A Study of Developmentally Appropriate Curriculum for 3-Year-Olds.

Autor/in	Anderson, Mary F.
Titel	A Study of Developmentally Appropriate Curriculum for 3-Year-Olds.
Quelle	(1990), (223 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Hochschulschrift; Child Development; Cognitive Development; Curriculum Development; Day Care Centers; Developmental Stages; Developmentally Appropriate Practices; Emotional Development; Learning Activities; Physical Development; Preschool Curriculum; Preschool Education; Teaching Methods; Toddlers; District of Columbia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kindesentwicklung; Kognitive Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Day care centres; Hort; Entwicklungsbezogene Bildung; Gefühlsbildung; Lernaktivität; Körperliche Entwicklung; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Infant; Infants; Toddler; Kleinkind
Abstract	Based on classroom observations, developmental assessment, individual educational planning, and research, this curriculum describes developmentally appropriate practices to assist adults who work with young children (primarily 3-year-olds) in providing quality care and education. Chapter 1 sets out the study's specific questions, procedures, definitions, and limitations. Chapter 2 describes the goals and objectives of the curriculum which are specified in three areas of development, cognitive, socio-emotional, and physical growth. The following topics are discussed and amplified with suggestions: (1) developmentally appropriate practices in daily, weekly, and long-term planning; (2) active-learning experiences; (3) indoor and outdoor activities; (4) consistent daily routine; (5) classroom and outdoor environments that promote social-cognitive levels of play; and (6) three important processes used by adults to influence children's play (reinforcement, modeling and imitation, and modeling and instruction). Additional developmental activities that adults (as parents or teachers) can provide for preschoolers are also suggested. Chapter 3 describes observation and testing of 3-year-olds in 2 day care centers in Washington, D.C. using the Brigance Development Record Book, which allowed children to respond at their level of development. Results of this testing were used to organize an outline for writing the curriculum. Chapter 4 gives answers and findings to 7 specific questions about the skills and development of 3-year-olds. Chapter 5 provides conclusions and recommendations for current educational studies. The curriculum concludes with a bibliography and four appendices that include a sample schedule, learning objectives, content area planning guides and a recipe for curriculum planning. (TM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC