Acting on What We Know: Guidelines for Developing Effective Programs for Young Children.

Sonst. Personen	Swick, Kevin J. (Hrsg.); Castle, Kathryn (Hrsg.)
Institution	Southern Association on Children Under Six, Little Rock, AR.
Titel	Acting on What We Know: Guidelines for Developing Effective Programs for Young Children.
Quelle	(1985), (107 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Leitfaden; Competence; Curriculum Development; Day Care; Developmentally Appropriate Practices; Early Childhood Education; Educational Quality; Guidelines; Kindergarten; Microcomputers; Multicultural Education; Parent Participation; Program Development; Program Effectiveness; Stress Variables; Teacher Effectiveness; Technological Advancement + Suchen Sie Ihr Suchwort? Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Tagespflege; Entwicklungsbezogene Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Richtlinien; Multikulturelle Erziehung; Elternmitwirkung; Programmplanung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Technological development; Technologische Entwicklung
Abstract	Various components of quality early childhood programs are detailed in the papers contained in this book. In the opening chapter, Mildred Dickerson and Martha Ross assess the current status of child care in the United States. Milly Cowles, in a chapter on curriculum, outlines the essential components of effective early childhood programs. Mac Brown reaffirms the value of play as an important ingredient of programming and identifies characteristics of quality programs. Kevin Swick points out the importance of involving parents in programs for children and suggests ways of increasing parent involvement. Kathryn Castle calls for developmentally appropriate programs which support the natural growth of children and offers recommendations for attaining this type of program. Margaret Puckett addresses the issue of expectations in the early childhood profession and emphasizes the importance of adhering to high standards. In a chapter on teacher competence, Michael Davis and Kevin Swick describe what is known about effective teaching and draw implications for educating teachers of young children. Hakim Rashid offers guidelines for assisting institutions in evaluating their multicultural components and discusses implications for teacher and parent education. Joseph Rotter summarizes the effects of too much stress in children's lives and indicates what can be done to help children cope. Finally, Michael Hanes explores the impact of technological change on the education of young children. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC