A Developmental Approach to Educating Young Children

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Corwin Press, Aug 16, 2010 - Education - 208 pages
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The early school years provide critical opportunities for children to develop foundational skills and positive attitudes toward learning. This book, the first in the "Classroom Insights from Educational Psychology" series, gives current and prospective PreK-3 teachers valuable insight into how young children feel, think, and learn. Denise H. Daniels and Patricia K. Clarkson show how current research and theory from educational psychology can be applied to create a child-centered learning environment and to develop best practices for instruction. Readers will gain a deeper understanding of: (1) How children develop from the early years to middle childhood; (2) The importance of fostering positive teacher-child, child-child, and caregiver-child relationships; (3) Developmentally appropriate classroom practices that foster learning; and (4) Children's experiences with technology and outdoor environments. Vignettes and case studies, practice exercises, suggested games, and reflection questions make "a Developmental Approach to Educating Young Children" a valuable asset in helping teachers design stimulating learning experiences for young children. This book contains the following chapters: (1) Developmental Perspectives and Educational Practice: Viewing Children and Teachers in the Big Picture; (2) Early School Adjustment: Fostering Adjustment and Self-Regulation; (3) The Primacy of Relationships in the Early School Years: Fostering Relationships; (4) Developmentally Appropriate Classroom Practices: Fostering Learning in the Classroom; and (5) Learning in Digital and Natural Environments: Connecting Learning Out of the Classroom. This book also contains the following: (1) Acknowledgments; (2) About the Authors; (3) Preface to the Classroom Insights from Educational Psychology Series; (4) Introduction; (5) Conclusion: Guiding Children on Positive Developmental Pathways Through School; (6) Resources; (7) References; and (8) Index.
 

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Contents

Series Preface to Classroom Insights
Acknowledgments
About the Authors
Introduction
Viewing Children and Teachers in the Big Picture
Fostering Childrens Adjustment and SelfRegulation
Fostering Relationships
Fostering Learning in the Classroom
Conclusion
Resource A Tools for Reflection and Improvement
Resource B Professional Organizations and Model Programs
Resource C Recommended Reading
Glossary
References
Index
Copyright

Connecting Learning Out of the Classroom

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About the author (2010)

Denise Daniels is a professor of child development at California Polytechnic State University at San Luis Obispo, and a former associate professor of educational psychology at Northern Illinois University. She received her Ph.D. in Education and Developmental Studies from UCLA in 1992. She draws from nearly 20 years of experience teaching educators and other child professionals at undergraduate and graduate levels. Denise’s research focuses on children’s adjustment and motivation to learn in school, and the development of children’s and teachers’ psychological understandings and beliefs about education. She is involved in a variety of community and state endeavors to promote high quality early educational practices.

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