Download INSTRUCTOR`S MANUAL

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Instructor's Manual
to accompany
Teaching Young Children:
An Introduction
Fourth Edition
Prepared by
Wanda LeTendre
Morehead State University
Upper Saddle River, New Jersey
Columbus, Ohio
i
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Instructors of classes using Henniger, Teaching Young Children: An Introduction, Fourth Edition, may reproduce material
from the instructor's manual for classroom use.
9
ISBN-13: 978-0-13-513747-5
ISBN-10:
0-13-513747-0
ii
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Chapter 1 – Overview of the Profession
This chapter emphasizes:
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Understanding the essentials of early childhood education.
The types of programs for young children.
Funding sources for early childhood programs.
The roles, responsibilities, and skills needed for teachers of
young children.
Current training of teachers in early childhood education
Resources for professional development available to earlychildhood educators.
Essential content
1.
Five foundational components are all essential to quality early childhood programs.
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2.
Understanding child development
Play
Guidance
Working with parents, families, and communities
Diversity issues
Program types provide a way of categorizing early childhood options.
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Infant/toddler programs
Preschool education
Child care programs (family home child care; child care centers; school-based child care;
corporate child care; before-and-after school care)
Programs for children with special needs (integrated programs; early intervention programs)
Kindergarten education
Primary education (multi-age classrooms; looping; integrated curriculum; classroom centers)
3.
Funding sources for early childhood programs include the public (through local, state, or federal
funds) and the families of young children.
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Programs run for profit
Cooperative programs
Federally-funded programs
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State and locally-funded programs
Corporate child care
College and university-supported programs
4. Roles of the early childhood teacher are far more challenging and rewarding than most people think.
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Facilitator of learning
Counselor
Janitor
Cook
Educational specialist
Parent substitute
5. Responsibilities of those in early education are broad.
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Advocate for children and families
Continuing education
Engage in ethical conduct
6. Three broad categories of skills are needed to teach young children.
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Interacting with children
Preparing the environment
Working with other adults
7. Making a decision about teaching requires careful reflection.
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Observe early childhood teachers at work
Spend time with young children
Ask for feedback from others
Self-analysis
8. Teacher preparation options vary, but generally fall into three categories.
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CDA credential
Two-year college programs
Four-year college/university degrees
9. Resources are available to help teachers continue their professional development.
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Professional organizations (NAEYC, ACEI)
Journals
Reference materials (books, ERIC, web sites)
2
Teaching strategies
10. Discussion starters
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Do you think it is easier or more difficult to teach when you begin with an understanding of
children and their development? Give a rationale for your response.
Teachers of young children often must convince parents and others of the importance of play in
the classroom. Why?
Being an advocate for children and families may be frightening to some people. What might be
some simple advocacy tasks that would be less stressful to begin with?
Why is preparing the environment such an important part of the work of the early childhood
teacher?
Many educators take exception to the No Child Left Behind (NCLB) Act on grounds that there is
too heavy an emphasis on standardized tests that are not in the best interest of many children.
Other teachers claim that because every classroom is required to have a qualified teacher,
children are receiving a quality education. What is your opinion of NCLB? Discuss the benefits
to children as a result of Act? What are the disadvantages?
11. Small-group tasks
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12.
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In groups of three, discuss the interrelationships between the five foundational elements of early
childhood education. For example, how does an understanding of child development influence
your work with families? Can you identify one or two guidance strategies that would influence
children’s play? After discussing these issues, combine with another small group and share your
thoughts.
In groups of three or four, discuss who should pay for early childhood programs. Should families
be responsible for the costs? Government? Business? Ask small groups to make a case for the
position you assign them (families responsible, government pays, business supports) and then
have groups present their thoughts to the class. Then have the small groups discuss the problems
associated with having either families, government, or business responsible for the costs of early
education.
In small groups, have students identify two or three specific ways in which teachers of young
children serve as counselors or family substitutes. Share these thoughts with the rest of the class.
In small groups, have each student describe his or her favorite teacher. Following this discussion,
have students construct a list of characteristics of excellent teachers. Use the same procedure to
construct a list of characteristics common to poor teachers. Discuss these lists as a large group.
For Discussion and Action
Talk to an early childhood teacher about the five essential elements of early education presented
in this chapter. Does the teacher feel they are all necessary for good teaching at this level? Are
there others that he or she would add? Discuss this with your classmates.
See if you can find examples of the different types of early childhood programs within your
community. Are there infant/toddler options? Preschools? Family child-care homes? Childcare centers?
Go to MyEducationLab and select the topic “Character Education” and read the article “Parents
as Partners.” Because each generation must socialize the next generation in order for society to
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13.
endure, recall how your own parents formed your character. From the above article and personal
experiences, identify the “moral anatomy” of people you consider to be of good character. How
do we as educators foster character growth in our students and help parents to foster such growth
at home?
Spend some time thoughtfully creating two separate lists, one identifying your personal strengths
and the second listing your weaknesses. Compare those lists with the roles of early childhood
teachers and the skills needed to be successful. What do you think? Is there a good match?
Why or why not?
What are the requirements for early childhood teachers in your state? Compare and contrast
programs available at the community college and university levels.
Handouts (see Appendix A)
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Handout 1.1 - Ethical Conduct in the Early Childhood Classroom
Handout 1.2 - Making a Decision about Teaching
Power Point Slides are provided in a separate file in the Instructor’s Resource Center at
www.pearsonhighered.com.
Evaluating learning
14.
Test bank
15.
Other assessment ideas
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Project - Videotape yourself working with young children. Make sure you have permission to
include children in the tape. Do a self-critique of the tape, comparing your interactions with the
roles, responsibilities, and skills needed to be a teacher in the early childhood classroom. What
does this tell you about your potential effectiveness as an early educator?
Project - Spend some quality time in an early childhood setting that is new to you. For example,
if you haven’t had experience in an infant/toddler program, volunteer several hours in that
setting. After spending time in this new setting, write one or two pages reflecting upon the
experience. What did you learn? What else would you like to know?
Project - Talk to a teacher or administrator in a corporate-sponsored child-care facility. What are
this person’s thoughts about the strengths and problems of businesses funding quality early
childhood programs?
Journal Response - What do you see as your greatest strength as a person? How could you use
this strength in your teaching of young children? Identify your area of greatest weakness and
write about how that might influence your work with children.
Journal Response - A parent has just told you that she is getting a divorce and that things are very
stormy at home. What feelings would you probably have after this kind of communication? How
do you think this conversation would affect your relationship with that parent? How do you think
you would react to future conversations with this parent?
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Additional resources
16.
References
NEW TO THIS EDITION: MyEducationLab is a website containing articles and videos.
References to this site are contained in the book margins. Go to www.MyEducationLab.com to
register and log in to the course. Instructions for registering are available online.
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17.
Coontz, S. (1995). The American family and the nostalgia trap. Phi Delta Kappan, 76(7), K1-20.
Fuerst, J., & Petty, R. (1996). The best use of federal funds for early childhood education. Phi
Delta Kappan, 77(10), 676-78.
National Association of Early Childhood Educators. (1995). Professionalism in early childhood
teacher education. Journal of Early Childhood Teacher Education, 16(3), 5-19.
Wolfgang, C. (1997). Preschool teaching. First day and lasting impressions! Phi Delta Kappan,
78(5), 409-10.
Videos
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18.
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Career Encounters: Early Childhood Education (28 min.; National Association for the
Education of Young Children; $39; 800-424-2460)
Children Come First (13 min.; Community Playthings; FREE; 800-777-4244)
Building Your Personal Library
Jalongo, M., & Isenberg, J. (1995). Teachers’ stories: From personal narrative to professional
insight. San Francisco: Jossey-Bass. Using stories from early childhood teachers, this book
discusses issues relating to advocacy and professionalism. The teacher narratives describe how
others have dealt with these important issues.
Jensen, M., & Hannibal, M. (2000). Issues, advocacy, and leadership in early education (2nd ed.).
Boston: Allyn and Bacon. This book is a collection of current articles from professional journals.
It begins with information on advocacy and leadership in early childhood and then provides
separate chapters with articles on gender issues, media and television, child health, abuse and
neglect, and diversity concerns.
Paciorek, K., & Munro, J. (2003). Annual editions: Early childhood education. Sluice Dock, CT:
Duskin/McGraw-Hill. This book is an edited collection of interesting articles on early childhood
education. It is a good overview of many of the issues in the field. The book is updated each year
with new articles.
5
Chapter 2 – Historical Contexts
This chapter emphasizes:
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The early European influences on early childhood education.
The beginnings of early education in the United States.
Historical events that have impacted the direction of early
childhood education.
Essential content
1. Many historical figures have influenced early education.
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European contributors:
Martin Luther
John Amos Comenius
Jean Jacques Rousseau
Johann Pestalozzi
Friedrich Froebel
Maria Montessori
Margaret McMillan
Lev Vygotsky
Sigmund Freud
Jean Piaget
American influences:
John Dewey
Erik Erikson
Abraham Maslow
J. McVicker Hunt
Benjamin Bloom
Jerome Bruner
Arnold Gesell
Patty Smith Hill
Lucy Sprague Mitchell
Abigail Eliot
6
2. A number of historical events also have influenced early education.
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Child Study Movement
The Great Depression
World War II
The launching of Sputnik
The War on Poverty
Federal mandates (No Child Left Behind Act)
Teaching strategies
3. Discussion starters
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In general, how have theorists influenced the field of early childhood education?
Compare the theorists’ contributions with those of historical early childhood
practitioners.
 Rousseau believed in ‘negative education’- the absence of formal instruction until
age twelve. Can you identify both strengths and limitations of this concept?
 Pestalozzi emphasized the importance of teacher-student relationships. Do you
agree they are important? What do you see as the benefits of strong relationships
with students? Are there weaknesses?
 Froebel was the first to use circle time as an educational tool in teaching young
children. Why is this grouping of children so effective as a management and
teaching tool?
Dewey felt that true education only occurs in social situations. Do you agree or
disagree? Can you give some specific examples that either support or refute this
concept?
What are the basic principles of the NCBL Act? Are these good or bad for children?
For teachers? For society? List pros and cons.
4. Small-group tasks
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Martin Luther championed the idea of fostering all aspects of the child’s
development. This concept is considered very important in early childhood
classrooms today. In small groups, choose an age within early childhood (0- 8),
discuss and then list examples of teacher interactions, materials, or activities that
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you have seen or read about that are designed to stimulate these different aspects
of child development (intellectual, social, emotional, language, physical).
Comenius was one of the first to suggest that the first years of life are crucial to
overall human development. In small groups (four or eight groups is best), you
will be assigned an age range to focus on (infant/toddler, preschool, kindergarten,
or primary). For the level assigned, assume you are being asked to present a
rationale to parents for the importance of these years to overall development.
Generate a list of examples that could be shared. Once these lists are generated,
share your thoughts with another small group that was assigned a different age
range.
Rousseau and Montessori both emphasized the importance of learning through
sensory experiences. Spend some time individually thinking about a time from
your past when a sensory experience led to quality learning. In small groups, share
your memories. Discuss the importance of sensory learning for young children.
Froebel felt that singing was an important tool for learning in the early childhood
classroom and in the home. Spend a few moments in a small group remembering
jingles from TV commercials that you remember from your childhood. Does this
tell you anything about the power of singing as an instructional tool? How could
you use singing as a learning strategy in the early childhood classroom?
5. For Discussion and Action
 Think back to your own early childhood education. What do you remember about
your early experiences? To which of these historical theorists are you indebted for
your own early education? Explain how your education would have been
different and perhaps lacking without the cutting edge thinking of these early
theorists.
 Read a portion of a text by one of the historical figures mentioned in this chapter.
What did you learn about this person from this task? Share your findings with others.
 Investigate one of the historical events discussed in this chapter in more detail.
What did you learn? Share your findings with others.
 In Head Start, compensatory education programs, and Project Follow Through, all
attempts at improving IQ scores were basically unsuccessful. Why do you think
this was the case?
 Go to MyEducationLab and select the topic “Curriculum/Program Models” and
view the video “Reggio Emilia.” What makes this program so different from
models with which you are more familiar? Are academics neglected when the
emphasis is on projects? Discuss advantages and disadvantages of this program.
6. Handouts (There are no handouts for this chapter.)
Power Point Slides are provided in a separate file in the Instructor’s Resource
Center at www.pearsonhighered.com.
8
Evaluating learning
7. Test bank
8. Other assessment ideas
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Project - Read some of Froebel’s original writing describing his kindergarten
program. Compare and contrast his program with today’s kindergarten
classrooms. Reflect on and write about the reasons for the differences you
discovered.
Project - Read Hyme’s (1978) account of the Kaiser Shipyard Child Care program
during World War II. Compare that description with the child care programs of
today. If you are unfamiliar with current options, call or visit a program and
discuss the Kaiser program with them. What are the similarities and differences?
Journal response - Pestalozzi felt that it was very important for teachers to
recognize the potential in each child. While this is an admirable goal, it is often
difficult to implement. Do you remember an adult who was able to recognize your
potential during your childhood? What did this person do or say that indicated this
recognition? If you can’t remember a specific person who recognized your
potential, write about how you can begin this process of recognizing the potential
in each of your future students.
Journal response - In Montessori’s day, children with special needs were often
labeled as ‘defective’ or as ‘idiot’ children. Words like these create cruel images
of the potential of children with special needs. While we don’t use these terms
today, unthinking adults often cause children (special needs and otherwise) stress
through their words or actions. Describe any remembered situations from your
own schooling where teachers used inappropriate language or actions in
interacting with children and the impact it had. If you don’t remember such
situations, write about language or actions that you plan to avoid in your work
with children.
Additional resources
9. References
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Eliot, A. (1978). America’s first nursery schools. In J. Hymes (Ed.), Living history
interviews. (Book 1). Carmel, CA: Hacienda Press.
Heinig, C. (1978). The emergency nursery schools and the wartime child care
centers: 1933-46. In J. Hymes (Ed.), Living history interviews. (Book 3). Carmel,
CA: Hacienda Press.
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Osborn, K. (1978). The early days of Head Start. In J. Hymes (Ed.), Living history
interviews. (Book 3). Carmel, CA: Hacienda Press.
Taylor, K. (1978). Parent cooperative nursery schools. In J. Hymes (Ed.), Living
history interviews. (Book 1). Carmel, CA: Hacienda Press.
10. Videos
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Johann Pestalozzi: The First of the New Educators (Insight Media, 800-233-9910;
20 min.; $149)
Piaget’s Developmental Theory: An Overview (Davidson Films, 888-437-4200,
25 min.; $250)
11. Building Your Personal Library
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Braun, S., & Edwards, E. (1972). History and theory of early childhood education.
Belmont, CA: Wadsworth. This is probably the best text to overview historical
people and events that have influenced early childhood education. It includes
extensive excerpts from the works of famous early childhood theorists and
practitioners.
Weber, E. (1984). Ideas influencing early childhood education. New York:
Teachers College Press. This scholarly text is an excellent resource, describing
many of the historical people and events discussed in this chapter and presenting
others for further study.
Wortham, S. (1992). Childhood 1892–1992. Wheaton, MD: Association for
Childhood Education International. An interesting look at the history of childhood
over approximately the last hundred years. The book provides important insights
into changes that have occurred during that time.
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Chapter 3 – Types of Programs
This chapter emphasizes:
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The program models associated with early education
An investigation of the Montessori model for early education.
The High/Scope Curriculum as used in preschool and primary
classrooms.
The behaviorist approach and its application to young children.
The Bank Street model for early education.
The elements of the Reggio Emilia program and its
applications in the United States.
Essential content
1. The Montessori Program.
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Montessori’s work experiences
Characteristics of the Montessori classroom
Materials
Classroom organization
Role of the teacher
Children Served
2. The elements of the High/Scope curriculum.
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Theoretical basis
The Plan-Do-Review sequence
The curriculum
Structure of the classroom day
The teacher’s role
Research on the High/Scope Model
Children Served
3. The behaviorist approach.
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Theoretical perspectives
11
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Implications for teaching
Relationship to developmentally appropriate practice
4. The Bank Street model for early education.
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Theoretical underpinnings
Program goals
Governing principles
Curriculum and materials
Children Served
5. The Reggio Emilia program from Italy and its applications in the U.S.
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The environment
Children, parents, and teachers
Cooperation, collaboration, and organization
The atelierista
The importance of documentation
Projects
Children Served
Teaching strategies
6. Discussion starters
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What do you see as the differences between the work experiences of Montessori
and more traditional play options? Are there similarities? Can you give some
specific examples to highlight the points you make?
The Plan-Do-Review sequence is an important part of the High/Scope program.
Give some creative ideas for how you might help children complete the planning
portion of the sequence.
The Bank Street model for early education emphasizes the importance of
developing each child’s individuality. What are the strengths of this approach?
What would you do to encourage individuality? Are there also potential problems
associated with promoting individuality?
The project approach is one cornerstone of the Reggio Emilia program. What do
you see as the strengths of using projects? Are there potential problems? Identify a
possible project for preschool children. What might some options be for a class of
second graders?
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7. Small-group tasks
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Montessori programs can be found for students 6 to 9 and even for students in
their middle and high school years. Can you identify older students who have
participated in Montessori schools? What would be the advantages of such
classrooms for students in the 6 to 9 age range? the middle school years? the
high school years? Identify advantages in Montessori classrooms common to preschool, primary, intermediate, middle school and high school.
Assume you are working with a group of four-year-olds and want to help them
learn the concept of ‘fiveness’. Brainstorm what the children would need to know
to understand ‘fiveness’. Then discuss how you would help them develop these
understandings using a play-oriented approach.
Your group of first grade students has shown an interest in learning about birds.
Discuss how you would integrate mathematics, social studies, reading, writing,
science, art, and music experiences into a study of birds.
For each of the following activities, discuss several options for students
documenting their learnings: a study of spiders, gardening activities, cooking
activities, block building.
8. For Discussion and Action
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Read further about one of the models discussed in this chapter. Share your
findings with a classmate/small group/write it up in a paper.
Choose one idea from Montessori’s approach that you like, and describe how this
concept would influence the way in which you would teach young children.
Brainstorm with your classmates three or four examples of how children construct
knowledge of the world around them.
What are the strengths of integrating the curriculum across disciplines? Are any
weaknesses associated with this approach?
Check out your community to see if any early childhood programs follow one of
the five models presented in this chapter. If so, take time to observe in that
program, and share your insights with your class. If not, talk to an early childhood
teacher, and see which models she is familiar with and how these models
influence teaching and learning in that classroom. Share results with your class.
9. Handouts (see Appendix A)
 Handout 3.1 - The Plan-Do-Review Sequence
 Handout 3.2 - Comparing the Approaches
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
13
Evaluating learning
10. Test bank
11. Other assessment ideas
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Project - Choose your favorite early childhood education model from the five
presented and talk to an early childhood teacher about this model’s key features.
The teacher doesn’t need to be teaching using your preferred approach. Find out
from this teacher which of the key elements s (he) likes and dislikes. Does the
teacher implement any of these same approaches in their classroom? Describe.
Project - Try to find one of the five model programs in your community or general
area and spend some time observing in it. Discuss how the program observed
compared to the model description found in your text. If there were differences,
what were they and why do you think they existed?
Journal Response - Describe several characteristics of the teacher you want to be.
Given these characteristics, which of the four models best fits the educator you
plan to be.
Journal Response - Identify a child in the early childhood years that you
personally know (own child, nieces and nephews, neighbor, etc.). For that
particular child, which of the four program models do you think best fits that
child? Describe why you feel that way.
Additional resources
12. References
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Chattin-McNichols, J. (1992). The Montessori controversy. Albany, N.Y.:
Delmar.
Elliott. M. (1998). Great moments of learning in project work. Young Children,
53(4), 55-59.
Helm, J., Beneke, S., & Steinheimer, K. (1998). Windows on learning:
Documenting young children’s work. N.Y.: Teachers College Press.
Schweinhart, L., Weikart, D., & Larner, B. (1986). Consequences of three
preschool curriculum models through age 15. Early Childhood Research
Quarterly, 1(1), 15-45.
13. Videos
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The High/Scope Curriculum: The Daily Routine. (17 min.; High/Scope Press;
800-40-PRESS; $30.95)
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The High/Scope Curriculum: The Plan-Do-Review Process. (20 min; High/Scope
Press; 800-40-PRESS; $30.95)
An Amusement Park for Birds: Documentation of a Long-Term Project from
Reggio Emilia. (90 min; Learning Materials Workshop; 800-693-7164; $59)
The Long Jump: A Video Analysis of Early Education in Reggio Emilia, Italy (120
min; Learning Materials Workshop; 800-693-7164; $45)
14. Building Your Personal Library
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Epstein, A., Schweinhart, L., & McAdoo, L. (1996). Models of early childhood
education. Ypsilanti, MI: High/Scope Press. This book presents six models of
early education and discusses the curriculum, training, and research materials of
each.
Hendrick, J. (Ed.). (2004). Next steps toward teaching the Reggio way (2nd ed.).
Upper Saddle River, NJ: Merrill/Prentice Hall. This recent book is an excellent
overview of the Reggio Emilia approach to early education. In addition to
describing the key elements of this model, several educators discuss the
implications of Reggio Emilia for American early education.
Hohmann, M., & Weikart, D. (1995). Educating young children: Active learning
practices for preschool and child care programs. Ypsilanti, MI: High/Scope Press.
This is the most recent book by High/Scope to describe its program. It follows two
earlier texts (Weikart, Rogers, Adcock, & McClelland, 1971; Hohmann, Banet, &
Weikart, 1979) that also provide valuable information on this program.
Lillard, P. (1996). Montessori today. A comprehensive approach to education
from birth through adulthood. New York: Schocken Books. This book is an
update of a classic that has been in use for nearly thirty years (Lillard, 1972). It
provides an excellent overview of the theory and practices associated with the
Montessori method.
Mitchell, A., & David, J. (Eds.). (1992). Explorations with young children. Mt.
Rainier, MD: Gryphon House. This text describes the Bank Street approach to
early education. Although it is designed as a curriculum guide for Bank Street
classrooms, it does not provide specific lessons or activities to use; rather, it
identifies the processes teachers use in order to develop materials and activities
for early childhood classrooms.
15
Chapter 4 – Understanding How a
Child Develops and Learns
This chapter emphasizes:
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A discussion of developmentally appropriate practice.
Insight into the relationship between child development,
learning and teaching.
Differing perspectives on development.
Characteristics of children at different ages and stages.
Strategies for learning about children and their development.
Essential content
1. Developmentally appropriate practice is essential in early childhood classrooms.
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Age appropriateness
Individual appropriateness
Learning is viewed as an active process
Considers all aspects of the child’s development
Family involvement is critical
Multicultural, nonsexist materials and experiences are essential
2. Key perspectives on learning and development add to our understanding of children.
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John Bowlby - attachment
Abraham Maslow - hierarchy of needs
Howard Gardner- theory of multiple intelligences (linguistic, logicalmathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal,
naturalistic)
Arnold Gesell- gradients of growth
Maria Montessori- sensitive periods; unity of the mental and physical, absorbent
mind
16





