) x 9.90(h) x 0.80(d)

Table of Contents

Introduction

Part 1 Foundations of Early Childhood Education

Chapter 1 Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children

Why Is There a Need for DAP?

The Early Childhood Profession Responds

General Practices Typically Associated with DAP

It Requires Judgment to Determine Developmental Appropriateness

DAP Has Historic Roots

There Is Empirical Support for Developmentally Appropriate Programs

DAP Programs Vary in Structure and Content

DAP Is Adaptable Across Program Settings

The High/Scope Approach to Early Childhood Education

The Reggio Emilia Approach to Early Childhood Education

The DAP Debate

What Does the DAP Debate Mean for Early Childhood Practitioners?

Implications of DAP for Professional Practice

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 2

Teaching and Learning in Developmentally Appropriate Programs

Early Childhood Educators Need to Know About Child Development and Learning

Early Childhood Educators Need to Know About Effective Teaching Strategies

Which Teaching Strategies Are Best?

Common Teaching Strategies

The Cycle of Learning

Linking the Cycle of Learning to Teaching

Teaching in the Zone of Proximal Development

Early Childhood Educators Need to Know About Content

Addressing Content in Early Childhood Education

Benefits of Standards

Challenges in Using Standards

Addressing the Challenges

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Part 2 Setting the Stage for Learning

Chapter 3 Planning and Implementing Effective Small-Group Activities
Why Plan?

Characteristics of Effective Planning

Planning Basics

Creating Developmentally Appropriate Plans

Aligning All the Parts of the Lesson Plan

Using Principles of Developmental Direction to Enhance Your Planning

Applying the Principles of Developmental Direction to Your Plans

Common Activities in Early Childhood Programs

Making and Implementing Plans

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 4 Planning and Implementing Effective Group-Time Activities

Planning Effective Group Times

Writing Group-Time Plans

Group-Time Preparations and Strategies

Variations on Traditional Group Times

Common Questions Practitioners Ask About Group Time

Adaptation of Whole-Group Instruction for Children of Different Ages and Abilities

Pitfalls to Avoid During Group-Time Planning

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 5 Organizing Space, Materials, and Time

Organizing the Physical Environment

Why Use Learning Centers?

Characteristics of Effective Early Childhood Learning Centers

Examples of Centers

Dealing with Implementation Issues

Adjusting the Physical Environment

Selecting Materials for Each Curricular Domain

General Guidelines for the Selection and Use of Materials

Using the Same Materials for Many Purposes

Creating a Daily Schedule

Sample Schedule

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 6 Child Guidance in Early Childhood Classrooms

What Children Need to Know

What Self-Discipline Is

How Self-Discipline Evolves

Degrees of Self-Discipline Among Children and Within the Same Child

Developmental Influences on Self-Discipline

How Experience Influences Self-Discipline

How Adult Discipline Styles Influence Children’s Self-Discipline

The Relation Between Authoritative Teaching and DAP

Authoritative Teaching and the Importance of Teamwork Among Staff

Questions Adults Ask About Promoting Self-Discipline in Children

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 7 Evaluating and Guiding Children’s Progress by Using Authentic Assessment

The Changing Face of Early Childhood Assessment

Responsible Early Childhood Assessment and Evaluation

Standardized Testing: What Part Should It Play in Evaluating Children’s Progress?

Placement of Young Children on the Basis of Test Results

The Concept of Authentic Assessment

Strategies for Assessment in the Early Childhood Classroom

Organization and Use of Authentic Assessment and Evaluation Data: Portfolios and Student-Led Conferences

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 8 Strengthening Developmentally Appropriate Programs Through Family Involvement

The Changing Nature of Family Involvement in Early Childhood Education

Barriers to Family Involvement

Characteristics of Effective Family Involvement

Effective Family Involvement Techniques

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Part 3 The Curriculum

Chapter 9 The Aesthetic Domain

Aesthetics Defined

The Arts Defined

Scope of This Chapter

Aesthetic Education for Young Children

Importance of Aesthetic Learning

Relationship Between Aesthetic Learning and Knowing

Children’s Acquisition of a Fundamental Knowledge Base for Aesthetic Development

Aesthetic Learning and the Teacher’s Role

Current Educational Issues

Purpose and Goals

Teaching Strategies

Pitfalls to Avoid

Approaches to Teaching the Arts

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 10 The Affective Domain

Children’s Developing Self-Awareness and Sense of Competence

Children’s Acquisition of a Fundamental Knowledge Base for Affective Development

Children’s Stress Reactions in Response to Overwhelming Emotional Demands

Promotion of Healthy Self-Esteem in the Early Learning Environment

Current Educational Issues

Purpose and Goals for Affective Development

Affective Teaching Strategies

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 11 The Cognitive Domain

Cognitive Maturation

Children’s Acquisition of a Fundamental Knowledge Base for Cognitive Development

National Expectations and Standards

Current Educational Issues

Purpose and Goals for the Cognitive Domain

Teaching Strategies

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 12 The Language Domain

Oral Language Development

Children’s Acquisition of Literacy: Connections Among Oral Language, Phonological and Phonemic Awareness, and Emerging Reading and Writing

Integration of Language Experiences Across the Curriculum

Current Educational Issues

Purpose and Goals for the Language Domain

Teaching Strategies

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 13 The Physical Domain

Physical Activity

Health, Safety, and Nutrition

Current Educational Issues

Purpose and Goals

Teaching Strategies

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 14 The Social Domain

Social Skill Development

Socialization: Children’s Behavior and Adult Expectations

Social Responsibility

Social Studies

Relationship Between the Social Domain and Cognition

Current Educational Issues

Purpose and Goals

Teaching Strategies

Activity Suggestions

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Part 4 Integrating Curriculum

Chapter 15 Integrating Curriculum Through Pretend and Construction Play

Characteristics of Play

Pretend and Construction Play Across the Curriculum and in Development

Integration of Multiple Domains

Teachers’ Questions Regarding Pretend and Construction Play

Promotion of Play Skills

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Chapter 16 Integrating Curriculum by Using Themes and Projects

Defining Themes and Projects

How Themes and Projects Contribute to Children’s Concept Development

Additional Benefits for Children

Teachers’ Benefits

Program Effects

Pitfalls in Theme Teaching

Principles of Effective Theme Teaching

How to Create Thematic Units

Common Questions About Themes and Projects

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam

Appendix A Sample Lesson Plans

Appendix B Field Trips

Appendix C The Big, Big Turnip

Glossary

References

Name Index

Subject Index

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