Social Studies for the Preschool/Primary Child / Edition 9

Paperback (Print)
Rent
Rent from BN.com
$14.30
(Save 83%)
Est. Return Date: 12/19/2014
Buy New
Buy New from BN.com
$78.83
Used and New from Other Sellers
Used and New from Other Sellers
from $56.50
Usually ships in 1-2 business days
(Save 34%)
Other sellers (Paperback)
  • All (20) from $56.50   
  • New (15) from $64.50   
  • Used (5) from $56.50   

Overview

Social Studies for the Preschool/Primary Child, 9/e, written by respected authors Sharon Castle and Renee C. Falconer, and begun by the late Carol Seefeldt, remains one of the most popularly read texts on teaching social studies to young children. Filled with a multitude of ideas, suggestions, and activities that prospective early childhood teachers can use to interest young children in social studies, the practicality and applicability of this resource is proven. Not only will novice teachers learn the content and methods of teaching social studies, but also they will be given sound ways to integrate social studies in other areas of the curriculum, including science, the arts, literacy and literature, and mathematics. The importance of understanding and using child development knowledge is a focus throughout the book. It includes a full chapter on play as a crucial part of children’s learning and development, and incorporates ideas for play throughout the material.Revised with the most current research, topics, and more, the book includes three extensively revised chapters to offer all of the 10 NCSS Thematic Strands; a new emphasis on the use of such technology as e-mail, digital cameras, and the World Wide Web; and thoroughly incorporates the current NAEYC standards for quality, curriculum, and professional preparation.
Read More Show Less

Product Details

  • ISBN-13: 9780132867986
  • Publisher: Pearson
  • Publication date: 3/7/2013
  • Edition description: New Edition
  • Edition number: 9
  • Pages: 384
  • Sales rank: 185,797
  • Product dimensions: 7.40 (w) x 9.10 (h) x 0.60 (d)

Meet the Author

At her death in 2005, Carol Seefeldt, Ph.D., was Professor Emeritus of human development at the Institute for Child Study, University of Maryland, College Park. She received the Distinguished Scholar-Researcher award from the university and published 25 books and over 100 scholarly and research articles for teachers and parents. Her books include Social Studies for the Preschool/Primary Child, Active Experiences for Active Children (Science, Social Studies, and Mathematics), and Current Issues in Early Childhood Education. She also wrote Playing to Learn and Creating Rooms of Wonder. She coauthored Early Childhood: Where Learning Begins-Geography for the U.S. Department of Education.

During her 40 years in the field, Dr. Seefeldt taught at every level from nursery school for 2-year-olds through third grade. She frequently conducted teacher-training programs in the United States, Japan, and Ukraine. Carol's research revolved around program development and evaluation. Her contributions to the field were extraordinary and her influence carries on.

Sharon Castle is a retired Associate Professor of Education at George Mason University. She taught early childhood and elementary socials studies, fine arts, creativity and play, and research courses. Her most recent area of research was Professional Development Schools. She also studied children’s creative and artistic development and school change. She received her Masters in Child Development from Iowa State University and her PhD in Curriculum and Instruction from the University of Maryland, College Park.

Renee C. Falconer is a semi-retired Associate Professor of Education at George Mason University. She teaches child development and curriculum courses. She has taught children in countries all over the world (including United Kingdom, Canada, Australia, Kenya and the US) for 20 years and has taught teachers in the eastern, western and southern United States. She received her Masters in Early Childhood Education from the University of South Carolina and her PhD in Curriculum and Instruction/Early Childhood and Multicultural Education from Utah State University.

Read More Show Less

Read an Excerpt

PREFACE:

PREFACE

Preparing the sixth edition of Social Studies for the Preschool/Primary Child, designed as a textbook for early childhood preservice teachers and a resource for inservice teachers, has been a stimulating and rewarding experience. Since the first edition was published in 1977, much in the field of early childhood has remained the same but even more has changed. This sixth edition retains both the continuity and the changes in the fields of early childhood education and the social studies today.

CHILD GROWTH, DEVELOPMENT, AND LEARNING

The sixth edition continues to be based on knowledge of children. Although the world has changed, children have not. Today's children grow, develop, and learn in much the same ways as they always have. This newest edition of Social Studies for the Preschool/Primary Child is based on a solid theoretical and research foundation of child growth, development, and learning. One chapter focuses on child development. In addition, each chapter incorporates current research and theory of child growth, development, and learning into all areas of the social studies.

DIVERSITY AND INCLUSION

This edition features diversity and inclusion. A separate chapter on celebrating diversity offers preservice and inservice teachers a solid foundation of curriculum methods and practices based on the latest theory and research on teaching young children to value themselves and each other. Each chapter also includes ideas and practices designed to celebrate diversity and provide full inclusion into the social studies curriculum for all children, regardless of the special needs or individualdifferences children bring with them to the group.

LEARNING THROUGH ACTIVITY

This text assumes that all young children will be educated in enriching, stimulating educational environments that foster and promote the play, mental, physical, and social activity that are known to lead to learning. Research clearly documents that humans learn best when they are active, when they can play with things, objects, others, and ideas. Because play is so critical to learning, it serves as the integrator of the social studies curriculum and is viewed as the basic mode for children's learning. Play and activity are featured in each chapter; however, a separate chapter on resources for children's learning gives teachers ideas for arranging the environment to enable children to learn through their own activity.

AN INTEGRATED APPROACH

The wholeness of the child is honored in this text through advocating and presenting an integrated social studies curriculum. The wholeness of learning, the intimate relationship between children's cognitive growth and their social, physical, and emotional growth, is recognized and respected.

Social studies are approached as an integrated, experience, one that involves the school, parents, and community The social studies are also presented as a continual experience, one that builds as children move from a child-care setting or preschool to kindergarten and the primary grades.

Even though the text presents separate chapters for teaching social studies content, it is based on the theory that learning is a continuous, integrated activity Thus, teaching social studies involves all curriculum content areas. Integrated throughout this sixth edition of Social Studies for the Preschool/Primary Child are suggestions for incorporating content from the visual arts, music, movement, science, health, and the language arts.

SOME CHANGES

While children and the way they learn have not changed since the first edition of Social Studies for the Preschool/ Primary Child, the world has changed—dramatically so. Wars have come and gone, and the Velvet Revolutions in Eastern Europe have literally changed the face of the world.

The expansion of technology has affected worldwide changes as well. E-mail brings us closer to each other regardless of how far apart we are. Technology brings us closer to information and knowledge as well. Thus, this sixth edition offers teachers ideas for using current technologies in today's classrooms. Ideas for using digital cameras as resources for learning to obtaining resources from Web sites are included.

Changes in the field of early childhood education itself form another underpinning for this text. As the field of early childhood enters the future, it does so with a new sense of professionalism and newly established standards. The National Association for the Education of Young Children has set new standards for quality in programs serving children from birth through age 8, standards for appropriate curricula, and standards for the professional preparation of early childhood teachers. The assumption that all children will be taught by professional, highly intelligent, and qualified early childhood teachers continues in this edition. Teachers are needed who take their cues from children, who understand children, and who know how to follow their leads. This text offers a multitude of practical ideas, suggestions, and guides for teaching social studies, but the most important component of any social studies program is a reflective, thoughtful, highly educated teacher who will plan, implement, and assess the social studies concepts, skills, attitudes and learning experiences found herein.

STANDARDS AND POSITION PAPERS

Recognizing the need to prepare children to become effective, fully functioning citizens in a rapidly changing world, authorities have called for reforms in social studies education. Position papers and national standards developed by the Office of Research and Improvement in the U.S. Department of Education in history, geography, economics, and civics education suggest new directions for social studies curriculum.

These position papers and standards lead to the conclusion that social studies has been a long-neglected topic in schools for young children. Social Studies for the Preschool/Primary Child can remedy this neglect. Structured around the concepts considered key to the social. science disciplines, the attitudes, values, and skills believed essential for citizens of a democratic society, this text presents a multitude of ideas for introducing children to social studies content. These suggestions will give young children on opportunity to build a foundation of knowledge of history, geography, economics, and other social science disciplines, skills, and attitudes that will enable them to become fully functioning members of a democratic society in the future.

SPECIAL FEATURES OF SOCIAL STUDIES
FOR THE PRESCHOOL /PRIMARY CHILD

In this teacher-friendly text, each chapter

  • Begins with questions that serve as advanced organizers and objectives
  • Concludes with a summary organizing the information presented
  • Offers suggestions for expanding and extending student knowledge, attitudes, and skills
  • Provides extensive information about resources for teachers
  • Integrates children's literature in each chapter by identifying appropriate books and poems
  • Provides examples and ideas for inclusion and valuing diversity
  • Is replete with examples and ideas of how to translate social studies theory and research into practice

STRUCTURE OF THE SIXTH EDITION

Social Studies for the Preschool/Primary Child is organized into three parts. Part 1 introduces the social studies with chapters defining the social studies, celebrating diversity, planning to teach, and resources for learning.

Part 2 provides information on the social studies processes of social skills, thinking and concept formation, and attitudes and values. The chapters discuss development of these processes and how teachers foster them through experiences with the social studies.