Lev Vygotsky - relationships between language and thought; zone of proximal
development
Erik Erikson - stages of psychosocial development (first four of eight: trust vs
mistrust; autonomy vs shame and doubt; initiative vs guilt; industry vs inferiority)
Jean Piaget - schemas; assimilation; accommodation; stages of intellectual
development (sensorimotor; preoperational; concrete operations; formal
operations)
Jerome Bruner - discovery learning; three stages of cognitive development
(enactive, iconic, symbolic)
Urie Bronfenbrenner - ecological model of human development; four systems that
influence child development (microsystem, mesosystem, exosystem,
macrosystem)
3. Child development similarities and differences help caregivers understand and teach
young children.




Infants and toddlers
Children from three to five (preschool age)
The primary school years
Children with special needs- children with disabilities; children at risk; gifted
children
4. Learning about children is necessary for effective teaching.




Studying development and learning
Observation: tool for understanding
Communicating with parents
Development and health assessments
Teaching strategies
5. Discussion starters


Developmentally appropriate practice sounds like such a reasonable approach to
teaching and learning. Yet, many public school teachers at the primary level don’t
practice it. Why do you think this is the case? What takes its place and why is that
approach more popular?
Attachment is viewed as critical for healthy social and emotional development.
What are some implications of attachment for the early childhood teacher? How
should knowing about attachment influence caregivers working with infants and
toddlers?
17


Maslow’s hierarchy of needs has many implications for teachers. First of all,
where do you think teaching/learning fits in this hierarchy? What are the
implications of placement? What role should/do teachers play in meeting student
needs? Implications?
Vygotsky describes some interesting relationships between language and thought.
Give specific examples of the following situations: language without thought;
thought without language; linguistic thought.
6. Small-group tasks




Developmentally appropriate practice requires children to be active learners.
Discuss in small groups what being active means with regard to cognitive
development. Apply the results of this discussion to the following situation: you
are teaching second grade and want to include active learning your mathematics,
social studies, and science curricula. List examples of ways in which you could do
this for each area.
Assume you have a kindergarten child who you determine to have bodilykinesthetic intelligence. How will you take advantage of this knowledge as you
teach and work with this child?
Divide the class into four small groups and assign each small group one of
Erikson’s first four stages of psychosocial development. For each group identify
ideas for helping children positively resolve the psychosocial crisis for that stage.
After each group has brainstormed several ideas, pair up small groups and have a
time of sharing ideas.
You have a four-year-old in your class that is bright and considered gifted by her
family. The family is coming in for a conference this afternoon. Discuss in small
groups what you will say to the family about their child’s giftedness. Assume the
family convinces you they are correct in their assessment. How will that influence
the way in which you teach/interact with that child?
7. For Discussion and Action
 Does the concept of developmentally appropriate practice make sense? Would
you be comfortable promoting it with parents? Discuss your questions, likes, and
dislikes regarding developmentally appropriate practice with your peers.
 Divide the class into 5 groups. Assign each group one of the needs identified by
Maslow, namely physiological needs, safety and security needs, belongingness
and affection needs, self-respect needs, and self-actualization needs. Have
students identify a time in their own lives when that need was not met. What
were the effects in their lives? How did students manage to get that need met. As
teachers, how would these future teachers assure that each need was fulfilled in
the lives of their students? Come together as a class and share in the large group
each of the group’s findings.
18




Pick an aspect of development (such as the development of sex role identity), and
discuss the influences of heredity and environment on the process.
Spend time observing a child in the early childhood years. Look for evidence of
how this child constructs knowledge from playing with people and things.
Discuss your insights with classmates.
Each of the theorists outlined in this chapter (such as Erikson’s psychosocial
theory) has significant implications for the ways in which you teach in an early
childhood classroom. Choose one theory, and discuss specific ways in which it
would affect your teaching.
Interview a special education teacher. Without using names, ask the teacher to
describe for you one child with special needs included in the regular classroom.
Find out why the child has been classified as having special needs, what behaviors
the child displays, and how the special education teacher works with the child
during the regular school days.
8. Handouts (see Appendix A)
 Handout 4.1 - Piaget on Education
 Handout 4.2 - Erikson’s Stages of Psychosocial Development
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
Evaluating learning
9.Test bank
10. Other assessment ideas




Project - Observe in an early childhood classroom. Choose one activity children
engage in and critique the developmental appropriateness of the activity based on
the characteristics presented in your text.
Project - Based on your readings in the text, create a list of questions about the
attachment process that you could ask a parent, family member, or primary
caregiver to gain further insights into this important bonding process. Then
interview the parent or other primary caregiver of a preschool child using the
questions you created.
Journal Response - Who had primary responsibility for raising you during your
childhood years? Describe the relationship you had and now have with that person
or persons. What does this tell you about the attachment relationship?
Journal Response - You are preparing to be a new parent and are expecting to
have a baby to care for in three months. You just found out today that your child
has special needs. Describe the feelings you experience.
19
Additional resources
11. References




Dunn, L., & Kontos, S. (1997). What have we learned about developmentally
appropriate practice? Young Children, 52(5), 4-13.
Gardner, H. (1991). The unschooled mind: How children think and how schools
should teach. New York: Basic Books.
Katz, L. (1993). Child-sensitive curriculum and teachers. Young Children, 48(6),
2.
Kostelnik, M. (1993). Recognizing the essentials of developmentally appropriate
practice. Child Care Information Exchange (March), pp. 73-77.
12. Videos


Theories of Development (29 min.; Insight Media; 800-233-9910; $139)
How Young Children Learn to Think: Piaget’s Theory (19 min.; National
Association for the Education of Young Children; 800-424-2460; $39)
13. Building Your Personal Library




Schickedanz, J., Schickedanz, D., Forsyth, P., & Forsyth, G. (2001).
Understanding children and adolescents (4th ed.). Needham Heights, MA: Allyn
& Bacon. This book provides much good additional information on child growth
and development during the early childhood years. It provides much more detail
than was possible in this chapter.
Berk, L. (1999). Infants and children: Prenatal through middle childhood (3rd ed.).
Boston: Allyn & Bacon. Another excellent book describing child growth and
development throughout the early childhood years.
Gesell, A., & Ilg, F. (1949). Child development: An introduction to the study of
human growth. New York: Harper & Brothers. This classic book presents a
wealth of information collected on children’s developmental patterns. The
normative data provided here are still very much in use to describe typical
development of children.
Hallahan, D., & Kauffman, J. (2003). Exceptional children: Introduction to special
education (9th ed.). Boston: Allyn & Bacon. This text describes the field of
special education and what it is like to teach children with special needs. It details
the types of children with special needs and ways to work with them.
20
Chapter 5 – Play in Childhood
This chapter emphasizes:





Definitions of childhood play.
Major theories explaining why children play.
A discussion of social and cognitive play types.
The benefits of play to all aspects of child development.
The adult’s role in facilitating childhood play.
Essential content
1. Defining play is a difficult task.


Characteristics of play- active; child selected; process oriented; suspension of
reality.
Descriptors of play:
Froebel
Dewey
Erikson
Bruner
Vygotsky
Elkind
2. Theories of play help us understand why children engage in this important activity.








Classical theories:
Surplus energy
Relaxation theory
Preexercise theory
Contemporary theories
Psychoanalytic theory
Play as arousal seeking
Cognitive structures theory
21
3. Cognitive play types describe cognitive changes that occur in play as children mature.



Functional play
Construction play
Dramatic play

Games with rules
4. Social play types identify changes in social interactions during play as children
mature.





Solitary play
Parallel play
Associative play
Cooperative play
Cooperative-competitive play
5. Benefits of play are many.






Intellectual growth- multisensory experiences; play and problem solving;
mastering abstract symbolism
Building social skills—learn social roles; decrease egocentrism; understand the
rules of social interaction.
Language and literacy development
Physical development
Emotional development
Play and creativity
6. The adult must do several things to facilitate childhood play.




