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Tables of Contents for Early Childhood Curriculum
Chapter/Section Title
Page #
Page Count
Foreword
xi
Preface
xiii
Foundations for Building ``Open Structures'' with Children
1
40
How Can We Educate Children to Cope with Change?
2
7
What and How Do We Teach for Tomorrow?
5
2
Modern Brain Research and Today's Schools
7
2
An Open Structures Approach to Teaching and Learning
9
16
Viewing Children through Open Structures
9
1
Multiple Benefits through Child-appropriate Activities
10
2
Children's Responses Affect Learning
12
1
Open versus Prescriptive Teaching Methods
13
1
Teaching and Learning Four or Five Things at Once!
14
2
The Influence of the Teacher's Methods
16
1
Children as Builders of Their Cognitive Structures
17
2
Integrating Subjects across the Curriculum
19
2
The Arts Contribute to Learning
21
2
Creative Thinking Integrated across the Curriculum
23
2
Teachers and Children as ``Builders''
25
1
Continuing Goals for Teaching and Learning
26
5
Teaching for Multiple Goals: What? How? Why?
26
2
Flexible Teaching Roles in Flexible Groupings
28
2
Personalized and Authentic Evaluation
30
1
School, Home, Community: A Cooperative Venture beyond Classroom Walls
30
1
Developing Open Structures
31
7
Summary
38
1
Discussion Questions
39
2
Conceptual Development in Young Children
41
28
What Factors Influence a Child's Conceptual Growth?
42
2
What Does Research Tell Us?
44
2
Methods and Views of Child-learning: Promoting or Limiting Concept Development
46
7
Are Concepts Grasped One at a Time?
48
1
Certain Views in Need of Updating?
49
2
How Does the Learning Environment Affect Concept Building?
51
2
Two Aspects of Language Development: How are They Related to Concept Building?
53
1
Two Aspects of Concept Development: Experiential and Verbal
54
2
Creative and Aesthetic Experiencing Affecting Conceptual Development
56
1
Contrasting Views on Developing Thinking Abilities
57
3
Affective Aspects of Language Development
60
1
Preconscious, Unconscious, and Intuitive Processes
61
1
Images and Imagination: Their Relationship to Thinking and Learning
62
1
Can Images and Imagination Build Self-concepts?
63
1
An Open Structures Approach to Conceptual Development
64
2
Summary
66
1
Discussion Questions
67
2
Language/Literacy Education: Perspectives on the Continuing Debates
69
34
Debates about Approaches: Past Influencing Present
70
14
Today's Debates: Opposing Views and Stances
71
1
Yesterday's Controversies: What Have We Learned?
72
3
Readiness: New Concerns, Continuing Debates
75
1
Assessing Readiness
76
2
The Battles Over Basals: Old War on Today's Battlefield!
78
1
New Commercial Reading Series
79
1
Concern in the 1960s and 1970s: What about Children Today?
80
1
Computers in Kindergarten and Primary Classrooms
81
1
Experiential Learning and ``Feeling Tone''
82
2
Approaches Combining Reading/Language Arts
84
7
The Language-Experience Approach
84
1
Whole Language
85
2
The Process Approach to Writing
87
1
Literature-based Language Arts
87
1
An Open Structures Approach
88
3
Strategies of Integrated Language Learning
91
1
Read and Retell Strategy
91
1
Shared Reading Methods
91
1
Methods of Reading Intervention
92
2
Kindergarten Emergent Literacy Program (KELP)
93
1
Reading Recovery Program
93
1
Entering the Twenty-first Century: Calls for Change
94
7
Can We See beyond the Controversies?
