Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education

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Merrill, 1999 - Education - 634 pages
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This comprehensive text brings together the best information currently available for developing an integrated approach to curriculum and instruction in the early years. It is designed for current and future early childhood professionals working in formal group settings with young children ranging in age from three to eight. The text also creates a bridge between the worlds of child care and early education, as well as between preprimary and primary programs. The effective ideas presented are designed to give readers a cohesive view of the what, why, and how of developmentally appropriate practices. Each chapter addresses principles of age-appropriateness, individual appropriateness, and social and cultural appropriateness.

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Developmentally Appropriate Practice

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About the author (1999)

Marjorie J. Kostelnik began her career in early childhood education as a Head Start teacher and has been involved in educating children and teachers ever since. She was on the faculty at Michigan State for 22 years, serving 12 years as program supervisor of the Child Development Laboratories and then as chair of the Department of Family and Child Ecology. During her time in Michigan, she worked with early childhood educators in more than 100 programs developing curriculum, enhancing children s school readiness, and working with teachers to develop positive child guidance strategies. An author of 16 books, Kostelnik arrived at the University of Nebraska Lincoln in 2001, where she is now serving as dean of the College of Education and Human Sciences. A former vice president of NAEYC, Kostelnik currently serves on the Lincoln Public Schools Community Learning Center Advisory Board and the State of Nebraska Early Childhood Interagency Coordinating Council. She received her master s degree and doctorate in human development and family studies from Penn State.

Anne K. Soderman is Professor of Early Childhood Education at Michigan State University. She has over 25 years of experience and expertise in early literacy. Soderman is active on the international scene, promoting best practice in early childhood curriculum, assessment, and second-language acquisition.

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