Part 3 is devoted to content from the social studies disciplines of history, geography, and economics. Current position papers and standards from these fields are reflected throughout these chapters.

ACKNOWLEDGMENTS

As always, I acknowledge those I live and work with. My family Eugene Seefeldt, Paul and Kelcey Seefeldt, Andrea Seefeldt-Knight, and my colleagues Alice Galper and Tina Younoszai are continually supportive and patient. I think them.

Many others have my thanks as well. Ann Davis has offered invaluable advice and her expertise to strengthen the sixth edition of Social Studies for the Preschool/Primary Child. The dedicated work of Ms. Pat Grogg, and Sheryl Langner, production editor, is deeply appreciated.

Special thanks are given to Dr. Fran Favretto, director of the University of Maryland College Park's Center for Young Children, and the faculty for always permitting me to visit and learn. The innovative, child-centered curriculum and practices of the Center for Young Children are reflected in this text.

The thoughtful insights and comments of these reviewers are greatly appreciated: Roger Brindley University of South Florida; Mabel Hibel, University of Memphis; Sara W Lundsteen, University of North Texas; Joan Moyer, Arizona State University; Mary Jo Pollman, Metropolitan State College of Denver; and Louise Swiniarski, Salem State College (MA).

Read More Show Less

Table of Contents

Chapter 1 These Are the Social Studies

Chapter 2 Planning and Assessment

Chapter 3 Resources for Learning

Chapter 4 Thinking and Concept Formation

Chapter 5 Self, Others, and the Community: Social Skills

Chapter 6 Culture, Diversity, and Values

Chapter 7 Children's Study of TIme, Continuity, and Change: History

Chapter 8 People, Places, and Environment: Geography

Chapter 9 Production, Consumption, and Decision Making: Economics

Chapter 10 Developing Citizenship: Civics and Government

Chapter 11 Global Connections

Read More Show Less

Preface

Preparing the sixth edition of Social Studies for the Preschool/Primary Child, designed as a textbook for early childhood preservice teachers and a resource for inservice teachers, has been a stimulating and rewarding experience. Since the first edition was published in 1977, much in the field of early childhood has remained the same but even more has changed. This sixth edition retains both the continuity and the changes in the fields of early childhood education and the social studies today.

CHILD GROWTH, DEVELOPMENT, AND LEARNING

The sixth edition continues to be based on knowledge of children. Although the world has changed, children have not. Today's children grow, develop, and learn in much the same ways as they always have. This newest edition of Social Studies for the Preschool/Primary Child is based on a solid theoretical and research foundation of child growth, development, and learning. One chapter focuses on child development. In addition, each chapter incorporates current research and theory of child growth, development, and learning into all areas of the social studies.

DIVERSITY AND INCLUSION

This edition features diversity and inclusion. A separate chapter on celebrating diversity offers preservice and inservice teachers a solid foundation of curriculum methods and practices based on the latest theory and research on teaching young children to value themselves and each other. Each chapter also includes ideas and practices designed to celebrate diversity and provide full inclusion into the social studies curriculum for all children, regardless of the special needs or individual differences children bring with them to thegroup.

LEARNING THROUGH ACTIVITY

This text assumes that all young children will be educated in enriching, stimulating educational environments that foster and promote the play, mental, physical, and social activity that are known to lead to learning. Research clearly documents that humans learn best when they are active, when they can play with things, objects, others, and ideas. Because play is so critical to learning, it serves as the integrator of the social studies curriculum and is viewed as the basic mode for children's learning. Play and activity are featured in each chapter; however, a separate chapter on resources for children's learning gives teachers ideas for arranging the environment to enable children to learn through their own activity.

AN INTEGRATED APPROACH

The wholeness of the child is honored in this text through advocating and presenting an integrated social studies curriculum. The wholeness of learning, the intimate relationship between children's cognitive growth and their social, physical, and emotional growth, is recognized and respected.

Social studies are approached as an integrated, experience, one that involves the school, parents, and community The social studies are also presented as a continual experience, one that builds as children move from a child-care setting or preschool to kindergarten and the primary grades.

Even though the text presents separate chapters for teaching social studies content, it is based on the theory that learning is a continuous, integrated activity Thus, teaching social studies involves all curriculum content areas. Integrated throughout this sixth edition of Social Studies for the Preschool/Primary Child are suggestions for incorporating content from the visual arts, music, movement, science, health, and the language arts.

SOME CHANGES

While children and the way they learn have not changed since the first edition of Social Studies for the Preschool/ Primary Child, the world has changed—dramatically so. Wars have come and gone, and the Velvet Revolutions in Eastern Europe have literally changed the face of the world.