94
2
Improving Programs and Methods of Teaching
96
2
Tomorrow's Teachers as Learners: A Circle of New R's
98
3
Summary
101
1
Discussion Questions
101
2
Open Structures for Integrative Language/Literacy Learning
103
66
Connecting Language/Literacy Learning, Conceptual Content, and Creative Response
104
2
An Open Structures Approach to Language/Literacy Learning
106
31
Language/Literacy Activities
106
1
Valuing Oral and Written Expression
107
2
Emerging Readers Join the Literacy Club
109
1
Children's Compositions as Teaching Materials
110
4
Contributions of Children's Literature
114
1
Commercial Materials as Bridges to Personalized Responses
114
1
Creative Listening Abilities
115
1
Alertness and Discrimination in Looking
116
1
Young Writers
116
3
Wordplay for Sound--Letter Awareness and Creative Thinking
119
1
Learning to Read through Singing and Choral Reading
120
3
Singing and Choral Reading in Culturally Diverse Classrooms
123
1
Simple Bookmaking
124
1
Language Development and Thinking Strategies
124
1
Language Development and Creative Thinking through Riddle Questions
125
1
Developing Question-asking Skills
126
1
Creative Writing and Reading Inspired by Literature and Music
126
1
Language and Thought Promoted through Art
127
1
Informal Creative Dramatics
128
1
The Value of Variety in Experiencing and Responding
128
3
Computers as Tools for Creative Language/Literacy Learning
131
1
Personalized Assessment and Evaluation
132
2
Descriptions and Analyses of Integrative Activities
134
3
Activities Adaptable to Preprimary or Primary Levels
137
30
How Might Literacy Instruction Begin?
137
1
Reading Through Action Games
137
1
Eliciting and Using First Compositions for Beginning Reading
138
1
Language/Literacy Learning through Children's Compositions
139
2
Recording Pleasant Experiences for Group Reading
141
2
Class Stories for Family Communication and Involvement
143
1
Games for Creative Thinking and Wordplay
144
1
Independent Activities During Free Periods
145
1
Reading and Singing Integrated with Thematic Units
145
2
Poems and Songs of Home for Beginning Reading
147
3
Making Riddles from Alphabet Books
150
1
Pictures to See and ``Hear'': Creative Thinking with Sound-Letter Association
150
2
Great Artworks: Developing Concepts, Imagination, Appreciation, Observation, Language Expression
152
1
Role-playing and Informal Dramatics
153
2
Reading and Pantomime
155
1
Guess What We Are Doing
155
1
Can You Follow Directions?
156
1
Example of Theme Spiral Connecting Language/Literacy, Science, Mathematics, Creative Thinking, and Expression
156
2
Variety in Language/Literacy Materials
158
4
Stimulating New Compositions
162
5
Summary
167
1
Discussion Questions
168
1
Mathematics for Today's Children
169
22
What Types of Learning are Needed?
170
1
``Conceptual'' and ``Procedural'' Learning
170
1
Classroom Connections through Open Structures
171
3
Concurrently Teaching Problem Solving, Creative Thinking, and Constructive Attitudes
174
2
Theories and Research Related to Teaching and Learning Mathematics
176
12
Manipulative and Multisensory Activities
176
2
Connecting Abstract and Concrete Learning
178
1
Children as Mathematical Concept Builders
179
1
Sensoriperceptual Activities for Older Primary Children
179
2
Problem Solving and Flexible Thinking
181
3
Curiosity and Exploration in Learning Mathematics
184
1
Bodily Movement and Aesthetic Experiences in Problem Solving
184
3
The Value of Puzzlement, Excitement, and Novelty
187
1
Summary
188
1
Discussion Questions
189
2
Child-Appropriate Mathematics: Multiple Benefits
191
46
Using What Comes Naturally
192
9
From Theory into Action in Beginning Mathematics
192
1
The Teacher as Facilitator
193
1
Children Constructing Concepts
194
1
Discussing and Questioning: The ``Brief Cognitive Focus''
195
2
Developing Initiative and Self-confidence with Mathematics
197
1
Mathematical Concepts through Science
197
3
Mathematical Concepts through Creative Arts
200
1
Games and Activities for Beginning Mathematics
201
10
Action during the Early Weeks of School
201
1
Music for Learning Mathematics
201
2
Making the Most of the Daily Schedule---Mathematically
203
1
Geoboards Reconsidered
203
1
Making Graphs
204
1
How Many Children Can Play in the Band?