Prepare the play environments
Create a climate for play
Promote the importance of play
Adult involvement in play- parallel playing; co-playing; play tutoring
Teaching strategies
7. Discussion starters

Why is play such a difficult concept to define? Is it important to do so? Does it
matter to you as a teacher of young children or to children themselves?
22



The surplus energy theory is being used when families suggest that children go
outside and play to ‘get rid of all that extra energy’. It makes sense as a rationale
for why children play. Describe what you see to be the strengths and weaknesses
of this theory.
Most families and teachers would probably say that children today play less (and
less creatively) than they did even a few short years ago. Describe why this, in
fact, may be happening. Why are many children playing less today?
Your text discusses communication skills of primary children and how the
imagination can be stimulated. Go to MyEductionLab and select the topic
“Emergent Literacy and Language Arts” then read the strategy “Storytelling.”
This strategy offers advice to teachers about how to stimulate children’s
imaginations regarding storytelling. Would you be comfortable using this
technique? Can you think of other ways to encourage storytelling in primary
children?
8. Small-group tasks




In small groups, review all the definitions presented in your text for play. Spend
some time creating your own definition of this elusive concept. Share your
thinking with the large group.
In pairs, identify three or four specific examples of benefits that primary children
can get from play experiences in the classroom. Share your thinking with another
pair.
Read the section on Play and Creativity, pp. 140-141. In groups of 5 or 6, select a
recorder for your group. List as many games using marbles as you can think of,
then brainstorm to create as many new “marble games” as possible. Share your
ideas with the whole classroom. Display the expanded list in a prominent place in
the classroom.
In small groups, equipped with enough play dough for each member, assign one
person the role of teacher and role-play parallel playing, co-playing, and play
tutoring. Discuss the strengths and limitations of each intervention strategy.
9. For Discussion and Action


Go to MyEducationLab and select the topic “Child Development, then watch the
video “Physical Development” and watch two preschool children playing
outdoors. Compare the more advanced physical development of Acadia to the
development of Cody. In each activity, compare and contrast the developmental
levels of Acadia and Cody. Discuss what you as a teacher could do to assure that
each child reaches maximum competency for each level of development.
Choose a theory of play that is most helpful to you in explaining why children
play. Make a case to your classmates for the values of this theory.
23



Play a game designed for young children (like Candy Land®) with a child five or
younger. Describe the way in which the child played. Does this tell you anything
about games with rules and young children?
A parent wants to know why you are encouraging play in your classroom. What
will you tell the parent?
Talk to a teacher who includes play in an early childhood classroom. What does
this teacher do to facilitate quality play?
10. Handouts (see Appendix A)
 Handout 5.1 - Favorite Play Experience
 Handout 5.2 - Recipe for Preserving Children
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
Evaluating learning
11. Test bank
12. Other assessment ideas




Project- Interview a family with a child in the early childhood years about play.
Find out what the child likes to do in play, how much time each day is spent in
play, and any concerns/comments the family has about play.
Project- Spend some time observing in an early childhood classroom that
encourages children to play. Specifically focus on the kinds of learning that is
taking place as children play. If you have difficulty identifying the learning
opportunities, take time to discuss this with the classroom teacher.
Journal Response- How do you feel, about using play as a major strategy for
learning in the early childhood classroom? Do you have any doubts or questions
about play’s role?
Journal Response- Assume you are teaching first grade and including play as part
of your curriculum. The family confronts you after class, asking you why you are
letting children spend valuable school time ‘just playing’. How would you
respond?
24
Additional resources
13. References




Brewer, J., & Kieff, J. (1997). Fostering mutual respect for play at home and
school. Childhood Education, 73(2), 92-96.
Fayden, T. (1997). Children’s choice: Planting the seeds for creating a thematic
sociodramatic center. Young Children, 52(3), 15-20.
Kemple, K. (1996). Teachers’ beliefs and reported practices concerning
sociodramatic play. Journal of Early Childhood Teacher Education, 17(2), 19-31.
Zeavin, C. (1997). Toddlers at play: Environments at work. Young Children,
52(3), 72-77.
14. Videos


The Playworks Video (11 min.; Community Playthings; 800-777-4244; FREE)
Play: The Seed of Learning (30 min; National Association for the Education of
Young Children; 800-424-2460; $39)
15. Building Your Personal Library




Kieff, J., & Casbergue, R. (2000). Playful learning and teaching. Boston: Allyn
and Bacon. This book is a good combination of theoretical perspectives and
practical suggestions for implementing play. It also does a nice job of helping
teachers make connections between play and the primary classroom.
Owocki, G. (1999). Literacy through play. Portsmouth, NH: Heinemann. An indepth study of the role of play in the development of literacy, this book also
provides many practical ideas for teachers.
Van Hoorn, J., Nourot, P., Scales, B., & Alward, K. (2007). Play at the center of
the curriculum (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. The
authors have a nice blend of theory and practical suggestions about how to make
play the focus of the early childhood curriculum. Separate chapters on play and
the electronic media and play as a tool for assessment are particularly helpful.
Wasserman, S. (2000). Serious players in the primary classroom. (2nd ed.). New
York: Teachers College Press. This is one of only a few books examining the
importance of play in the primary classroom. Wasserman makes a strong case for
encouraging play at this level and provides many good ideas on how this can be
accomplished.
25
Chapter 6 – Guiding Young Children
This chapter emphasizes:






Definitions of guidance and discipline.
An identification of basic guidance principles.
The importance of routines and how to manage them.
Strategies for helping children understand and respond to their
feelings.
Techniques for guiding social situations.
Ideas for managing groups of young children.
Essential content
1. There are several important elements of guidance.



Building self-esteem
Dealing with social/emotional issues
Growing toward independence and self-control
2. Principles of guidance help conceptualize and define it.






Initial considerations
Indirect guidance
Building relationships
Physically guiding children
Verbal guidance strategies
Discipline strategies
26
3. Guiding routines is an important part of the teacher’s responsibilities.





Arrival and departure
Transitions
Snack/meal time
Toileting
Rest times
4. Helping children deal with feelings is another important part of guidance.




Accept feelings as valid
Be calm and direct
Help child verbalize emotions
Suggest alternatives
5. Guiding social interactions is a high priority for early childhood teachers.




Be a careful observer
Can children solve their own problems?
Define the limits of acceptable behavior
Help children become more pro-social
6. Group guidance is also necessary in the early childhood classroom.



Consider the physical setting
Careful planning and organization
Mixing active and quiet times
7. Guidance for children with special needs is another consideration.



Problem behaviors no different from other students
Techniques remain the same
Work closely with parents
27
Teaching strategies
8. Discussion starters




Your text makes a distinction between guidance and discipline. Do you see the
differences as significant or not? Give a rationale for your perspective.
Is physical touch really that important in the early childhood classroom? Why do
you feel the way you do?
Why are transitions such an important part of the school day? What do you
remember about transitions from your school days? Transitions are crucial times
to the classroom atmosphere. Go to MyEducationLab and select the topic
“Guidance” then read “Transitions.” Choose Step 2. As a class, create a list of six
additional tasks in which a teacher could engage to keep disruptions to a
minimum.
What does it mean to be calm when you work with young children? Is it
acceptable to show emotions in some situations? Give some examples.
9. Small-group tasks




Building teacher-student relationships is an important part of good guidance and
discipline. In small groups, discuss techniques you remember teachers using to
build relationships. Try to identify strategies you liked and didn’t like, giving
reasons for your responses.
Your text (p. 153) discusses how allowing children to help make rules develops
self-control. Go to MyEducationLab and select the topic “Guidance”, then read
“When Children Make the Rules.” This article discusses rule making from a
constructivist point of view. The authors believe that when children make the
rules, their moral development is enhanced. Making rules gives children a feeling
of autonomy, according to the authors. Is your authority threatened when children
make the rules? How would classroom discipline be strengthened if children
helped make the rules?
Brainstorm a list of several misbehaviors that children may engage in either in the
classroom or on the playground. For each problem identified, discuss whether a
natural or logical consequence could be used. If a logical consequence makes
sense, suggest one or two alternatives that may work.
Andrew is a kindergarten child in your classroom who hits others when he gets
angry. You have tried several discipline strategies with minimal success and
decide it is time to try a problem solving approach. As a group, walk through the
steps you would take to problem solve with Andrew to help him stop hitting.
28
10. For Discussion and Action





Go to MyEducationLab and select the topic “Guidance” then watch the video
“Empowering Students to Resolve Conflicts.” In the video, how effective was the
teacher in helping he students resolve conflict? Reflect on how you could
successfully use this strategy. Write similar scenarios and role-play the strategy.
Ask an early childhood teacher to describe the main discipline strategies used in
the classroom. Make a list from your discussion, and compare it with the
principles described in this chapter.
Discuss effective techniques you could use to build relationships with children in
the early childhood classroom. Identify at least five you would consider using.
Are there circumstances for which it would be appropriate to show your emotions
with children? Describe situations for which it may be acceptable, for example, to
express your anger in the classroom. Identify at least one appropriate and one
inappropriate way to express anger to children.
Watch a teacher conduct a group time experience with children. Pay careful
attention to active/quiet times and how the teacher actively engages children in the
planned activities. Discuss your findings with others.
11. Handouts (see Appendix A )
 Handout 6.1 - Ways to Say “Good for You”
 Handout 6.2 - Using Problem Solving
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
Evaluating learning
12. Test bank
13. Other assessment ideas


Project- Spend some time in an early childhood classroom. Look specifically for
examples of the teacher using indirect guidance techniques. Describe what you
saw and the effectiveness of the strategies implemented.
Project- Interview an early childhood teacher about the discipline techniques
used. Which of the strategies discussed in the text does the teacher use? Why?
What does he or she like about the strategies used? Why doesn’t this person use
some of the other options?
29


Journal Response- A three-year-old child in your classroom has just bitten another
child in the class. Describe the feelings you think you would have and the
response you would make to the child that did the biting.
Journal Response—How do you feel about assuming the role of disciplinarian in
the early childhood classroom? Can you describe both positives and negatives
concerning this part of teaching?
Additional resources
14. References




Albanesi, F. (1990). Montessori class management. Chicago: Adams Press.
Gunzenhauser, N. (Ed.). (1990). Advances in touch: New implications in human
development. Skillman, N.J.: Johnson and Johnson.
Lawhon, T. (1997). Encouraging friendships among children. Childhood
Education, 73(4), 228-31.
Marion, M. (1997). Research in review: Guiding young children’s understanding
and management of anger. Young Children, 52(7), 62-67.
15. Videos


Teacher/Child Interaction- (Magna Systems; 800-203-7060; $89.95)
Painting a Positive Picture: Proactive Behavior Management-(28 min.; National
Association for the Education of Young Children; 800-424-2460; $39)
16. Building Your Personal Library



Essa, E. (2003). A practical guide to solving preschool behavior problems (5th
ed.). Albany, NY: Delmar. After an overview of basic strategies for dealing with
behavior problems, Essa describes specific ideas for dealing with aggressive,
disruptive, destructive, and emotional behaviors.
Hearron, P., & Hildebrand, V. (2009). Guiding young children (8th ed.). Upper
Saddle River, NJ: Merrill/Prentice Hall. This classic text presents important
information about direct and indirect guidance in the early childhood classroom.
The authors’ sensitivities to children and guidance issues makes this a must-read
for those interested in knowing more about this important topic.
Marion, M. (2007). Guidance of young children. (7th ed.). Upper Saddle River,
NJ: Merrill/Prentice Hall. This popular text describes the Decision-Making Model
30

of Child Guidance as a method of making choices between strategies for guiding
young children.
Miller, D. (2004). Positive child guidance (4th ed.). Albany, NY: Delmar. Miller
provides sound advice on how to prevent misbehavior. She adds a strong chapter
on the importance of good communication for guidance and discipline.
31
Chapter 7 – Working with Parents,
Families, and Communities
This chapter emphasizes:





The diversity of family situations and its impact on teaching.
The importance of family and community involvement.
The elements of good communication.
Strategies for effective communications with families.
The role of the community in early education.
Essential content
1. Family life today is much different than it was in the past.








The missing extended family
Divorce and single-parent families
Blended families
Two-career families
Older and younger parents
Ethnic/cultural diversity
Family mobility
Homeless families
2. The benefits of involvement are many.



Benefits to teachers
Benefits to parents and families
Benefits to children
3. Building strong two-way relationships is the key to family involvement.


Providing mutual support
Communication: the key
32

Family-friendly schools
4. Effective communication methods are important to success with families.







Telephone calls
Written communications
Communicating through technology
Visual communication tools
Home visits
Parent meetings
Family-teacher conferences
5. Several factors influence quality family involvement.






Written policies
Administrative support
Training
Partnership approach
Networking
Evaluation
6. Family-teacher conflicts can be barriers to good relationships.



Barriers caused by human nature
Barriers caused by the communication process
Barriers caused by external factors
7. Families having children with special needs require additional strategies for
involvement.
8. Working with the community is also important to effective schooling.


Involving the community in the school
Involving the school in the community
33
Teaching strategies
9. Discussion starters




How many different configurations of “family” can you remember from your own
childhood? How many can you identify today? Would you be uncomfortable
working with parents in any of these situations? How will you overcome any
misgivings you may have, in order to provide the best possible education for each
child in your classroom?
What kinds of family involvement do you remember from your own schooling?
How do those memories compare to the kinds of involvement and interaction
being suggested in this chapter of your text?
While many parents and families can be of much help to you as a classroom
teacher, other families may need your help and support. What kinds of help do
you think you could provide? Where could you go to get additional help for
needy families? Your text (p. 188) describes the benefits of involving families in
the classroom. Read and discuss those benefits. Can you think of other benefits?
In your opinion, are there drawbacks to involving parents?
Written communications often lead to either positive or negative impressions of
the person doing the writing. Can you give examples from your own experience of
either positive impressions or negative impressions you received from someone
else’s written message? Does this tell you anything about the importance of using
strong writing skills when you communicate with families?
10. Small-group tasks




While we always hope to have positive interactions with families that lead to
better learning opportunities for children, there are times when problems may
occur when families get involved. Brainstorm as a group potential problems for
the teacher and for children when families get involved in the educational process.
In a small group, brainstorm content you would want to include on a bulletin
board for families. Sketch your bulletin board on a sheet of paper and then share
your thinking with another small group.
Home visits are important tools for learning about children and families.
Brainstorm a list of possible things you might learn from a home visit.
As you think about the community in which you live, brainstorm a list of potential
resources that could be useful to you as a teacher of young children. Where might
you go for field trips? What materials and supplies could you potentially get for
free or at a reduced price?
34
11. For Discussion and Action
 Interview a parent with a child in the early childhood years. What does this parent
see as the major hassles of family life? How does the parent feel about her child’s
school? Is the parent involved in the school? Come up with several specific
interview questions, and see what kinds of responses you get.
 Go to MyEducationLab, Click on Video Classroom and select the topic “Families
and Communities” and watch the video “Head Start.” Why do you suppose
family involvement is a required component of Head Start programs? How does
family involvement affect child development? Why was Even Start created?
 Read about an example of a kindergarten teacher’s efforts to involve parents. Go
to MyEducationLab and select the topic “Families and Communities” view the
strategy “A Teacher’s Experience Involving Parents in Their Children’s Reading
and writing.” Discuss the list of ideas for involving parents. Are there additional
ideas that you can contribute to the discussion?
 This chapter discussed a variety of different family situations that you will
encounter in your work with young children. Discuss how these variances in
family structure could influence the ways in which you work with parents and
families. Try to be as specific as possible.
 How do you think you will use written communications in your work with
parents? Identify two or three specific ideas that you may want to use.
 Are you aware of community resources that may be available to help parents deal
with some of the struggles they face? For example, if a parent confided in you that
she needed some warm clothing for her children to make it through the winter,
could you point her in the right direction? Find three community resources for this
situation or a similar problem of your choosing.
12. Handouts (see Appendix A)
 Handout 7.1 - Family Interview - Family Involvement
 Handout 7.2 - Teacher Interview - Family Involvement
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
Evaluating learning
13. Test bank
14. Other assessment ideas

Project - Assume you are just beginning your first year of teaching in an early
childhood classroom. Describe in detail what you would like to do during the
35



upcoming year to involve and work with families. Remember that you will be
very pressed to just get your teaching organized and planned- be realistic in your
expectations for working with families.
Project - The parents of your four-year-olds have just indicated from the results of
a recent questionnaire that they would like to meet and discuss aggressive play
and how to deal with it. Outline an interesting hour and one-half family meeting
on this topic.
Journal Response - You have just had a conference with a family that wants you
to use spanking as a form of punishment for your kindergarten children. You
disagree with the family’s suggestion and it makes for a strained meeting. How
could you strengthen your relationship with this family for future interactions?
Journal Response - Describe the impact that either strong or poor communications
have had on a personal relationship (family member, friend, etc.). What does this
tell you about your work with families?
Additional resources
15. References




Keller, B. (1997). House calls. Education Week, September 3, pp. 37-40.
National Center for Education Statistics. (1997). Fathers’ involvement in their
children’s schools. Washington, D.C.: U.S. Department of Education.
Shartrand, A., Weiss, H., Kreider, H., & Lopez, M. (1997). New skills for new
schools: Preparing teachers in family involvement. Cambridge, MA: Harvard
Family Research Project.
U.S. Department of Education. (1994). Strong families, strong schools: Building
community partnerships for learning. Washington, D.C.: Author.
16. Videos


Parents on Board (Childs Work Childs Play; 800-962-1141; $299)
Partnerships with Parents (28 min.; National Association for the Education of
Young Children; 800-424-2460; $39)
17. Building Your Personal Library

Barbour, C., Barbour, N., & Scully, P. (2008). Families, schools, and
communities: Building partnerships for educating children. (4th ed.) Upper Saddle
River, NJ: Merrill/Prentice Hall. The authors provide a strong overview of home–
36


school–community relations. In particular, separate chapters on community
involvement and model parent involvement programs are helpful.
Gestwicki, C. (2004). Home, school and community relations (5th ed.). Albany,
NY: Delmar. This book is an excellent overview of the issues involved in working
with parents and families. It stresses the importance of effective communication in
establishing and maintaining relationships.
Lawler, S. D. (1991). Parent–teacher conferencing in early childhood education.
Washington, DC: National Education Association. This book focuses on
conducting effective conferences and includes separate chapters on academic
performance conferences, referral conferences, and conferences about discipline
problems.
37
Chapter 8 – Diversity and Young
Children
This chapter emphasizes:




The ways in which children develop diversity concepts.
Ideas to encourage acceptance of diverse people.
Techniques for integrating diversity topics into the curriculum.
Working with families and community members about diversity.
Essential content
1. Diversity is a foundational element of early childhood education.




