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Focus on Developmentally Appropriate Practice de Iliana Alanís

Focus on Developmentally Appropriate Practice: Focus on DAP: Equitable and Joyful Learning

Editat de Iliana Alanís, Toni Sturdivant
en Limba Engleză Paperback – 25 apr 2023

În această ediție din seria Focus on DAP: Equitable and Joyful Learning, remarcăm o schimbare de paradigmă în aplicarea conceptului de practică adecvată dezvoltării (DAP) prin accentul pus pe echitate și incluziune. Volumul nu se limitează la teorie, ci introduce capitole noi care adresează direct provocările actuale, precum prevenirea practicilor de disciplină care pot duce la excludere și primirea copiilor cu dizabilități în comunitatea de învățare. Structura este riguros organizată în jurul a șase linii directoare fundamentale, de la documentarea dezvoltării copilului la profesionalismul cadrului didactic.

Recomandăm acest titlu pentru modul în care reușește să transforme conceptele abstracte în realități vizibile. Cartea acoperă aceeași arie tematică precum volumul fundamental Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated) al Naeyc, dar cu o abordare mult mai practică și aplicată. În timp ce textul de referință stabilește cadrul teoretic general, Focus on Developmentally Appropriate Practice funcționează ca un ghid de implementare, oferind exemple concrete pe care educatorii le pot modela și adapta în propriile clase.

Progresia conținutului este logică, începând cu crearea unei comunități de învățare bazate pe grijă și continuând cu parteneriatele reciproce cu familiile. Un element distinctiv este includerea unor articole din revistele de specialitate ale National Association for the Education of Young Children, îmbogățite cu fotografii color ce surprind momente de interacțiune autentică. Credem că această resursă este esențială pentru educatorii care doresc să echilibreze standardele curriculare cu nevoile individuale ale copiilor preșcolari, asigurând un mediu de învățare plin de bucurie.

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Specificații

ISBN-13: 9781952331107
ISBN-10: 1952331102
Pagini: 176
Ilustrații: 4-color, 20-30 photos
Dimensiuni: 208 x 272 x 10 mm
Greutate: 0.45 kg
Editura: National Association for the Education of Young Children
Seria Focus on DAP: Equitable and Joyful Learning

De ce să citești această carte

Această carte este indispensabilă educatorilor din învățământul preșcolar care doresc să aplice principiile DAP în mod intenționat și echitabil. Cititorul câștigă strategii validate pentru gestionarea disciplinei prin ghidare și metode de a construi punți reale cu familiile diverse. Este un instrument practic ce transformă sala de grupă într-un spațiu incluziv, oferind modele clare de urmat pentru o predare de înaltă calitate.

Despre autor

Iliana Alanís și Toni Sturdivant sunt editorii acestei lucrări publicate sub egida National Association for the Education of Young Children (NAEYC). Iliana Alanís este recunoscută pentru expertiza sa în educația timpurie, cu un accent deosebit pe bilingvism și pedagogia critică în primii ani de studiu. Toni Sturdivant aduce o perspectivă valoroasă asupra echității rasiale și a reprezentării culturale în educația preșcolară. Împreună, coordonează această serie pentru a oferi cadrelor didactice resurse care îmbină cercetarea academică cu realitățile de la catedră, promovând standarde de excelență în îngrijirea și educarea copiilor mici.

Notă biografică

Volume editors: 
 Iliana Alanís, PhD, a native of South Texas, is professor of early childhood and elementary education in the Department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio. With over 20 years in the early childhood field, her work focuses on teaching practices in culturally and linguistically diverse early childhood contexts with an emphasis on the effect of schooling for language minority children in Spanish/English dual language programs. She is especially interested in forms of teaching that promote native language development and its correlation to second language acquisition. With more than 48 refereed publications related to dual language education, her recent research focuses on higher- order cognitive and linguistic interaction found in student–student exchanges. Dr. Alanís is former president of the Texas Association for Bilingual Education and former board member for the National Latino Children’s Institute. She has served as a NAEYC Governing Board member and an Early Childhood Advisory Board member for Scholastic Education. As a member of the Dual Language Training Institute, she facilitates professional development for teachers in dual language classrooms across the country. Dr. Alanís is coauthor of The Essentials: Supporting Dual Language Learners in Diverse Environments in Preschool and Kindergarten. 
 Toni Sturdivant, PhD, is the vice president of early education at Camp Fire First Texas. She earned a PhD in interdisciplinary learning and teaching with a cognate in early childhood education. In addition, she has a master’s degree in early childhood and elementary education with a specialization in child development. She earned a BA in linguistics with a minor in African and African American studies. Dr. Sturdivant has taught prekindergarten in both an urban school district and a center- based setting, as well as kindergarten. She has served as a trainer for practicing early childhood teachers and taught preservice teachers in various institutions of higher education. Her research, which focuses on issues of racial learning and racial identity with young children and culturally relevant teaching practices, has been published in several scholarly journals, such as Early Childhood Education Journal, The Journal for Multicultural Education, International Journal of Early Childhood, and Young Children. 
 