204
1
Addition and Concepts of Set through Movement
205
1
Mathematics through Singing Games
206
4
Guessing Games to Teach Sets
210
1
Multisensory Activities: Teaching Concepts of Set, Addition, Subtraction, Problem Solving
211
11
Action As an Aid to Storing Mathematical Images
211
1
Hula Hoop Games
212
2
Playing Out and Describing Problems
214
2
Beating the Blocks: Seeing, Feeling, Hearing Numerical Patterns
216
3
Debbie's Elephant Game
219
1
Sing a Song of Sixpence
219
1
Arithmetic through Cooking and Eating
220
2
Planning, Examining, and Carrying Out Child-appropriate Mathematics
222
12
Encouraging Insightful Learning
222
1
Grouping Children for Number Activities
223
1
Activities Suitable for the Group as a Whole
224
1
Activities Suitable for Small Groups
224
4
Number Concepts Learned in the Out-of-Doors
228
1
Measuring in the Out-of-Doors
229
1
Blocks and Hoop Game I: Addition
229
1
Blocks and Hoop Game II: Demonstrating What the Equation Means
230
1
Clapping, Beating, Chanting Rhythmic Patterns
231
1
Stamping, Walking, Shaking out the Rhythm
232
1
Valentines to Give Away
233
1
Bunny Divides the Eggs
234
1
Summary
234
1
Discussion Questions
235
2
Science: Observing, Exploring, Discovering, Experimenting
237
38
Goals for a Science Program
238
1
Initiating and Developing Activities and Themes
239
5
Science Activities Stimulated by Children's Interests
244
2
A Successful Science Program for Young Children
246
3
Integrating Science, Art, Language/Literacy
249
1
Qualities for Successful Science Teaching
250
1
An Introduction to Ecology
251
1
Teaching Environmental Concepts
252
1
How Can Ecological Concepts be Presented?
253
3
Concepts of Ecology Through Guided Discovery
256
3
Activities to Focus on Ecology
259
11
Activities at or near School
259
5
Field Trips with Emphasis on Ecology
264
6
Suggestions for Thematic Units
270
1
Themes That Focus on Change
270
1
Themes That Integrate Science, Social Awareness, and Health
270
1
Nature as Renewal for Teachers
271
1
Summary
272
1
Discussion Questions
272
3
Social Awareness
275
42
Will Our Children Be Equipped for the Twenty-first Century?
276
2
What Should Social Studies Teach?
278
3
Needed Changes for Living in a Changing World
278
3
An Open Structures Approach to Social Awareness
281
14
The Teacher in a Multicultural Classroom
283
1
A Social Awareness Program
284
1
Guiding the Program
285
5
Group Discussion: Multiple Benefits
290
5
Children Expand Their Horizons: Suggested Themes
295
15
Living Together in a Family
296
1
What Do All People Need to Live?
297
1
My Five Senses
297
2
How do Land and Climate Affect People's Lives
299
11
Understanding Relationships: Topical Outline
310
3
My Relationship with Myself
310
1
Relationships within a Family
310
1
Relationships at School and in My Neighborhood
311
1
Relationships with My Community
311
1
For Older Primary Children
312
1
Relationships between People and the Environment
312
1
Relationships of Human Beings with Animals
313
1
Relationships among Animals, Plants, and People
313
1
Summary
313
1
Discussion Questions
314
3
Creativity in the Arts
317
44
The Arts in Preprimary/Primary Schooling
318
5
What Arts Activities Should Programs Offer?
318
1
Can Specialists and Teachers Work Together?
319
1
Goals and Objectives for Arts
320
3
Creative Arts and Whole-Child Development
323
4
Initial Steps in the Creative Process
324
1
Adult Attitudes Affecting Creativity
325
1
Misconceptions about Creative Expression
326
1
Analyzing Creative Activities for Whole-Brain, Whole-Child Benefits
327
7
Multiple Developmental Benefits of Creative Involvement
329
5
Eliciting and Nourishing Creative Tendencies
334
5
A Daily Free Activity Period
334
1
The Teacher's Role during Art Activities
335
1
Stimulating Creative Effort
335
3
Helping Parents Understand Children's Art
338
1
Carrying Out Art Activities
339
7
Bringing Music and Movement into the Classroom
346
5
Facilitating Creative Movement
348
3
Creative Dramatics across the Curriculum
351
7
Dramatics Inspired by Original Compositions
354
4
Summary
358
1
Discussion Questions
358
3
Families and Teachers as Partners
361
26
Bridges to Partnership
361
5
Family--Teacher Partnerships
361
1
Are We Missing Opportunities?
362
1
Bridges over Troubled Waters
363
1
Mutuality
364
1
Building Community
365
1
Teachers and Families Work toward Community
366
7
Children Become Builders
367
1
Teachers and Administrators Building Together
368
1
Teacher--Parent Communication
368
1
Meetings with Parents
369
4
Attitudes and Values
373
3
Discussion Questions
376
3
Appendices
Suggested Children's Books
379
4
Suggested Teaching Materials
383
4
References
387
8
Indices
395