Diversity impacts child development
Play is influenced by diversity
Diversity is a factor in guidance and discipline
Diverse parents and families require varied strategies for involvement
2. Attitudes about diversity vary among children.



Racial/cultural attitudes
Attitudes about gender
Attitudes about people with special needs
3. Encouraging an acceptance of diversity is challenging, but important.




Begin with self-analysis
Talk about differences
Talk about similarities
Expose children to diversity
38
4. There are inappropriate responses to diversity issues.


Ignore diversity
The tourist approach
5. It is important to integrate diversity throughout the curriculum.






The anti-bias curriculum
Using toys that promote diversity
Diversity through games
Quality children’s literature
The visual-aesthetic environment
Meaningful diversity experiences
6. Consider the diversity of languages spoken in homes of students.
7. Working with individuals with special needs requires planning and thought.



Developing inclusive environments
Social interactions in the classroom
Collaborating with other professionals
8. Issues of gender equity must be dealt with in the early childhood classroom.



Language
Accessibility issues
Attitudes
9. Working with parents and community members is necessary to bring about changes
in attitudes.


Family involvement in diversity issues
Changing attitudes
Teaching strategies
10. Discussion starters

Do young children really notice differences between people? Can you give any
examples from your own experiences with children?
39



Holiday times are important components of most cultural heritages. Which holidays
will you celebrate and how will you celebrate them? Give a rationale for your
response.
Reread “Diversity as an Essential Element” pp. 213-214. Referring to the
NAEYC Standards, divide students into 3 groups. Assign each group one of the
three standards listed. Each group should be able to list five suggestions for
implementing those standards to ensure that each child receives a quality,
accepting education.
It has been said “There is strength in diversity.” What does that statement mean
to you? Recall your P-5 education. Who were the diverse children in those
classrooms? What strengths did those children bring with them? What does each
child bring to the classroom that is different from what every other child brings?
11. Small-group tasks




In small groups, generate a list of examples of how diversity impacts the other
four foundational elements of early education (child development, play, guidance
and discipline, and working with families)
Talk about how television impacts children’s concepts about diversity. Identify
specific programs that encourage either positive or negative attitudes. Share your
thoughts with another small group.
In small groups, brainstorm ways in which families influence attitudes about
diversity. For the negative elements on your list, talk about ways in which you
could counterbalance these problems.
You have just been hired to teach in a classroom that has limited diversity. Talk in
small groups about ways in which you could build relevant diversity experiences
into your classroom.
12. For Discussion and Action
 What are your attitudes toward diversity? Go back to the section on attitudes, and
try some of the activities suggested there. Discuss your thoughts with a small
group of peers.
 Take some time to browse through some toy and equipment catalogs for young
children. What did you find that addresses diversity issues?
 Find a children’s book listed in the diversity bibliography of the National
Association for the Education of Young Children (1993) or Marshall (1998) and
read it. Would you use it in working with young children? Why or why not?
 Go to MyEducationLab and select the topic “Diverse Learners” and watch the
video “Incorporating the Home Experiences of Culturally Diverse Students into
the Classroom.” What biases do teachers have about bilingual students? How
would you, as a teacher, overcome such biases? How could a teacher convert
40

information from another language, such as knowing how to count, to knowledge
in English, the dominant language in many U.S. classrooms?
Reread Diversity as an Essential Element, referring to the NAEYC Standards.
Divide yourselves into three groups. Each group will discuss one of the three
standards shown. Each group should be able to list five suggestions for
implementing those standards to assure that each child in the classroom receives a
quality and accepting education.
13. Handouts (see Appendix A)
 Handout 8.1 - Your Attitudes about Diversity
 Handout 8.2 - Children’s Books Dealing with Diversity
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
Evaluating learning
14. Test bank
15. Other assessment ideas




Project - Talk to an early childhood teacher about the changes (both positive and
negative) that have come about through the inclusion of children with special
needs in the classroom. Write up your findings.
Project - Observe in an early childhood classroom for examples of diversity built
into classroom activities. Look for toys, games, children’s literature, pictures, and
experiences that promote positive concepts of diversity. What did you find?
Journal Response - How would you feel about a family whose attitudes about
diversity differ from your own? What could you do to help this family change
their attitude? Remember that attitudes of adults change slowly.
Journal Response - If you had to choose one aspect of diversity that is most
important to you, what would it be? Describe why you feel it is the most
important.
Additional resources
16. References

Banks, J. (1993). Multicultural education: Development, dimensions, and
challenges. Phi Delta Kappan, 75(1), 22-28.
41



Boutte, G., Van Scoy, I., & Hendley, S. (1996). Multicultural and nonsexist prop
boxes. Young Children, 52(1), 34-39.
Ferguson, P., & Ferguson, D. (1998). The future of inclusive educational practice.
Constructive tension and the potential for reflective reform. Childhood Education,
74(5), 302-308.
Neubert, K., & Jones, E. (1998). Creating culturally relevant holiday curriculum:
A negotiation. Young Children, 53(5), 14-19.
17. Videos


Tales from the Philippines- (35 min.; ABA Productions; 1-888-88-PINYA;
$22.45)
Anti-Bias Curriculum-(30 min., Redleaf Press; 800-423-8309; $41.95)
18. Building Your Personal Library




Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young
children. Washington, DC: National Association for the Education of Young
Children. A practical guide for implementing a diversity curriculum. In addition to
consciousness-raising activities, Derman-Sparks provides a review of children’s
literature dealing with diversity issues and suggests possible experiences that
increase children’s awareness and understanding of diversity.
Hildebrand, V., Phenice, L., Gray, M., & Hines, R. (2008). Knowing and serving
diverse families. (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. An upto-date text with separate chapters on working with African American, Hispanic,
Asian, Arab, Native American, and Amish families. Additional chapters on teen
parents, families with children with special needs, single parent families,
stepfamilies, and gay and lesbian families are included.
Valdez, A. (1999). Learning in living color: Using literature to incorporate
multicultural education into the primary curriculum. Boston: Allyn and Bacon.
This book focuses on using literature to incorporate multicultural education into
the primary curriculum. It includes sections on integrated language arts activities
for primary classrooms and an annotated bibliography of quality children’s
literature dealing with multicultural issues.
Wolery, M., & Wilbers, J. (Eds.). (1994). Including children with special needs in
early childhood programs. Washington, DC: National Association for the
Education of Young Children. This book provides a strong overview of the issues
involved in integrating children with special needs into the early childhood
classroom.
42
Chapter 9 – Planning the Physical
Environment: Indoors
This chapter emphasizes:





Basic issues related to planning an indoor environment for
young children.
The typical centers found in an early childhood classroom.
Indoor environments for infant/toddlers, preschoolers, and
primary children.
Criteria for selecting equipment and materials for the
classroom.
Health and safety issues for young children.
Essential content
1. Planning guidelines identify the fundamentals of room arrangement.





Basic considerations
Incompatible centers
Spaces for varying group sizes
Personal spaces
Assessing the physical space
2. The centers-based classroom is most common in early childhood.








Art center
Manipulative center
Literacy center
Block center
Housekeeping center
Dramatic play center
The Music center
Discovery/Science
43



Other creative center options (woodworking, sand/water)
Writing center
Computer center
3. Age-related considerations for early childhood classrooms are important.



Infant/toddler classrooms
Children three to five
Primary children
4. Guidelines are available for selecting equipment and materials.



Criteria for selection
Commercial materials
Teacher-made equipment
5. Planning is needed to include provide an inclusive classroom.
6. Providing for change in the physical environment is important.



Observe and listen to children
Balancing consistency and change
Rotating materials through centers
7. Health and safety issues are essential for optimal child development.


Planning a healthy environment
Safety concerns
8. Consider creating a space for parents in the classroom.
Teaching strategies
9. Discussion starters

Is centers-based learning more planning and effort for the classroom teacher or
less? What makes you think this?
44





Often, teachers have to buy supplies with their own money. Your text discusses
teacher-made games on p. 263. Read and then discuss materials, games, and
supplies that you could make for your classroom. Generate a list and add to it as
the semester progresses.
If you had to choose two or three centers to include in a primary classroom, what
would they be? Why?
What are the similarities between infant/toddler, preschool, and primary
classrooms? What are the differences?
Referring to the section on selecting equipment and materials, the sixth bullet lists
enhancing self-concept as one of the criteria for selecting materials. Discuss ways
you as a teacher could select materials to enhance students’ self-esteem. Explain
how the toy selection can enhance a student’s self esteem.
Referring to the section of your text on selecting equipment and materials
beginning on p. 261, the sixth bullet lists enhancing self-concept as one of the
criteria for selecting materials for the classroom. Discuss ways that you as a
teacher could select materials to enhance self-esteem. Explain how the toy
selection can enhance a child’s self-esteem.
10. Small-group tasks




Given the planning guidelines outlined in your text, as a small group sketch out a
format for a centers-based early childhood classroom. Have a clear rationale for
the placement of each center. Share your sketch with another small group.
Go to MyEducationLab and select the topic “Teaching Strategies” then read the
article “Ideas for Enhancing the Learning Environment.” What are some ideas
you discovered about learning spaces? How many other ideas can the group
generate?
What special considerations would there be for setting up and using a
woodworking center in the early childhood classroom? What materials could you
use for this center?
Assume you have decided to include a family corner in your early childhood
classroom. As a small group, discuss the elements of this corner and sketch a
design for your parent corner.
11. For Discussion and Action


Sketch to scale an early childhood classroom. Compare what you found with the
guidelines presented in this chapter.
Observe children playing in an early childhood center. What were they doing and
saying? Discuss your observations with your peers.
45




Your principal is concerned about your plans to add centers to your primary
classroom. Make a case for the benefits of centers and play for children.
Go to MyEducationLab and select the topic “Early Environments”, then watch the
video “Environments—Early Childhood.” Are materials child-sized? Are the
areas well-defined pertaining to the activities that happen there? Are noisy and
messy areas separated from quiet, neat areas? Are the areas appropriate for a
preschool classroom? Can you think of other areas that might be appropriate?
How important is the need for monitoring all stations at all times? Why?
Research, make, and demonstrate to others a simple game or material that could
be used for play in an early childhood center.
Spend some time in an early childhood classroom looking for ways in which the
teacher has dealt with safety issues. Make a list of your findings.
12. Handouts (see Appendix A )
 Handout 9.1 - The Value of Unit Blocks
 Handout 9.2 - Dramatic Play Centers
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
Evaluating learning
13. Test bank
14. Other assessment ideas




Project - Spend some time in an early childhood classroom. Make an accurate sketch
of the physical space. Discuss the classroom design in relation to the planning
guidelines described in your text.
Project - Talk to an early childhood teacher about a game or activity that is needed for
the classroom. Based on this need and the criteria for good materials presented in your
text, construct a game or activity for use in the classroom. Try it out with children and
then evaluate its effectiveness.
Journal Response - In a centers-based classroom, the teacher is more of a facilitator of
learning rather than a provider of direct instruction. How do you feel about assuming
the role of facilitator? What do you see as the strengths and limitations of this role for
teachers?
Journal Response - Your text suggests you create personal spaces for children in your
classroom. Why is this important? How would you go about creating these spaces for
children in your classroom?
46
Additional resources
15. References




Aronson, S. (1991). Health and safety in child care. New York: Harper Collins.
Ewing, J., & Eddowes, A. (1994). Sand play in the primary classroom.
Dimensions of Early Childhood, 22(4), 24-25.
Harms, T., Jacobs, E., & White, D. (1995). School-age care environment rating
scale. New York: Teachers College Press.
Provenzo, E., & Brett, A. (1983). The complete block book. Syracuse, N.Y.:
Syracuse University Press.
16. Videos


Places to Grow - The Learning Environment (30 min.; National Association for
the Education of Young Children; 800-424-2460; $39)
Setting up the Learning Environment (20 min.; High/Scope Press; 800-40-PRESS;
$30.95)
17. Building Your Personal Library





Catron, C., & Allen, J. (2008). Early childhood curriculum (4th ed.). Upper
Saddle River, NJ: Merrill/Prentice Hall. This text presents an early childhood
curriculum based on creative play. It includes strong chapters on curriculum for
personal awareness and emotional, social, and cognitive development.
Dodge, D., Colker, L., & Heroman, C. (2002). The creative curriculum (4th ed.).
Washington, DC: Teaching Strategies, Inc. This is a well-respected book
describing the importance of play and a centers-based classroom. Special
emphasis is on the prekindergarten age range.
Isbell, R. (1995). The complete learning center book. Beltsville, MD: Gryphon
House. This book provides a clear guide for the development of thirty-two
different early childhood centers. This how-to guide presents many good ideas.
Mitchell, A., & David, J. (Eds.). (1992). Explorations with young children. Mt.
Rainier, MD: Gryphon House. This book was prepared as a curriculum guide for
early childhood classrooms by the Bank Street College of Education. It describes
the Bank Street approach, which is a framework for developmentally appropriate
practice for children from birth through age eight.
Wasserman, S. (2000). Serious players in the primary classroom (2nd ed.). New
York: Teachers College Press. An excellent rationale for the inclusion of play in
the primary classroom, this book also presents many practical tips for
implementing a primary program that is play oriented.
47
Chapter 10 – Planning the Physical
Environment: Outdoors
This chapter emphasizes:





The importance of outdoor play.
Ideas for planning the outdoor play environment.
A rationale for encouraging a variety of play types outdoors.
The teacher’s role in preparing for outdoor play.
Playground health and safety issues.
Essential content
1. The importance of outdoor play needs to be emphasized.
2. Planning guidelines help children play creatively outdoors.




Basic considerations
Fixed equipment
Moveable equipment
Variety of play options
3. A variety of play areas outdoors allows for diverse play experiences.






Transition area
Manipulative/Construction area
Dramatic play area
Physical area
Sand/water play area
Natural areas
4. Developmental considerations make the outdoors appropriate for all young children.

Infant/toddler play spaces
48



Children three through five
Primary children
The child with special needs
5. There are several options for selecting equipment and materials.



Commercial equipment
Donated materials
Adult-made equipment
6. It is important to plan for regular change in the outdoor environment.



Outdoor prop boxes
Teacher-movable equipment
Child-movable equipment
7. Health and safety issues must be considered on the playground.




