Introduction  

Part 1 Foundations of Early Childhood Education  

Chapter 1Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children  

Why Is There a Need for DAP?  

The Early Childhood Profession Responds  

General Practices Typically Associated with DAP

It Requires Judgment to Determine Developmental Appropriateness 

DAP Has Historic Roots

There Is Empirical Support for Developmentally Appropriate Programs  

DAP Programs Vary in Structure and Content  

DAP Is Adaptable Across Program Settings  

The High/Scope Approach to Early Childhood Education  

The Reggio Emilia Approach to Early Childhood Education

The DAP Debate  

What Does the DAP Debate Mean for Early Childhood Practitioners?

Implications of DAP for Professional Practice  

Summary  

Applying What You’ve Read in This Chapter  

Practice for Your Certification or Licensure Exam  

Chapter 2   Teaching and Learning in Developmentally Appropriate Programs  

Early Childhood Educators Need to Know About Child Development and Learning

Early Childhood Educators Need to Know About Effective Teaching Strategies

Which Teaching Strategies Are Best?

Common Teaching Strategies 

The Cycle of Learning

Linking the Cycle of Learning to Teaching  

Teaching in the Zone of Proximal Development  

Early Childhood Educators Need to Know About Content

Addressing Content in Early Childhood Education

Benefits of Standards  

Challenges in Using Standards  

Addressing the Challenges  

Summary 

Applying What You’ve Read in This Chapter 

Practice for Your Certification or Licensure Exam  

Part 2  Setting the Stage for Learning  

Chapter 3 Planning and Implementing Effective Small-Group Activities  
Why Plan?  

Characteristics of Effective Planning

Planning Basics  

Creating Developmentally Appropriate Plans  

Aligning All the Parts of the Lesson Plan

Using Principles of Developmental Direction to Enhance Your Planning

Applying the Principles of Developmental Direction to Your Plans

Common Activities in Early Childhood Programs

Making and Implementing Plans

Summary  

Applying What You’ve Read in This Chapter  

Practice for Your Certification or Licensure Exam  

Chapter 4 Planning and Implementing Effective Group-Time Activities  

Planning Effective Group Times

Writing Group-Time Plans  

Group-Time Preparations and Strategies

Variations on Traditional Group Times

Common Questions Practitioners Ask About Group Time

Adaptation of Whole-Group Instruction for Children of Different Ages and Abilities

Pitfalls to Avoid During Group-Time Planning

Summary

Applying What You’ve Read in This Chapter

Practice for Your Certification or Licensure Exam  

Chapter 5 Organizing Space, Materials, and Time  

Organizing the Physical Environment  

Why Use Learning Centers?

Characteristics of Effective Early Childhood Learning Centers   <