The expansion of technology has affected worldwide changes as well. E-mail brings us closer to each other regardless of how far apart we are. Technology brings us closer to information and knowledge as well. Thus, this sixth edition offers teachers ideas for using current technologies in today's classrooms. Ideas for using digital cameras as resources for learning to obtaining resources from Web sites are included.

Changes in the field of early childhood education itself form another underpinning for this text. As the field of early childhood enters the future, it does so with a new sense of professionalism and newly established standards. The National Association for the Education of Young Children has set new standards for quality in programs serving children from birth through age 8, standards for appropriate curricula, and standards for the professional preparation of early childhood teachers. The assumption that all children will be taught by professional, highly intelligent, and qualified early childhood teachers continues in this edition. Teachers are needed who take their cues from children, who understand children, and who know how to follow their leads. This text offers a multitude of practical ideas, suggestions, and guides for teaching social studies, but the most important component of any social studies program is a reflective, thoughtful, highly educated teacher who will plan, implement, and assess the social studies concepts, skills, attitudes and learning experiences found herein.

STANDARDS AND POSITION PAPERS

Recognizing the need to prepare children to become effective, fully functioning citizens in a rapidly changing world, authorities have called for reforms in social studies education. Position papers and national standards developed by the Office of Research and Improvement in the U.S. Department of Education in history, geography, economics, and civics education suggest new directions for social studies curriculum.

These position papers and standards lead to the conclusion that social studies has been a long-neglected topic in schools for young children. Social Studies for the Preschool/Primary Child can remedy this neglect. Structured around the concepts considered key to the social. science disciplines, the attitudes, values, and skills believed essential for citizens of a democratic society, this text presents a multitude of ideas for introducing children to social studies content. These suggestions will give young children on opportunity to build a foundation of knowledge of history, geography, economics, and other social science disciplines, skills, and attitudes that will enable them to become fully functioning members of a democratic society in the future.

SPECIAL FEATURES OF SOCIAL STUDIES
FOR THE PRESCHOOL /PRIMARY CHILD

In this teacher-friendly text, each chapter

  • Begins with questions that serve as advanced organizers and objectives
  • Concludes with a summary organizing the information presented
  • Offers suggestions for expanding and extending student knowledge, attitudes, and skills
  • Provides extensive information about resources for teachers
  • Integrates children's literature in each chapter by identifying appropriate books and poems
  • Provides examples and ideas for inclusion and valuing diversity
  • Is replete with examples and ideas of how to translate social studies theory and research into practice

STRUCTURE OF THE SIXTH EDITION

Social Studies for the Preschool/Primary Child is organized into three parts. Part 1 introduces the social studies with chapters defining the social studies, celebrating diversity, planning to teach, and resources for learning.

Part 2 provides information on the social studies processes of social skills, thinking and concept formation, and attitudes and values. The chapters discuss development of these processes and how teachers foster them through experiences with the social studies.

Part 3 is devoted to content from the social studies disciplines of history, geography, and economics. Current position papers and standards from these fields are reflected throughout these chapters.

ACKNOWLEDGMENTS

As always, I acknowledge those I live and work with. My family Eugene Seefeldt, Paul and Kelcey Seefeldt, Andrea Seefeldt-Knight, and my colleagues Alice Galper and Tina Younoszai are continually supportive and patient. I think them.

Many others have my thanks as well. Ann Davis has offered invaluable advice and her expertise to strengthen the sixth edition of Social Studies for the Preschool/Primary Child. The dedicated work of Ms. Pat Grogg, and Sheryl Langner, production editor, is deeply appreciated.

Special thanks are given to Dr. Fran Favretto, director of the University of Maryland College Park's Center for Young Children, and the faculty for always permitting me to visit and learn. The innovative, child-centered curriculum and practices of the Center for Young Children are reflected in this text.

The thoughtful insights and comments of these reviewers are greatly appreciated: Roger Brindley University of South Florida; Mabel Hibel, University of Memphis; Sara W Lundsteen, University of North Texas; Joan Moyer, Arizona State University; Mary Jo Pollman, Metropolitan State College of Denver; and Louise Swiniarski, Salem State College (MA).

Read More Show Less

Customer Reviews

Average Rating 1
( 1 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(1)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously
Sort by: Showing 1 Customer Reviews
  • Anonymous

    Posted January 25, 2014

    nookstudy sucks

    i hate it. adobe is better

    Was this review helpful? Yes  No   Report this review
Sort by: Showing 1 Customer Reviews

If you find inappropriate content, please report it to Barnes & Noble
Why is this product inappropriate?
Comments (optional)