Playground injuries
Safety guidelines
Health considerations
The adult’s role
8. Family and community involvement can help ensure a quality playground.
9. If outdoor play is to be productively used, teachers need to commit to the
playground.
Teaching strategies
10. Discussion starters



Share a favorite outdoor play experience you remember from childhood. Tell
where you were, what you were doing, with whom you were playing. After several
people have shared, discuss what these experiences say about outdoor play.
Your text emphasizes the importance of having materials outdoors that children
can manipulate. Is this really that important? Why or why not?
Obesity is an increasingly problematic situation for children. We all know the
rules that govern obesity. Because weight control is so difficult for most of us,
how can we control our own eating and exercise habits better? How can we
49

inspire our students to eat healthy foods, and to exercise more? What can we do
to encourage more active play and less sedentary lifestyles in our students?
While early childhood teachers spend many hours each week preparing the indoor
environment, much less effort is generally spent on the outdoors. Why has so little
time and energy been spent preparing and planning for creative outdoor play?
11. Small-group tasks




Spend some time in small groups reviewing catalogs of commercial playground
equipment. Look specifically at the costs and creative potential of this equipment.
Discuss your findings as a large group.
If hands-on manipulation of materials is important outdoors, it is necessary to
create some low-cost options for children. Brainstorm in small groups one or two
options for inexpensive manipulative/construction materials for use outdoors.
Share your ideas with another small group.
Using the guidelines for playground planning found in your text, plan and then
sketch an exciting playground for young children.
In small groups, brainstorm a list of materials that could be donated from various
businesses in your community for use on the early childhood playground.
12. For Discussion and Action
 Is it worth all the effort required to make the outdoor play area more like the
indoor classroom? Why or why not?
 Reread the section on Children with Special Needs and the Celebrating Diversity
feature on pp. 286-287. Why do children with special needs generally need more
modeling, encouragement and reinforcement in their play situations? What kinds
of accommodations need to be made for special equipment to make playgrounds
truly accessible for children with special needs?
 Talk to a teacher of young children, and find out how much time children spend
playing outdoors. In what typical activities are children involved? What problems
does the teacher see associated with outdoor play?
 Go to MyEducationLab and select the topic “Child Development” then watch the
video “Physical Activity” and observe two preschool children playing outdoors.
Compare and contrast the differences in their physical development.
 How do weather conditions influence outdoor play in your area? Can you think of
ways to minimize the negative influences of weather for playground use?
 Plan and put together a prop box that could be used to stimulate dramatic play
outdoors.
13. Handouts (see Appendix A)

Handout 10.1 - History of Playgrounds
50
 Handout 10.2 - Playground Safety
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
Evaluating learning
14. Test bank
15. Other assessment ideas




Project - Find a playground in your community designed for young children.
Observe carefully for the play areas included, and for the quality of the fixed and
movable equipment. Write a critique of the playground as compared to
information in your text.
Project - Using information from your text and Handout 10.2, locate an early
childhood playground in your community and assess it for strengths and problems
related to safety.
Journal Response - Outdoor play can be a very messy experience. How will you
deal with this component of the activity? What can you do to minimize the
messiness without stifling the creativity of the play?
Journal Response - Make a case for children spending more time outdoors.
Identify the benefits of play in this setting.
Additional resources
16. References




Brett, A., Moore, R., & Provenzo, E. (1993). The complete playground book.
Syracuse, N.Y.: Syracuse University Press.
Fenton, G. (1996). Back to our roots in nature’s classroom. Young Children,
51(3), 8- 11.
McKee, J. Builder boards. Bellingham, WA: Hands On Books.
Vergeront, J. Places and spaces for preschool and primary (outdoors).
Washington, D.C.: National Association for the Education of Young Children.
17. Videos

Safe Active Play: A Guide to Avoiding Play Area Hazards (National Association
for the Education of Young Children; 800-424-2460; $39)
51
18. Building Your Personal Library





Frost, J. (1992). Play and playscapes. Albany, NY: Delmar Publishers. This book
provides an in-depth discussion of historical perspectives on playgrounds, clear
guidelines for playground development, key points on playground safety issues,
and important information on adult roles on the playground.
Guddemi, M., & Jambor, T. (Eds.). (1993). A right to play. Little Rock, AR:
Southern Early Childhood Association. The articles in this edited book make a
strong case for allowing children creative play experiences both indoors and on
the playground. Many suggestions are provided on preparing the outdoor setting
and ways in which adults can support the play opportunities there.
Hewes, J. (1975). Build your own playground. Boston: Houghton Mifflin. This
guide describes the procedures necessary for getting parents and community
members organized and involved in constructing inexpensive playground
equipment. It presents many drawings and pictures of possible projects.
Marston, L. (1984). Playground equipment. Jefferson, NC: McFarland and
Company. This book is full of sketches of playground structures that adults can
build inexpensively and with average construction skills. The ideas are adaptable
to a variety of ages within the early childhood range.
Rivkin, M. (1995). The great outdoors: Restoring children’s right to play outside.
Washington, DC: National Association for the Education of Young Children. This
little book is a must-read for those who are not yet convinced of the importance of
outdoor play. Rivkin makes an impassioned plea for the child’s right to quality
outdoor play experiences and gives many good resources to help the interested
reader get started.
52
Chapter 11 - Activity Planning
and Assessment
This chapter emphasizes:






The components of developmentally appropriate curriculum.
The importance of observations in planning and assessment
activities.
Activity and lesson planning.
Elements of an integrated curriculum and the project approach.
Scheduling issues and the curriculum.
The elements of assessment in the early childhood classroom.
Essential content
1. There are several steps needed to create a developmentally appropriate curriculum.







Guidelines for the developmentally appropriate curriculum
Developmental considerations
Observation as a curriculum tool
Curriculum goals
Planning activities and lessons
Activity planning
Lesson planning
2. The integrated curriculum is important in early childhood education.


Why implement an integrated curriculum?
Planning and preparation (thematic learning)
3. The project approach is gaining proponents by teachers of young children.
4. Scheduling issues are important to planning the curriculum.
53
5. Assessment techniques include more than the traditional test options.





Using standardized tests
Developmental screening
The role of observation in assessment
Documentation of children’s learning
The portfolio and its use
6. Involving families in curriculum planning and assessment makes good sense.
Teaching strategies
7. Discussion starters




Page 305 of your text discusses observation and the use of anecdotal records,
checklists, and rating scales. How familiar are you with these tools? What
information should be included in anecdotal records? The 4th tool discussed is the
running record. How does the running record provide a more detailed and
descriptive record of a child’s behavior?
Explain integrated curriculum. What are the advantages of an integrated
curriculum? What does an integrated curriculum contribute to a holistic approach
to education students? How does an integrated curriculum relate to real life?
Compare and contrast the integrated curriculum and project learning. What are the
similarities? Differences?
Preparing a schedule of activities for the early childhood classroom is important.
How does it influence the learning that takes place?
8. Small-group tasks


Go to MyEducationLab and select the topic “Observation and Assessment.” Read
the article “Documenting Learning With Digital Portfolios.” Discuss how to
make such portfolios meaningful. What kinds of student work should be
included? Next, observe in a primary classroom. Using the information from the
article as a guide, list all the examples you see documenting that children are
learning. Include as many artifacts as possible of samples or pictures of students’
work.
Using the lesson plan in your text, as a small group, plan a social studies lesson on
community helpers for a class of first grade students.
54


Explain integrated curriculum. What are the advantages of an integrated
curriculum? How does an integrated curriculum contribute to a holistic approach
to educating children? How does an integrated curriculum relate to real life?
Your second-grade children came back excited from the recent field trip to a local
lake, about ways in which they could help save the trout in the lake. Discuss in
small groups, how you could help students develop this interest into project
learning.
9. For Discussion and Action





Spend some time observing in an early childhood classroom. Look for some
indicators of student interests. Could any of these interests be developed into a
thematic unit?
Your text, p. 305 discusses observation and the use of anecdotal records,
checklists, and rating scales. How familiar are you with these tools? What
information should be included in anecdotal records? The fourth tool discussed is
the running record. Discuss the running record. How does the running record
provide a more detailed and descriptive record of a child’s behavior?
Create a checklist for use in observing an aspect of child development. Try it out
with a group of children.
Create a curriculum web for a theme of your choice. Use the subject areas of
mathematics, language, art, music, movement, science, and social studies for the
spokes of the web.
Talk with your classmates about the strengths and limitations of projects when
compared with the thematic approach to planning the curriculum.
10. Handouts (There are no handouts for this chapter.)
Power Point Slides are provided in a separate file in the Instructor’s Resource
Center at www.pearsonhighered.com.
Evaluating learning
11. Test bank
12. Other assessment ideas

Project - Interview a teacher about the activity planning and lesson planning they
do. How do teachers spend their planning time? Why is this different than what
was described in your text?
55



Project - Develop an observation checklist focusing on a specific behavior of
young children. Try out your checklist and then discuss the things you learned
from this activity.
Journal Response - Is assessment necessary in a play-oriented early childhood
classroom? Why or why not?
Journal Response - Assume you will be beginning your first year of teaching in a
few weeks. What are your feelings about project learning? What do you see as the
strengths, limitations, and challenges of this approach?
Additional resources
13. References




Britz, J., & Richard, N. (1992). Problem solving in the early childhood classroom.
Washington, D.C.: National Education Association.
Grace, C., & Shores, E. (1991). The portfolio and its use: Developmentally
appropriate assessment of young children. Little Rock, AR: Southern Early
Childhood Association.
Hills, T. (1993). Assessment in context—Teachers and children at work. Young
Children, 48(5), 20-28.
Stone, S. (1996). Integrating play into the curriculum. Childhood Education,
72(2), 104-107.
14. Videos


Charting Growth - Assessment (30 min.; National Association for the Education
of Young Children; 800-424-2460; $39)
Active Learning (17 min.; High/Scope Foundation; 800-40- PRESS; $30.95)
15. Building Your Personal Library

Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate
practice in early childhood programs (rev. ed.). Washington, DC: National
Association for the Education of Young Children. This revised book is the
definitive statement on developmentally appropriate practice from the largest,
most influential professional organization in the early childhood arena. The book
contains sections describing foundational principles and separate discussions of
developmentally appropriate practice for infant/toddlers, preschoolers, and
primary children.
56



Krogh, S. (1995). The integrated early childhood curriculum (2nd ed.). New York:
McGraw-Hill. This text provides a strong rationale for using an integrated
curriculum. It then presents practical ideas for developing this approach for the
early childhood classroom. Included is a clear description of curriculum webbing.
McAfee, O., & Leong, D. (1997). Assessing and guiding young children’s
development and learning. (2nd ed.). Boston: Allyn & Bacon. McAfee and Leong
present a strong framework for effective assessment in the early childhood
classroom. They provide good discussions of making and using observations in
assessment and the portfolio process.
Wortham, S. (1996). The integrated classroom: The assessment–curriculum link
in early childhood education. Upper Saddle River, NJ: Merrill/Prentice Hall. As
the title implies, this book emphasizes the importance of integrating assessment
and curriculum in the planning and teaching of young children. Included is an
important chapter on screening and assessment in early childhood programs.
57
Chapter 12 – Enhancing
Physical Development
This chapter emphasizes:





The components of physical development.
The role of the teacher in facilitating physical development.
The role of toys and play in gross and fine motor development.
The importance of outdoor activities in physical development.
Health and safety issues in early childhood.
Essential content
1. The importance of motor skills in child development is substantial.
 Social skills and physical development
 Motor activities and emotions
 Connections to cognitive development
2. Early childhood provides a foundation for physical fitness.
3. There are several components of physical development.





Physical growth
Gross motor development
Fine motor skills
Levels of motor development
Perceptual-motor development
4. There are many things teachers can do to teach physical development.




Basic considerations
Instructional strategies for physical development
Physical development and play
Organized physical activities
58
5. Enhancing physical development indoors can be accomplished in several ways.

Organized games and activities
6. Enhancing physical development outdoors is important.


Rough-and-tumble play
Organized games and activities: outdoors
7. Teaching children to care for their bodies requires effort.


Health education
Safety issues
8. Working with parents and families is important for optimal physical development.




Understanding physical growth
Importance of active play
Nutrition information
Competitive sports
Teaching strategies
9. Discussion starters



There are many connections between physical and cognitive development. Can
you provide examples of this relationship?
Go to My Education Lab and select the topic “Health, Safety and Nutrition” and
read the article “A Coordinated School Health Plan.” Read about how a school
district used Maslow’s hierarchy of needs, added a ninth component—academic
opportunity, and transformed the district into a nurturing community that daily
impacted the students holistically.
On p. 340, find a discussion of levels of motor development. Discuss the levels
that are listed. How much do you know about how children develop physically?
How will this section about knowledge of motor development in children be of
help to you as a teacher?
59


Throughout this chapter physical activity is discussed as a way to prevent health
problems as children mature into adulthood. List and discuss the many ways as
possible that make the claim that physical activity enhances health.
Both play and organized physical activities are emphasized by your text as
techniques for enhancing physical development. How much of each should be
included and why?
10. Small-group tasks




Decide on a traditional competitive game (not found in your text) and discuss
ways in which it can be changed into a non-competitive activity. Is this change
really necessary? Why or why not?
Go to MyEducationLab and select the topic “Math and Science” then watch the
video “Food Survey Lesson” and observe a first-grade children discussing and
graphing their fast food preferences as part of a math lesson. How might this
lesson be adapted to reinforce the concept of making healthful food choices?
The National Association of Sport and Physical Education has developed two sets
of curriculum standards for young people (See Figures 12-1 and 12-2). From your
experience working with and observing young children, how well do you think
young children meet these standards? In your classroom, how would you organize
your school day to ensure that young children could meet these standards?
As a small group, outline the contents of a letter to families of second grade
children addressing nutrition information. Assume your families speak English,
but are sending foods high in salt, sugar, and fat to school with children for
snacks.
11. For Discussion and Action
 Survey a parent concerning his child’s television viewing during an average week.
Try to get the parent to be as accurate as possible. Compare your findings with
others doing the same task, and then discuss the impact of television on childhood
fitness.
 Read about motor skills in a book on child development, and then discuss with a
small group the roles of heredity and environment in physical development.
 Using a beanbag or a large, soft ball, play a game of catch with a preschool child.
Do the same thing with a primary-aged child. Describe the differences in physical
abilities of the two children.
 Increasingly, Americans are dangerously overweight, and this situation has
filtered down to our children. How can you as a teacher model and teach the
dynamics of weight control, so as to be a good role model for your students?
60

Watch a competitive sport for young children. Observe the children’s reactions to
the game, the coaches’ interactions with players, and the communications between
parents and children.
12. Handouts(see Appendix A)
 Handout 12.1 - Growth in Gross Motor Skills
 Handout 12.2 - Growth in Fine Motor Skills
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
Evaluating learning
13. Test bank
14. Other assessment ideas




Project - Find a non-competitive game (not found in your text), plan how you will
present it to children (see chapter 11 for activity and lesson plans), and then play
the game with children. Write up your assessment of how the game went.
Project - Observe children playing outdoors on a playground. Look especially for
specific examples of how children are developing physical skills as they play.
Write up your findings.
Journal Response - Rough-and-tumble play can often border on aggression. How
do you feel about this play type and how will you monitor the play to avoid the
negative aggression?
Journal Response - Your text strongly supports a de-emphasis on competitive
sports during the early childhood years. How do you feel about this option? Are
there both strengths and weaknesses to organized sports for young children?
Additional resources
15. References


Cleland, F. (1994). Preschool annotated bibliography. Journal of Physical
Education, Recreation, and Dance, 65(6), 53-56.
Fuhr, J., & Barclay, K. (1998). The importance of appropriate nutrition and
nutrition education. Young Children, 53(1), 74-80.
61


Hammett, C. (1992). Movement activities for early childhood. Champaign, IL:
Human Kinetics Publishers.
Ignacio, A. (1994). Early childhood physical education: Providing the foundation.
Journal of Physical Education, Recreation, and Dance, 65(6), 28-30.
16. Videos


A Child Grows: The First Year (25 min.; Learning Seed; 800-634-4941; $89)
Structured Play: Gross Motor Activities for Every Day (28 min.; National
Association for the Education of Young Children; 800-424-2460; $39)
17. Building Your Personal Library




Graham, G., Holt-Hale, S., & Parker, M. (1998). Children moving: A reflective
approach to teaching physical education (4th ed.). Mountain View, CA: Mayfield
Publishing. Although this book focuses more on the elementary grades, it does
provide a strong discussion of developmentally appropriate practice for physical
education. It is a good overview of physical education for younger children.
Marotz, L., Cross, M., & Rush, J. (2005). Health, safety and nutrition for the
young child (5th ed.). Albany, NY: Delmar. As the title implies, this book
provides an overview of health, safety, and nutrition issues for young children. It
gives practical advice about disease control, accident prevention, and providing
nutritious meals.
National Center for Education in Maternal and Child Health. (1992). National
health and safety performance standards: Guidelines for out-of-home child care
programs. Arlington, VA: Author. This large three-ring binder provides definitive
information on health and safety guidelines for early childhood classrooms. It
makes specific recommendations for both the indoor and outdoor settings.
Pica, R. (2000). Moving and learning series. Albany, NY: Delmar. This is a twonotebook series, one for ages four to six and one for children six to nine. It
includes audiocassettes and CDs and provides an excellent collection of
movement activities for young children.
62
Chapter 13 – Supporting Social and
Emotional Development
This chapter emphasizes





Helping children deal with their feelings
Materials and activities for emotional development
Components of social competence
The social development curriculum
The impact of stress on emotional and social development
in children and its impact on adults
Essential content
1.
Teachers also help young children with emotional development.


What are emotions?
Dealing with feelings
2.
There many good materials and activities for emotional development.
3.
The development of social competence continues throughout the early years



4.
Building a sense of self
Adult-child relationships
Peer interactions
The social development curriculum provides children with assistance in social
skills
 The environment and materials
 Activities and themes
5.
Stress is a factor in social and emotional development.

Stress factors
63

Helping children cope
6.
The teacher’s and caregiver’s personal development is enhanced by emphasizing
social/emotional well-being.
7.
Working with parents and families strengthens social/emotional development
Teaching strategies
8.
Discussion starters




9.
How we feel about ourselves varies from day to day and moment to moment.
What factors cause these fluctuations? What are the implications of this for your
teaching of young children?
Your text suggests that family-child relationships are important because children
develop trust and feelings of safety within the family. What are your memories
about relationships in your early years? What happens when family-child
relationships do not live up to expectations? What remedies can you initiate
when family-child relationships do not seem to be what they should?
Although preschool students become increasingly aware of peers, and build
relationships with them, they sometimes have problems seeing ideas from the
point of view of others. Preschool children also sometimes have problems with
ownership, and do not want to share with anyone. Because social skills are
crucial to success in life, how would you assist these students to understand
someone else’s point of view? How would you assist these students to take turns
with toys?
Many well-meaning adults say things like: “Don’t be sad” or “Stop crying.”
Based on information in your text, what is the problem with these kinds of
statements? What would be some better ways of communicating with children
about their feelings?
Small-group tasks



What are some specific ways in which you can build self-concept in children? In
small groups, brainstorm a list of ideas.
For the four core emotions discussed in your text, identify ways in which you
could help children recognize these feelings and appropriately deal with them.
William Glasser talks about creating a ‘friendly workplace’. In small groups,
discuss what you could do as a teacher of young children to foster this
atmosphere.
64

Cooperation is an important social skill. How will you encourage this behavior in
the classroom? Discuss your thoughts with another small group.
10. For Discussion and Action





11.
Think about your own self-concept. What makes you feel good about yourself?
Are there issues or events that cause you to feel less positive? Talk this over with
others, and then apply your findings to working with children. How can this help
you in building their self-concept?
Work with a small group of peers, and develop a list of specific ways in which
teachers serve as models for young children in social relationships. Discuss the
importance of being a good model.
Think back to your own childhood. Who was your first friend? What do you
remember about this person? Discuss what you remember with others, and then
talk about what this tells you about helping children build friendships.
Go to MyEducationLab and select the topic “Child Development” and read
“Conflicts, Possessions.” Read STEPS, Discuss Activities. Generate a list 5
additional ways the adults in the classroom can help students to resolve conflicts
in the classroom. In spite of out best efforts to teach children to share, often, they
resist. What are some strategies you have used that have been successful in
teaching children to share. Generate a list of 5 additional strategies.
Spend some time in an early childhood classroom. Look especially for materials,
books, and equipment that may help children with their social/emotional
development. Talk to the teacher about how she specifically addresses this content
in the curriculum.
Handouts (see Appendix A)
 Handout 13.1 - Building Teacher-Student Relationships
 Handout 13.2 - Childhood Stressors
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
Evaluating learning
12.
Test bank
13.
Other assessment ideas

Project - Identify five strategies for building peer relationships. These ideas
should be different from the ones in your text. For each strategy, write a brief
paragraph describing the procedures for implementation.
65



Project - Observe an early childhood teacher working with children. Look
specifically for ways in which the teacher helps children recognize and deal with
feelings. Write up your observations, including any suggestions for improving the
interactions you observed.
Journal Response - What kinds of things cause you stress in your life? What do
you do to relieve these stresses? What do your responses tell you about how you
might work with children under stress?
Journal Response - Do you see yourself as a person who can express feelings
appropriately in your interactions with other adults? How will this influence your
work with children?
Additional resources
14. References




Hartup, W., & Moore, S. (1990). Early peer relations: Developmental significance
and prognostic implications. Early Childhood Research Quarterly, 5, 1-17.
Honig, A., & Wittmer, D. (1996). Helping children become more prosocial: Ideas
for classrooms, families, schools, and communities. Young Children, 51(2), 6270.
Nabors, M., & Edwards, L. (1994). Creativity and the child’s social development.
Dimensions of Early Childhood, 23(1), 14-16.
O’Neil, J. (1996). On emotional intelligence: A conversation with Daniel
Goleman. Educational Leadership, 54(1), 6-10.
15. Videos


Preschool Social Development- (30 min.; Insight Media; 800-233-9910; $139)
Preschoolers: Social and Emotional Development- (Magna Systems; 800-2037060; $89.95)
16. Building Your Personal Library

Canfield, J., & Siccone, F. (1995). 101 ways to develop student self-esteem and
responsibility. Boston: Allyn & Bacon. As the title suggests, this book is loaded
with ideas for helping children develop healthy self-esteem. With modification in
some instances, the ideas are useful in working with children throughout the early
childhood range.
66



Elkind, D. (2001). The hurried child: Growing up too fast too soon (3rd ed.)
Reading, MA: Addison Wesley. This classic book describes the stresses children
face today and the problems that come from pushing children to grow up too
quickly. It is an excellent book for both parents and teachers.
Kostelnik, M., Stein, L., Whiren, A., & Soderman, A. (2002). Guiding children’s
social development (4th ed.). Albany, NY: Delmar. Providing a strong
developmental understanding of the social issues faced by young children, this
book also gives much good advice about how to deal with the problems that arise.
McClellan, D., & Katz, L. (1997). Fostering children’s social competence: The
teacher’s role. Washington, DC: National Association for the Education of Young
Children. This book is designed to blend research and practice on the subject of
strengthening young children’s social skills. It is an important resource on the
topic.
67
Chapter 14 – Mathematics, Science, and
Social Studies Learning
This chapter emphasizes:





The goals for cognitive development in the early childhood
classroom.
The constructivist approach to learning.
Issues relating to mathematics instruction in early
childhood education.
The science curriculum for young children.
The importance of social studies in early childhood.
Essential content
1. Goals of the cognitive curriculum help define what should take place.




The role of learning facts
The importance of critical thinking
Encouraging problem solving
Creating lifelong learners
2. The constructivist approach is emphasized in the early childhood classroom.
3. Mathematics education is important for young children.







Classification
Seriation
Patterning
Number concepts
Measurement
Geometry
The language of mathematics
68

Problem solving
4. Science learning should be included in the early childhood classroom.



Scientific content
The scientific process
Developing scientific attitudes
5. Young children also need quality social studies experiences.


Understanding self
Understanding others
6. Integrating cognitive learning throughout the curriculum is important.



Infant/toddler materials and activities
Children three through five
The primary grades
7. The family’s roles in cognitive development are critical.



Supporting the importance of cognitive development
Assisting with classroom learning
Home learning tasks
Teaching strategies
8. Discussion starters


Go to My Education Lab and select the topic “Math and Science”, and then read
the Strategy “Children Will Gain Skills in Predicting Mathematical Outcomes.”
Many students suffer from math anxiety. Predicting, making guesses about all the
topics listed in this article could give primary students a sense of power over
mathematics and launch children on an adventure that could lead to confidence in
math. What other predictions could children make?
While constructivist learning is essential to early education, is it always necessary
for children to learn in this manner? Can you give examples of situations in which
constructivist learning isn’t necessary or even best?
69


Recognizing patterning is considered an important skill in learning mathematics.
Can you identify patterns in mathematics that you recognize?
How do we help young children develop scientific attitudes? Describe some
specific things that can be done.
9. Small-group tasks




In a small group, take five minutes or so to take the following quiz: a) Find the
square root of 163; b) Name the fifth president of the United States; c) What are
the capital cities for Vermont, Rhode Island, Arizona, Montana, and Oregon? d)
What is an imperative statement? e) Give a definition for mammal. Following the
quiz, take some time to talk about the importance of learning facts in the early
childhood classroom.
Go to MyEducationLab and then select the topic “Math and Science.” Read the
strategy “Science Centers.” This strategy suggests that children need room to
observe, classify, compare, measure, communicate, make predictions, and reach
conclusions. Discuss in small groups and then in whole group what would be
possible to do in a primary classroom.
Your text lists the ten thematic strands for social studies content in schools.
Divide the class into groups of 5. Assign each group two of the strands—Culture;
Time, Continuity and change; People, places and environments, etc.—and
brainstorm activities for each strand that would be appropriate to teach in a
primary class.
Brainstorm and identify at least three home learning tasks that would be
appropriate for families of toddlers. Be specific in what you would have families
do.
10. For Discussion and Action




Take a second look at the goals for cognitive development presented in this
chapter. How well do you think you have met these goals in your own life? Will
your experiences influence the way you teach conceptual knowledge?
Many adults are math or science anxious, meaning they had poor experiences
while studying one or both of these subjects and have come to see themselves as
failures in these areas. How can you help avoid these phobias in the children you
teach?
The learning of facts does have a place in the early childhood classroom. What
should that place be? Make a case for learning some facts (names, dates, events)
in the primary social studies curriculum.
Compare and contrast constructivist learning and play. How are they similar and
different?
70

Choose an age within the early childhood range, and brainstorm a list of home
learning tasks that parents could do easily and that would be fun for both the child
and the parent.
11. Handouts (see Appendix A)
 Handout 14.1 - Play and Problem Solving
 Handout 14.2 - Home Learning Tasks
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
Evaluating learning
12. Test bank
13. Other assessment ideas




Project - Plan a constructivist science activity (using planning strategies from
chapter 11) for a small group of young children. Do the activity with children and
then describe the strengths and weaknesses of the project.
Project - Observe an early childhood classroom, looking for examples of
constructivist learning in mathematics, science, and/or social studies. Write up a
critique of the activities observed.
Journal Response - Do you see yourself as math or science phobic? What led to
either the phobia or the lack of one? How will this affect the ways in which you
work with young children?
Journal Response - Do you see yourself as a lifelong learner? Why or why not?
Will this influence the way in which you work with children?
Additional resources
14. References


Goldhaber, J. (1994). If we call it science, then can we let the children play?
Childhood Education, 71(1), 24-27.
Patton, M., & Kokoski, T. (1996). How good is your early childhood science,
mathematics, and technology program? Young Children, 51(5), 38-44.
71


Perlmutter, J., Bloom, L., & Burrell, L. (1993). Whole math through
investigations. Childhood Education, 70(1), 20-24.
Yelland, N. (1995). Encouraging young children’s thinking skills with Logo.
Childhood Education, 71(3), 152-155.
15. Videos


Jed Draws his Bicycle: A Case of Drawing to Learn- (13 min.; Learning Materials
Workshop; 800-693-7164; $23)
Mathematics- (14 min.; High/Scope Press; 800-40-PRESS; $30.95)
16. Building Your Personal Library




American Association for the Advancement of Science. (1999). Dialogue on early
childhood science, mathematics, and technology education. Washington, DC:
Author. This text is a collection of thought-provoking articles describing the
problems that exist in teaching mathematics and science to young children. The
authors also encourage early educators to see the potential for learning that exists
during these years.
Bickart, T., Jablon, J., & Dodge, D. (1999). Building the primary classroom. A
complete guide to teaching and learning. Washington, DC: Teaching Strategies.
This book describes a developmentally appropriate approach to teaching in the
primary grades. It includes separate chapters on mathematics, science, and social
studies learning.
Chaille, C., & Britain, L. (2003). The young child as scientist: A constructivist
approach to early childhood science education (3rd ed.). New York: Longman.
The authors promote the idea that children naturally engage in strategies for
learning that are much like those used by scientists. They present many good ideas
for promoting this constructivist approach in science education.
Shaw, J., & Blake, S. (1998). Mathematics for young children. Upper Saddle
River, NJ: Merrill/Prentice Hall. This book presents many good ideas for
developing a mathematics curriculum for young children that goes beyond the rote
learning so typical of this subject.
72
Chapter 15 – Language and
Literacy Learning
This chapter emphasizes:





The development of language in young children
The linguistic systems children master to understand language
Techniques for facilitating language learning
Understanding the young child’s emerging reading and writing
skills
Effective techniques and materials for language and literacy
learning
Essential content
1. Language learning is a complex process.





Theoretical perspectives
Language development
Linguistic systems
Facilitating language learning
Language learning materials
2. Literacy learning is closely related to language learning.






Literacy development
Assisting with emergent literacy
Children’s books
Writing tools
Writing Instruction
Formal reading instruction
73
3. It is important to encourage parent involvement in language/literacy learning.


Taking advantage of daily living
Simple home learning tasks
Teaching strategies
4. Discussion starters




Throughout this chapter, English as a second language is discussed. English
language learners (ELLs) in the U.S. schools have more than doubled in the last
15 years. Discuss the Celebrating Diversity activity, p. 418 in your text. What
additional actions could you take as the teacher of these children to ensure that
your classroom is experienced as a welcoming place?
After reading a classic children’s book (like Alexander’s Perfectly Horrible,
Awful, Day), ask students to define characteristics of the book that make it so
attractive to children.
Your text talks about emergent literacy and its importance. What are the values of
thinking of literacy as emerging throughout the early years?
The lullaby is discussed in your text as a language-rich experience for young
children. Lullabies are thought to have a calming and stress-reducing effect on
children. Recall the lullabies you remember from your childhood, and from your
child-care experiences. Discuss your experiences with lullabies.
5. Small-group tasks



Go to MyEducationLab and select the topic “Curriculum/Program Models” then
read the strategy “Book Reading to Children.” In small groups, read about how
reading to children uses language circuits that children will later need, to learn to
read. Learn about ways that hearing stories develops these circuits. Discuss prereading, during reading, and after reading strategies teachers can use to enhance
reading in children.
Generate a list of words or phrases that children may have difficulty
understanding because of their tendency to take things literally. (example: “I have
a frog in my throat”)
Maria Montessori proposed that children experience “sensitive periods” wherein
they have a keen interest in certain aspects of their development. Early childhood
is a time of great interest in language. Examine text on page 419, and generate
lists of ways that teachers in early childhood classrooms could meet the strategies
listed there.
74

As a group, talk about how you could create a print-rich environment for a group
of four-year-old children. Share your ideas with another small group.
6. For Discussion and Action





Spend some time in a public place such as a playground, grocery store, or
restaurant, and observe how parents and children talk to each other. Share what
you find with classmates.
Go to MyEducationLab and select the topic “Emergent Literacy and Language
Arts” and then watch the video “Peer Scaffolding.” Observe an older student
reading to a younger student. What effect did the teacher’s intervention have on
the children? Could you identify the effects of “buddy reading” on the children?
Could you explain how Vygotsky’s Zone of Proximal Development was at work
in this situation?
Observe primary children at play. What kinds of language interactions did you
see? Share this information with your classmates.
Go to MyEducationLab and select the topic “Emergent Literacy and Language
Arts” then watch the video “Mini-lesson: Teaching 1st Graders to Add Detail.” As
a group, discuss how the examples the teacher gives are helpful to children for
understanding the concept of voice? What do the children say that tells you they
understand the concept of voice?
Browse through a collection of books for children. See if you can find one or two
that you remember as a child. What made those books memorable to you?
7. Handouts (There are no handouts for this chapter.)
Power Point Slides are provided in a separate file in the Instructor’s Resource
Center at www.pearsonhighered.com.
Evaluating learning
8. Test bank
9. Other assessment ideas


Project- Read from other sources about one of the theories of language acquisition
discussed in your text. Write a critique of this approach.
Project- Observe a toddler interacting with an adult. Record as much of the actual
language you hear from both the adult and child. It may be helpful to tape record
the interactions. Discuss the language observed with the information presented in
the text for this age.
75


Journal Response- Most of oral language learning is ‘caught rather than taught’. Is
there a role for actually teaching language skills to young children? Give
examples to support your response.
Journal Response- Assume you are teaching a group of second grade children.
How will you encourage quality writing skills without discouraging children’s
enthusiasm and creativity in the writing process?
Additional resources
10. References




Brock, D., & Dodd, E. (1994). A family lending library: Promoting early literacy
development. Young Children, 49(3), 16-21.
Branscombe, A., & Taylor, J. (1996). The development of Scrap’s understanding
of written language. Childhood Education, 72(5), 278-281.
Einarsdottir, J. (1996). Dramatic play and print. Childhood Education, 72(6), 352357.
Henriques, M. (1997). Increasing literacy among kindergarteners through crossage training. Young Children, 52(4), 42-47.
11. Videos


Language and Literacy (17 min.; High/Scope Press; 800-40-PRESS; $30.95)
Beginning to Read and Write (30 min.; Films for the Humanities and Sciences;
800-257-5126; $149)
12. Building Your Personal Library



Christie, J., Enz, B., & Vukelich, C. (2003). Teaching language and literacy:
Preschool through the elementary grades. (2nd ed.). New York: Longman. This
book provides a nice blend of theory and practical ideas that are useful in helping
children develop language and literacy skills.
Cullinan, B., & Galda, L. (1998). Literature and the child (4th ed.). Orlando, FL:
Harcourt Brace. This book provides an overview of children’s literature and
describes how to select and use books with young children.
Halliday, M. (1975). Learning how to mean: Explorations in the development of
language. London: Edward Arnold. This book is an excellent discussion of the
interactionalist perspective on language development.
76

Snow, C., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young
children. Washington, DC: National Academy Press. This is a scholarly look at
the importance of using a variety of techniques in the teaching of reading. It
emphasizes the teaching of phonics in conjunction with whole language learning.
77
Chapter 16 – Using the Creative Arts to
Support Development and Learning
This chapter emphasizes:






Defining creativity as it applies to young children.
The importance of art and music in child development and
learning.
The teacher’s role in facilitating the creative arts.
Creative art and music activities for young children.
Families’ roles in the creative arts.
The role of play in early drama experiences.
Essential content
1. Defining creativity is a difficult task.




