Examines the meaning of curriculum, discusses curriculum integration, describes how to plan, create, and evaluate a curriculum, and examines how modern literacy, mathematics, social studies, science, and expressive arts curricula evolved into their present forms. Methods of assessing children's progress through the curriculum are integrated throughout.
The Third Edition of this popular book reflects contemporary research as well as thinking about the role and value of play in learning and development, within and beyond early childhood.
Honig , A.S. Playtime learning games . New York : Syracuse University Press , 1982 . Knight , M.E. , & Graham , T.L. Leaves are falling in rainbows : science activities for early childhood . Atlanta , Ga .: Humanics , Ltd. , 1984 .
Provides a comprehensive introduction to curriculum theories and approaches in early childhood and early primary settings.
Dimensions of Early Childhood 40(1), 23—29. Puckett, M., & Black, J. (2008). Meaningiil assessments of the young child: Celehrating development and learning (3rd ed.). Upper Saddle River, NJ: Pearson. Ramsey, P. (1998).
This is the fourth volume in our four volume book series. This volume will consider the differing needs of teachers at varying age levels and the balance between naturally intergrated learning and subject-oriented cirriculum.
With a solid theoretical focus and child-centered approach, Early Childhood Curriculum stresses the importance of students understanding the foundations of their field before they develop and use quality teaching and...
Curriculum and research : what are the gaps we ought to mind, redux / Nancy File -- Public policy and early childhood curriculum in the united states / Christopher P. Brown & David P. Barry -- Standards, correlations, and questions : ...
Implementation of the information presented in this book will enable children to experience a richer transition into primary education classrooms.
This volume offers readers an examination of the content areas in early childhood curriculum that honor Dewey's belief in active, integrated learning.
Bruce, J. U., Davie, T., Notman, L., Kilpatrick, H., Stewart, C., Luxford, K., Hunt, J ., Antoni, T., Battista, M., Wilson, K., Fames, J., Middleton, K. and Keppick-Arnold, B. (2008). Do children know they are learning?