| 000 | 03632nam a2200421 4500 | ||
|---|---|---|---|
| 001 | OTLid0000810 | ||
| 003 | MnU | ||
| 005 | 20201105133403.0 | ||
| 006 | m o d s | ||
| 008 | 200301s2018 mnu o 0 0 eng d | ||
| 020 | _a | ||
| 040 |
_aMnU _beng _cMnU |
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| 050 | 4 | _aL7 | |
| 050 | 4 | _aLB1139.2 | |
| 050 | 4 | _aLC980 | |
| 245 | 0 | 0 |
_aIntroduction to Curriculum for Early Childhood Education _cJennifer Paris |
| 264 | 2 | _bOpen Textbook Library | |
| 264 | 1 | _bCollege of the Canyons | |
| 300 | _a1 online resource | ||
| 490 | 0 | _aOpen textbook library. | |
| 505 | 0 | _aSection I: Understanding How Children Learn -- Chapter 1: Foundations in Early Childhood Curriculum: Connecting Theory & Practice -- Chapter 2: The Importance of Play and Intentional Teaching -- Section II: Developing Curriculum to Support Children's Learning -- Chapter 3: The Cycle of Curriculum Planning -- Chapter 4: Developing Curriculum for a Play Centered Approach -- Section III: Setting the Stage for Children's Learning -- Chapter 5: Setting the Stage for Play: Environments -- Chapter 6: Guiding Behavior and Managing the Classroom -- Section IV: Planning for Children's Learning -- Introduction to Planning for Preschoolers -- Chapter 7: Social and Emotional Development -- Chapter 8: Language and Literacy -- Chapter 9: Mathematics -- Chapter 10: Science -- Chapter 11: Creative Arts -- Chapter 12: History & Social Science -- Chapter 13: Physical Development -- Chapter 14: Health and Safety -- Introduction to Planning for Other Ages -- Chapter 15: What Curriculum Looks Like for Infants and Toddlers -- Chapter 16: What Curriculum Looks Like for School-Age Children -- Section V: Making Children's Learning Visible -- Chapter 17: Documentation and Assessment | |
| 520 | 0 | _aWelcome to learning about how to effectively plan curriculum for young children. This textbookwill address: Developing curriculum through the planning cycle Theories that inform what we know about how children learn and the best ways for teachers to support learning The three components of developmentally appropriate practice Importance and value of play and intentional teaching Different models of curriculum Process of lesson planning (documenting planned experiences for children) Physical, temporal, and social environments that set the stage for children's learning Appropriate guidance techniques to support children's behaviors as the self-regulation abilities mature. Planning for preschool-aged children in specific domains including Physical development Language and literacy Math Science Creative (the visual and performing arts) Diversity (social science and history) Health and safety How curriculum planning for infants and toddlers is different from planning for older children Supporting school-aged children's learning and development in out-of-school time through curriculum planning Making children's learning visible through documentation and assessment | |
| 542 | 1 | _fAttribution | |
| 546 | _aIn English. | ||
| 588 | 0 | _aDescription based on online resource | |
| 650 | 0 |
_aEducation _vTextbooks |
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| 650 | 0 |
_aEarly Childhood _vTextbooks |
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| 650 | 0 |
_aGeneral education _vTextbooks |
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| 700 | 1 |
_aParis, Jennifer _eauthor |
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| 700 | 1 |
_aBeeve, Kristin _eauthor |
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| 700 | 1 |
_aSpringer, Clint _eauthor |
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| 710 | 2 |
_aOpen Textbook Library _edistributor |
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| 856 | 4 | 0 |
_uhttps://open.umn.edu/opentextbooks/textbooks/810 _zAccess online version |
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_c20153 _d20153 |
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