Definitions of creativity
Characteristics of creative individuals
Assisting with the creative process
Creativity and play
2. The young artist is developing lifelong skills for enjoying the creative arts.






Why include art?
Misconceptions about art
Developmental trends in art
The early childhood art curriculum
The adult’s role in art experiences
The art of Reggio Emilia
78
3. Young children enjoy musical experiences throughout the school day.





The importance of music in early childhood
Musical development
The music curriculum for young children
Movement and music
Facilitating musical experiences
4. There are many options for creative art and music activities.



Activities for infant/toddlers
Art and music for preschoolers
The primary years
5. Creative dramatics occur naturally with children.
Teaching strategies
6. Discussion starters



Go to MyEducationLab and select the topic “Early Environments” and then watch
the video “Environments—Early Childhood.” As the video is watched, discuss
what happens in each center. Are all the centers that you consider to be important,
included? In your own childhood, what were your favorite centers? Why were
they important to you? What do these play centers provide for children?
Your text talks about avoiding models in art projects for young children. What are
the problems with doing so? Without using models, what can the teacher do to
help children who are struggling in their use of art materials?
With school budgets strained to the limit, often the task of teaching creative arts is
left to the teachers. Read the feature Family Partnerships “ The Art Docent in
Primary Classrooms” p. 447. Who are some talented friends or parents that you
know? Discuss the possibility of making use of talented parents and other
talented people in the community to teach all the genres of creativity.
7. Small-group tasks

In small groups, identify what you see as the key characteristics of creativity in
childhood. Compare your list with the information presented in your text. What
79



are your areas of creativity? Who nurtured your talents when you were young?
What is necessary on the part of adults to nurture creativity in children?
Go to MyEducationLab and select the topic “Curriculum/Program Models” then
watch the videos “Montessori” and “High Scope.” Compare and contrast
Montessori and High Scope. List advantages of each program. Are there any
disadvantages of either program that you can find?
Using a set of shared crayons, draw something of interest to you. You will have
approximately five minutes. Share your drawing with your small group. Then
discuss your feelings about your competence in art and then the implications of
this for your work with young children.
Read the Into Practice feature “Singing Songs With Young Children” p. 456. In
groups of five, discuss the categories listed. Create additional songs in each
category. Share your findings with the whole group. Identify other possibilities
for using songs in the classroom.
8. For Discussion and Action





What do you like to do when you are being creative? Discuss this with a small
group, and then talk about what this tells you about creativity.
When you were a child, did you engage in dramatic play? What were the games
of “let’s pretend” that you played? How did you find props to use for this kind of
play? What did you learn from your dramatic play? What do children today learn
from dramatic play?
Observe children participating in an early childhood art experience. What did they
do? Was it creative? Why or why not?
What is your comfort level in teaching music? How do you respond to music?
Read p. 458 in your text. Which of the activities listed would you be comfortable
doing? Can you name other musical activities with which you would be
comfortable doing?
Go to MyEducationLab and select the topic “Creative Arts” and then read the
article “The Arts Make A Difference” and learn how the arts impact the academic
achievement of poor achievers. The article explores the findings of a longitudinal
study conducted by the National Educational Longitudinal Study of 1988 (NELS:
88). This study found a significant correlation—growing over time—between arts
participation and academic performance. Discuss how art and music have
attracted poor performing students and enhanced their academic achievement in
varied academic subjects.
9. Handouts (see Appendix A)

Handout 16.1 - Creative Art from Junk
80
 Handout 16.2 - Singing with Children
Power Point Slides are provided in a separate file in the Instructor’s Resource Center
at www.pearsonhighered.com.
Evaluating learning
10. Test bank
11. Other assessment ideas




Project - After talking to an early childhood teacher about an appropriate activity,
use the activity plan found in chapter 11 to plan an art activity for young children.
Actually do the activity and then assess its effectiveness.
Project - Talk to an early childhood teacher about songs for young children.
Identify with the teacher a new song that the children would enjoy. Schedule a
time and teach the song to the class of children. Write up your assessment of the
activity.
Journal Response - How would you rate your own personal creativity? Discuss
how this assessment may influence your efforts to stimulate the creativity in
children.
Journal Response - Some people have great difficulty carrying a tune when they
sing. How could someone with this problem still have a strong music curriculum?
Additional resources
12. References




Balke, E. (1997). Play and the arts: The importance of the “unimportant”.
Childhood Education, 73(6), 355-360.
Eddowes, A. (1995). Drawing in early childhood: Predictable stages. Dimensions
of Early Childhood, 23(4), 16-18.
Moyer, J. (1990). Whose creation is it, anyway? Childhood Education, 66, 13032.
Schiller, M. (1995). An emergent art curriculum that fosters understanding.
Young Children, 50(3), 33-38.
13. Videos

Art and Music for Preschoolers (20 min., Insight Media, 1996, 800-233-9910,
$129)
81

Music Across the Curriculum (20 min., NAEYC, 800-424-2460, $39)
14. Building Your Personal Library




Brookes, M. (1986). Drawing with children: A creative teaching and learning
method that works for adults, too. New York: G.T. Putnam’s Sons. This book
describes a nonthreatening process for teaching children techniques for improving
drawing. The emphasis is on enhancing creativity, not on the end product of the
drawing process.
Croft, D. (2000). An activities handbook for teachers of young children (6th ed.).
Boston: Houghton Mifflin. This time-honored resource has a wealth of ideas for
art, woodworking, music, and many other categories of creative activities for
children throughout the early childhood years.
Isenberg, J., & Jalongo, M. (2006). Creative thinking and arts-based learning:
preschool through fourth grade (4th ed.). Upper Saddle River, NJ: Merrill/Prentice
Hall. These well-respected authors make a strong case for the connections
between play and creative activities. They address both music and art activities
and present many good ideas for making them a playful part of the early childhood
classroom.
Schirrmacher, R. (2002). Art and creative development for young children (4th
ed.). Albany, NY: Delmar. This book focuses on art for young children and
provides an in-depth look at creativity, developmental aspects of art, the adult’s
roles, and necessary components of a creative art center.
82
Chapter 17 – Using Technology to
Support Development and Learning
This chapter emphasizes:






The impact of television on young children.
The relationships between technology and play.
The impact of television on young children.
Characteristics of developmentally appropriate software for
the early childhood classroom.
The teacher’s role in technology use.
Strategies for communicating with families about technology.
Essential content
1. Television viewing has both positive and negative influences on children.



Time spent viewing
Sex, violence, and advertising
Redeeming aspects?
2. Video games are another recent technological issue parents and teachers must face.

The debate over value
3. Making computer use developmentally appropriate is necessary and possible.





Computers and play
Social interactions and computer use
Developmental abilities
The child with special needs
Computers in the classroom
83

Interacting with children using computers
4. It is important to take care in selecting computers and software.


Hardware options
Selecting computer software
5. Families play critical roles in technology use.




Guidelines for family television use
Video games in the home
Helping families select computer software
Communicating with families using technology
Teaching strategies
6. Discussion starters




Go to MyEducationLab and select the topic “Technology” and then watch the
video “Tablet Computers in First Grade Math.” View a first grade teacher using a
tablet computer to teach mathematics. How is the tablet used to teach students to
solve math problems? How does the teacher manage her students’ use of the
tablet? Would you feel confident using this technology in your primary
classroom?
Have any of you witnessed an act of violence? an act of murder? Discuss this.
Does thinking about it bring back the horror of it? Your text states that, according
to Hurst (2004), the average child sees more than 200,000 acts of violence—
including 40,000 acts of murder by age 18. How do these acts affect you when
you view them? How do you thing they would impact toddlers, pre-school
children, primary children, middle school children, high-school students?
Many elementary schools have computer labs rather than placing computers in the
classrooms. What are the problems with this approach for primary children?
Most of the software available for young children is categorized as drill and
practice (see page 481). While this software has its place, how could you convince
families that playful software is better?
84
7. Small-group tasks




Collect titles of video games available for primary children. Discuss the content
of the games. What are the benefits of these games for children? What are the
bad effects?
Talk in small groups about video games you have played or are aware of. What do
you see as the strengths and/or weaknesses of video games for young children?
Some families let their children watch inappropriate television shows or movies.
What could you do to help parents make better choices for their children?
Go to MyEducationLab and select the topic “Technology” and read the article
“How Technology Can Transform a School.” Read about Willow Bend School in
Rolling Meadows, Illinois. The school “Significantly improved test scores,
[caused] a high level of student enthusiasm, and renewed staff enthusiasm” by
adopting a successful technology program. The program dramatically changed a
school with a 42% low-income student population, 33% English Learners, 57%
minority students, and a 50% mobility rate. In small groups discuss the different
aspect of the program, and then share in whole group.
8. For Discussion and Action





Keep a log of advertisements that children view on television. Are the products
appropriate for children? Do the “ads” encourage lying, stealing, and other forms
of deceit? Do the ‘ads” encourage bullying or conformity to inappropriate
behavior? What do these advertisements teach children?
Survey your classmates regarding televisions in the home. Find out how many
televisions each person has at home. What does this tell you about this form of
technology in American homes?
Go to MyEducationLab and select the topic “Technology” and then read the
article “Assistive Technology for Reading.” Discover how assistive technology is
used in Kentucky schools to assist Learning Disabled students to improve reading
skills. Discuss the several strategies used in software to improve prior knowledge
so that students understand what they are reading. Is it possible that we can learn
from software better strategies for teaching?
Play a video game designed for young children. Describe its strengths and
weaknesses.
Watch an educational television program (like Sesame Street) designed especially
for young children. Talk about its strengths and limitations.
9. Handouts (There are no handouts for this chapter.)
Power Point Slides are provided in a separate file in the Instructor’s Resource
Center at www.pearsonhighered.com.
85
Evaluating learning
10. Test bank
11. Other assessment ideas




Project - View one hour of television programming designed especially for
children and one hour of ‘prime time’ viewing (six to eight pm). Focus on
observing sexual themes, violence, and the advertising during these times. Write a
critique of this viewing.
Project - Review a piece of software designed for children in the 3 to 8 age range.
Using the criteria presented in your text, discuss the strengths and limitations of
the software.
Journal Response - Do you think TV, movies, and video games interfere with
quality play experiences in childhood? Why or why not?
Journal Response - If you had to choose between a computer and a set of blocks
for the kindergarten classroom, which one would you choose? Present a rationale
for the position you take.
Additional resources
12. References




Brett, A. (1994). Computers and social development of young children.
Dimensions of Early Childhood, 23(1), 10-13.
Elkind, D. (1996). Young children and technology: A cautionary note. Young
Children, 51(6), 22-23.
Samaras, A. (1996). Children’s computers. Childhood Education, 72(3), 133-136.
Shade, D. (1996). Software evaluation. Young Children, 51(6), 17-21.
13. Videos


Computer Learning for Young Children (13 min.; High/Scope Press; 800-40PRESS; $30.95)
The Adventure Begins: Preschool and Technology (10 min.; National Association
for the Association of Young Children; 800-424-2460; $20)
86
14. Building Your Personal Library



Haugland, S., & Wright, J. (1997). Young children and technology: A world of
discovery. Boston: Allyn & Bacon. This book provides much practical
information about the appropriateness of computers in the early childhood
classroom, guidelines on selecting good software, and integrating the computer
into the classroom. Approximately 130 software titles are reviewed.
Liebert, R., & Sprafkin, J. (1988). The early window: Effects of television on
children and youth (3rd ed.). New York: Pergamon Press. This book chronicles
the impact of television viewing on children. It describes how, for many American
families, the television has become an integral part of family life, consuming more
free time than any other activity.
Papert, S. (1993). The children’s machine: Rethinking school in the age of the
computer. New York: Basic Books. Papert gained fame through the development
of a computer language called Logo, which allows children to program the
computer. In this thought-provoking book, he describes how computers and
software like Logo can potentially transform the way in which schools operate
87
Appendix A
Handouts
88
Handout 1.1
Ethical Conduct in the Early Childhood Classroom
The National Association for the Education of Young Children, in its Code of Ethical
Conduct, has defined for early childhood educators a framework for determining
appropriate behaviors in interacting with children, families, colleagues, and the
community. This framework is, by necessity, general rather than specific. Real-world
situations require careful analysis and discussion with others to adequately resolve. The
following hypothetical situation is designed to get you thinking and discussing an ethical
situation. Begin by discussing the case with others, identifying the values that seem to be
in conflict. Brainstorm possible solutions, evaluate each critically, and make a decision
about the most appropriate resolution. Once you have worked through this situation, try
creating your own ethical dilemma and work through the process once again.
Ethical Case: The Meddlesome Mom
Adrienne is the mother of five-year-old Merrilee and an active participant in your
kindergarten classroom. Adrienne volunteers each Tuesday and Thursday mornings and
regularly spends additional time volunteering each week. She has very strong opinions
about instructional strategies that work at this age for both her daughter and other
children in the class. Adrienne is convinced that the children need more direct instruction
in mathematics and reading. She has shown you the workbooks recommended by a friend
and has tried to get you to use these materials with children in the class. Even though you
have shared with Adrienne your philosophy of playful learning with manipulative
materials, she continues to promote a more structured approach to learning. Merrilee is
getting a heavy dose of workbook learning at home and you are worried about the stress
she may be under there.
Your Own Ethical Case:
89
Handout 1.2
Making a Decision About Teaching
Several options are available to help you make a decision about a career in early
childhood education. Consider observing in an early childhood classroom, spend time
interacting with young children, and ask for feedback from others. One additional option
is to do some self-analysis. The purpose of this handout is to help you begin that process
of introspection. Try to spend some quality time thinking through each of the selfassessment tasks that follow. Good luck!
1. Identify both strengths and weaknesses you are aware of in yourself that will
influence your ability to carry out the various roles of the early childhood teacher:
Facilitator of Learning
Counselor
Janitor
Cook
Educational Specialist
Parent Substitute
2. What personal attributes do you have that will allow you to develop the following
broad skills needed to teach young children?
Positive interactions with children
Preparing the environment
Working with other adults
90
Handout 3.1
The Plan-Do-Review Sequence
Jerry, Marita, and Enrique are second-grade children in your classroom. They have been
engrossed over the past several days by their study of animals through the use of a CDROM Encyclopedia program on the computer. So far, they have spent several free-time
periods huddled together, enjoying the video clips and other information on the CD.
While they seem to be enjoying themselves, there is little structure or direction to their
activity. It is time to gather them together for some planning for future time spent on this
project.
The Plan-Do-Review sequence is an important part of the High/Scope Program and
should help you with planning for these three children. Think through the three steps and
what you and the children could do to successfully implement them.
Plan
Do
Review
91
Handout 3.2
Comparing the Approaches
Each of the four approaches to teaching young children has both strengths and limitations.
Take some time now to outline these models, listing both the positives and negatives
(from your perspective) of each option.
Montessori Education
Strengths
Weaknesses
High/Scope Program
Strengths
Weaknesses
Bank Street Approach
Strengths
Weaknesses
Reggio Emilia Program
Strengths
Weaknesses
92
Handout 4.1
Piaget on Education
Jean Piaget is recognized primarily for his contributions to our understanding of child
development and learning. Occasionally, however, he made his views on education
known. The following quote summarizes his thoughts:
The principal goal of education is to create men who are capable of doing new things, not
simply repeating what other generations have done. . . men who are creative, inventors,
and discoverers. The second goal of education is to form minds that can be critical, can
verify, and not accept everything they are offered. The great danger today is of slogans,
collective opinions, ready-made trends of thought. We have to be able to resist
individually, to criticize, to distinguish between what is proven and what is not. So we
need pupils who are active, who learn early to find out by themselves, partly by their own
spontaneous activity and partly through materials we set up for them; who learn early to
tell what is verifiable and what is simply the first idea to come to them (Elkind, D. 1981
Children and adolescents- 3rd ed. N.Y.: Oxford University Press, p. 29).
Discussion/Reflection
What are the implications of the points that Piaget makes above? Is education today
supportive of Piaget’s goals? Why or why not? Do you agree or disagree with the points
that Piaget makes? Describe your thinking.
93
Handout 4.2
Erikson’s Stages of Psychosocial Development
Your text introduces only the first four of Erikson’s eight stages of development. To
better understand Erikson’s perspective on development, all eight are presented here with
a brief discussion of the positive resolution for each stage.
Trust vs. Mistrust (birth through eighteen months)
The young child is learning to trust the caregivers responsible for providing for basic
needs.
Autonomy vs. Shame and Doubt (eighteen months through age three)
Children are learning to make choices to explore their world and do things on their own
separate from the adults providing their care.
Initiative vs. Guilt (three to six years)
Children become more curious about learning and doing as they explore the world around
them.
Industry vs. Inferiority (six to twelve years)
Children begin to develop a sense of strengths and limitations in comparison to others
their own age.
Identity vs. Confusion (adolescence)
Young people begin to investigate their vocation and professional orientation.
Intimacy vs. Isolation (young adult)
The development of love relationships occur during this period.
Generativity vs. Stagnation (mature adult)
Time is spent in parenting, supporting others.
Integrity vs. Despair (older adult)
Reflecting on and accepting the life one has led.
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Handout 5.1
Favorite Play Experience
This task is designed to get you thinking about your own childhood and some of the
special play experiences you remember. Think back to your childhood (ages three to eight
is best, but any time during your childhood is okay). What do you remember doing when
you had a chance to play? Can you recall a special play experience that you engaged in
regularly? For the play times you remembered answer the following questions:
1. Describe your remembered play experience.
2. Where did you play and what were the materials you used?
3. Who did you play with?
4. Share your remembered experience with two or three others.
5. Does this activity give you any insights about childhood play? Were there any
common characteristics in the remembered experiences?
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Handout 5.2
Recipe for Preserving Children
Start with one large grassy
field, a half dozen children,
two or three small dogs, a
pinch of brook & some pebbles.
Mix the children and dogs
together and put them into the
field, stirring constantly. Pour the
brook over the pebbles, sprinkle
the field with flowers. Spread over
all a deep blue sky and bake in the hot sun.
When brown, set away to cool
in a bathtub.
Author Unknown
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Handout 6.1
Ways to Say “Good for You!”
One of the quickest ways to get children to ‘tune you out’ is to continually use the same
words to praise and encourage them. Many of us get into the bad habit of saying “Good
for you” far too often. Rather than getting stuck in that rut, try varying the words you use.
The following examples should help get you started:
Outstanding!
You’ve got it.
I’m proud of your hard work.
You’re really thinking today.
You’re learning fast.
I knew you could do it!
Keep up the good work.
This time is much better than the last.
Your practice has made a real difference!
I like what you are doing.
Congratulations.
You are making great steps forward.
That’s much better.
You make that look easy.
I’m impressed.
Look at you!
Very creative.
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Handout 6.2
Using Problem Solving
Problem solving can be used to work through problems with individual children or with
issues that concern the entire class. The basic steps as defined in your text are as follows:
1. Work together to identify the problem behavior
2. Discuss the implications of the behavior
3. Brainstorm possible solutions.
4. Agree on a plan.
5. Check periodically to make sure the plan is working.
Try applying these problem-solving steps to the following situation with an entire class:
It is early in the school year, and your second grade students are having difficulty
managing their time on the playground. They frequently end up in trouble with the
playground supervisor for their aggressive play. You have decided it is time to have a
classroom meeting to resolve this problem. Discuss the issues you would consider in
preparing for the meeting and outline a prospective agenda.
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Handout 7.1
Family Interview – Family Involvement
One important way to gather information about family involvement in education is to ask
family members themselves. The following questionnaire is intended as a way to begin
that process. If you are a parent yourself, please interview someone other than yourself.
You will gain more from the experience.
1. What do you see as the benefits to you, children, and teachers of family involvement?
2. In what ways are you involved in your child’s education?
3. Have you encountered problems as you got involved in school-related activities? If
so, please describe.
4. How does your child’s teacher communicate with you as a family member?
5. How do you feel about being involved in your child’s education?
6. Is there anything else you can tell me about your involvement in education?
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Handout 7.2
Teacher Interview - Family Involvement
Teachers vary in their attitudes towards working with families and in ways they involve
them in the educational process. The purpose of this interview task is to give you some
first-hand information about family involvement. If you have a friend or relative that
teaches young children, consider contacting that person for this interview.
1. What do you see as the benefits to you, children, and families of family involvement?
2. Have you encountered problems as you have worked to involve families? If so, can
you describe them?
3. In what ways do you involve families in your classroom activities? Do you try to
involve families at home to work with their children?
4. What strategies do you use to communicate with families?
5. How do you feel about working with families?
6. Is there anything else you can tell me about your work with families?
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Handout 8.1
Your Attitudes about Diversity
While most of us would like to think that we are not prejudiced against people who are
different from ourselves, careful introspection will probably indicate that each of us can
make additional progress in our attitudes. Self- analysis is one way in which we can
begin the process of positive change. Try the following steps as an initial way to assess
your own attitudes.
1. Can you give specific examples from your past in which you have interacted
positively with people who are culturally/racially different from yourself? Do you
remember examples of times when your interactions were less positive?
2. Think about your attitudes towards the opposite sex. What characteristics do you
associate with that group that you like? Are there characteristics you don’t like?
3. Describe your feelings when you are around children with special needs. Be as
specific as possible.
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Handout 8.2
Children’s Books Dealing with Diversity
There are many good examples of children’s books that deal positively with diversity
issues. An example will be presented here for each of the three aspects of diversity
discussed in your text. You will be expected to find three additional books that you find
helpful and that could be included in the early childhood classroom.
Cultural/Racial Diversity
Adolf, A. (1973). Black is brown is tan. N.Y.: Harper Collins.
Your choices:
1.
2.
3.
Children with Special Needs
Cairo, S. (1985). Our brother has Down’s syndrome. Toronto: Annick Press LTD.
Your choices:
1.
2.
3.
Gender Equity
Merriam, E. (1989). Mommies at work. N.Y.: Simon and Shuster.
Your choices:
1.
2.
3.
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Handout 9.1
The Value of Unit Blocks
Unit blocks (see chapter 9 for a description) are one of the most versatile and valuable
tools for learning in classrooms for young children. They can be successfully used
throughout the early childhood years. Elizabeth Hirsch, editor of The Block Book,
suggests the following potential benefits of block use in the early childhood classroom:
Physical Development
Patterns
Symmetry
Balance
Art
Hand manipulation
Eye-hand coordination
Visual perception
Social Studies
Language Arts
People and their work
Mapping
Interdependence of people
Symbolic representation
Questions and concepts
Exchange of ideas
Planning of building
Naming of building
Function of building
Stories about building
Social Development
Science
Feeling of competence
Cooperation
Respect for the work of others
Gravity
Stability
Balance
Inclined planes
Interaction of forces
Property of matter
Inductive thinking
Mathematics
Classification
Order
Number
Fractions
Depth
Height
Length
Measurement
Measurement
Geometry
Inequality
Equality
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Handout 9.2
Dramatic Play Centers
Because of the importance of dramatic play, teachers need to take special care to prepare
quality materials that encourage this play type. Brainstorm materials that could be used
to create interesting play options for the following dramatic play centers:
Shoe Store
Camping
Airplane
Barber Shop
Restaurant
Doctor’s Office
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Handout 10.1
History of Playgrounds
Playgrounds as we know them today are a relatively recent phenomenon. The first
playgrounds in this country began around the beginning of the twentieth century as
settings for large muscle development. Frost and Wortham (1988) identified several
phases in the evolution of the American playground:
The Manufactured Appliance Era
During this period, which began around the turn of the century and lasted until the
1950’s, the emphasis was on iron, steel, and wooden manufactured structures.
Playgrounds were designed with functionalism in mind- structures were strong and
expected to last many years.
The Novelty Era
The 1950’s and 1960’s have been described as the novelty era. Influenced by artists,
architects, recreation specialists, and educators, an attempt was made to add novelty or
fantasy structures to the playground. Turtle climbing structures, rocket ship merry-gorounds, and Disney character swings are examples of options that were placed on
playgrounds to stimulate dramatic play outdoors.
The Modern Era
The 1970’s saw an increasing variety in playground equipment, with modular wooden
equipment becoming more popular. Complex wooden structures with linkages to other
units, platforms of varying heights, suspended bridges, ramps, fireman’s poles; wide
slides, rings, and ropes became popular.
The Movable Parts Era
While Frost and Wortham didn’t include this category, it appears that interest is growing
in having more movable parts on playgrounds for young children. Storage remains the
largest drawback to this option for many early childhood programs.
Frost, J., and Wortham, S. (1988). The evolution of American playgrounds. Young
Children, 43(5), 19- 28.
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Handout 10.2
Playground Safety
Safety on playgrounds has been a concern of the Consumer Product Safety Commission
(CPSC) since 1974. After much research and public testimony, the CPSC developed a set
of voluntary playground safety standards that are generally accepted as the best
guidelines for safety outdoors. The basic elements of the standards are summarized
below:
Surfacing Under and Around Play Structures
The most common cause of injury on playgrounds is falling from a piece of equipment
onto a hard surface. The CPSC suggests some sort of shock absorbing material under and
around every piece of equipment on the playground. Six to twelve inches of sand, pea
gravel, bark, shredded tire, or a manufactured pad over concrete or asphalt are
recommended depending on the height of the structure. This surfacing should extend at
least six feet out from each structure to make sure children land on the softer material.
Spacing of Equipment
Equipment on the playground should be placed in such a way that children can safely
move between equipment without the threat of injury. For example, a child coming off a
slide should have room to recover before coming in contact with the swings.
Sharp Points, Protrusions, and Pinch Points
Sharp metal edges, exposed bolts, and angles on equipment that can trap children’s body
parts are evidence of poor equipment design and often lead to unneeded injuries on
playgrounds.
Enclosures and Heights for Platforms
The CPSC has identified safe platform heights and railings/enclosures to help avoid the
problem of children falling off play structures. Higher platforms also require deeper/more
shock-absorbing materials under and around the equipment.
Poorly Maintained Equipment
Even good equipment that doesn’t receive proper care from adults will eventually become
a playground hazard. It is necessary to regularly check and repair equipment on
playgrounds for young children.
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Handout 12.1
Growth in Gross Motor Skills
The development of gross motor skills (large muscles in arms and legs) follow a pattern
for most children in the early years. While there are many variances from the typical
patterns, the following characteristics are common for children at different ages:
Infants
Sits up (six months)
Stands with help (eight months)
Crawling (ten months)
Walking (twelve months)
Toddlers
Bend from waist to pick up toy (eighteen months)
Walk on a line (age two)
Beginning running (age two)
Three-Year-Olds
Run smoothly
Quick stops
Alternate steps as climb stairs
Four-Year-Olds
Climbing high (stretching limits)
Running and standing jumps
Masters trike riding
Five-and Six-Year-Olds
Jump rope
Jump over objects
Hopping and skipping
Seven-Year-Olds
Gallop to music
Throwing a ball mastered
Bike riding
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Handout 12.2
Growth in Fine Motor Skills
Clear patterns emerge in the development of fine motor skills during the early years.
While there are variances between children, the following characteristics are common:
Infancy
Grasping objects
Pincer grasp (thumb and finger)
Twos and Threes
Stringing large beads
Copying circle or cross
Folding paper
Four-Year-Olds
Abilities needed for dressing developed
Tying shoes with help
Beginning writing
Five-Year-Olds
Fold a triangle from paper
Draw square or triangle
Cut along a line with scissors
Sixes and Sevens
Still reverse numbers and letters
Able to draw diamond shape
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Handout 13.1
Building Teacher-Student Relationships
Strong teacher-student relationships don’t just happen; they require time and effort to
build. As described in your text, it is important to take time for positive personal
interactions with children. Greeting children as they arrive and asking appropriate
questions is one example of this type. Many teachers also take time to engage in gettingacquainted activities that are more contrived, but which can strengthen teacher-student
relationships. The following is an example of this type:
Koosh and Kisses
With students seated in a circle, bring out a Koosh ball and explain that you will toss the
Koosh ball to a student in the group. That child should introduce herself and then toss the
ball to another student. The second child then introduces the previous student and then
introduces himself. Depending on the age of the children, you may want to have children
introduce up to three children preceding them. Once everyone has been introduced
(including the teacher), reward everyone with a candy Kiss as a treat for their
participation.
Find, and describe below, two other getting-acquainted activities that you could use in
your work with young children:
1.
2.
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Handout 13.2
Childhood Stressors
There are many different events that cause stress in the lives of children. Some are a
normal part of growth and development. Others are brought about by the circumstances in
which children find themselves. Often, a single stressor can be overcome by children
when they are given the time and resources to do so. It becomes much more difficult,
however, when stressing events continue to accumulate.
The list that follows is meant to give you some idea of the many different events that can
cause stress in the lives of young children. Please note that even positive experiences can
be stressful events. When you see children who are experiencing several of these at once
or in a short time frame, you will need to take extra care to assist them in dealing with
these stressors.
Parent dies
Parent divorces
Parent travels extensively for work
Personal illness or injury
Parent remarries
Mother goes to work
Child experiences difficulties in school
Birth of a sibling
Change in the family’s financial condition
Starting a new extracurricular activity (music, soccer, etc.)
Outstanding personal achievement
Move to another part of town
Receives or loses a pet
Change in day care hours
Vacation with family
Changes friends
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Handout 14.1
Play and Problem Solving
Problem solving is an important skill to develop in children, and as described in chapter
5, play is an excellent vehicle for practicing and perfecting this task. Tegano, Sawyers and
Moran (1989) describe the findings of research on problem solving and play. Here are
some of the connections described in their article:

Play provides a non-threatening environment in which children feel free to
explore and experiment.

Play is real life for young children. The problems they encounter there are
meaningful to them.

Skills learned in these real life situations are more likely to be generalized to
other situations.

Play allows children to experiment with more than one solution to a potential
problem.
Based on this information, spend some time observing children at play in an early
childhood classroom or on the playground. Look for examples of problem solving in play.
1. What did children do or say that indicated problem solving was taking place?
2. Describe the level of involvement of children as they engaged in play and
problem solving.
3. What was the teacher’s role in facilitating problem solving?
Tegano, D., Sawyers, J., and Moran, J. (1989). Problem-finding and solving in play: The
teacher’s role. Childhood Education, 66(2), 92-97.
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Handout 14.2
Home Learning Tasks
It is important for teachers of young children to involve families in simple ways at home
in the education of their children. These activities are often referred to as home learning
tasks. The following criteria help teachers construct valuable experiences for families
and children:

Tasks should require the child to do most of the talking/work and the parent to
do the least.

Families need clear directions that identify both the purpose for the task and
the materials and procedures to follow.

Evaluation should be built into the task so that the child knows if they have
been successful.

The family and child need to be interested in, and enjoy the task.

Good home learning tasks need to be easy to prepare for, inexpensive, and
brief.
Given the above criteria, plan four interesting home learning tasks for a specific age
within the early childhood range. Use terms that parents will understand and that clearly
describe what you expect them to do. For each activity, use the following format to
describe the task:
Title (make it fun and attractive)
Materials needed
Procedures
Reference (where you got the idea)
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Handout 16.1
Creative Art from Junk
A quality art program for young children doesn’t require expensive materials or
equipment. Frequently, throw-away materials can be recycled in the art center for some
very creative art experiences. The following list is a sampling of materials that teachers,
community members, and parents can contribute to the art center (Schirrmacher, 1998):
Artificial flowers
Berry baskets
Wood scraps
Empty cereal boxes, toothpaste boxes, etc
Bottle caps and tops
Butter tubs
Old magazines
Cardboard scraps
Buttons
Old calendars
Cancelled stamps
Candles
Corks
Scraps of cloth
Catalogs
Old greeting cards
Egg cartons
Cotton balls
Old crayons
Foam rubber
Gummed labels
Packing material
Paper scraps
Ribbon scraps
String
Meat trays
Yarn
Toilet paper rolls
Used gift wrap
Schirrmacher, R. (1998). Art and creative development for young children. (3rd ed.).
Albany, N.Y.: Delmar.
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Handout 16.2
Singing with Children
Children learn to sing over time and through much repetition. Wolf (1994) suggests that
children develop their ability to sing in four steps:
Listening
The youngest children, or those who are just starting to learn a new song, begin by
listening to others sing. While recorded music is helpful, hearing and seeing another
person sing seems to be the most effective. It may appear to the adult that some children
may not be listening, but many times they are absorbing the music quickly and
completely.
Tagging On
Once children start to get the rhythm and tune of a song, they begin to “tag on” to songs
they hear and like. They will echo brief bits and pieces of the song. Children may be
engaged in other activities, but when a favorite part of a song comes along, they will
echo the parts they especially enjoy.
Joining In
By age three or four, most children will join in singing a song, once they have become
familiar with the words and tune. Group singing becomes more participatory at this point.
Many children switch between tagging on and joining in as their interest rises and falls.
Independent Singing
After considerable experience with singing along with a group, children eventually
become more comfortable in singing alone. For many children, this step is reached by
kindergarten. The songs chosen for independent singing are those that the child has
mastered by following the earlier steps.
114