Series editor 
 Susan Friedman is senior director of publishing and content development at NAEYC. In this role, she leads the content development work of NAEYC’s books and periodicals teams. Ms. Friedman is coeditor of Each and Every Child: Teaching Preschool with an Equity Lens. She has extensive prior experience creating content on play, developmentally appropriate uses of media, and other topics for educators and families. She has presented at numerous educational conferences, including NAEYC’s Professional Learning Institute and Annual Conference, the South by Southwest Education (SXSW EDU) Conference & Festival, and the School Superintendents Association’s Early Learning Cohort. She began her career as a preschool teacher at City and Country School in New York City. She holds degrees from Vassar College and the Harvard Graduate School of Education. 
 

Cuprins

  • About the Editors 
  • Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning Book Series 
  • Developmentally Appropriate Practice: An Introduction 
  • Developmentally Appropriate Practice in Preschool 
  • Part 1: Creating a Caring, Equitable Community of Learners 
  • Chapter 1: The Power of “Good Morning” | Sarah Calzone 
  • Chapter 2: Every Child Belongs: Welcoming a Child with a Disability | Pamela Brillante 
  • Chapter 3: Will You Pass the Peas, Please? | Nikki Waldron 
  • Chapter 4: Instead of Discipline, Use Guidance| Dan Gartrell 
  • Chapter 5: Preventing Exclusionary Discipline Practices in Early Childhood | Sarah C. Wymer, Amanda P. Williford, and Ann S. Lhospital 
  • Part 2: Engaging in Reciprocal Partnerships with Families and Fostering Community Connections 
  • Chapter 6: 5 Rs for Promoting Positive Family Engagement | Bweikia Foster Steen 
  • Chapter 7: Many Languages, One Community: Engaging All Families | Lorraine Cooke 
  • Chapter 8: Integrating Families’ Funds of Knowledge into Daily Teaching Practices | Iliana Alanís and Irasema Salinas-González 
  • Chapter 9: Building Relationships: The Key to Engaging Fathers | Lindsey L. Wilson and Holly S. Schindler
  • Chapter 10: Learning with Families About the Contexts of Young Bilingual Children with Disabilities | Cristina Gillanders and Sylvia Y. Sánchez 
  • Chapter 11: Promoting Linguistic Diversity and Equity: Teaching in Multilingual Learning Spaces | Carola Oliva-Olson, Linda M. Espinosa, Whit Hayslip, and Elizabeth S. Magruder 
  • Part 3: Observing, Documenting, and Assessing Children’s Development and Learning 
  • Chapter 12: Practical Approaches to Informal Assessment of STEAM Experiences | Angela Eckhoff and Sandra M. Linder 
  • Chapter 13: Anecdotal Records: Practical Strategies for Taking Meaningful Notes | Celeste C. Bates, Stephanie Madison Schenck, and Hayley J. Hoover 
  • Chapter 14: Developmental Moments: Teacher Decision Making to Support Young Writers | Kathryn F. Whitmore and Lori Norton-Meier 
  • Chapter 15: Authentic and Meaningful Developmental Screening in Early Childhood | Marisa Macy and Stefano J. Bagnato 
  • Chapter 16: Learning Stories: A Framework for Authentic Assessment and Critical Pedagogy | Isauro M. Escamilla, Linda R. Kroll, Daniel R. Meier, and Annie White 
  • Chapter 16 Appendix: Ellie’s Learning Story: “種植 Planting” 
  • Part 4: Teaching to Enhance Each Child’s Development and Learning 
  • Chapter 17: The Power of Science: Using Inquiry Thinking to Enhance Learning in a Dual Language Preschool Classroom | Leanne M. Evans 
  • Chapter 18: A Guided, Exploration-Based Visual Arts Program for Preschoolers | X. Christine Wang, Keely Benson, Corinne Eggleston, and Bin Lin 
  • Chapter 19: Supporting Positive Racial Identity with Literacy-Based Math | Toni Sturdivant 
  • Chapter 20: Meaningful Talk: The Importance of Using Sophisticated Language at Preschool | Tracy Weippert 
  • Chapter 21: Using Nature Contact to Support Children Under Stress | Becky L. DelVecchio, Susan Ferguson, and Wesley Knapp 
  • Chapter 22: Timing Is Everything: Understanding the Importance of Timing, Length, and Sequence of Activities | Monica Lesperance 
  • Part 5: Planning and Implementing an Engaging Curriculum to Achieve Meaningful Goals 
  • Chapter 23: Never Too Young to Champion a Cause: Supporting Positive Identity Development Through Social Justice Curriculum in Preschool | Veronica Benavides, Roxanne Ledda, and Maimuna Mohammed 
  • Chapter 24: Diverse Children, Uniform Standards: Using Early Learning and Development Standards in Multicultural Classrooms | Jeanne L. Reid, Catherine Scott-Little, and Sharon Lynn Kagan 
  • Chapter 25: Preschool in the Park: Place-Based Learning in Unexpected Spaces | Rachel J. Franz 
  • Chapter 26: Metamorphosis: Life Cycle in a Box | Sara Starbuck 
  • Chapter 27: Listen to What We Hear: Developing Community Responsive Listening Centers | Emily Brown Hoffman and Kristin Cipollone 
  • Chapter 28: Walk with Us: Indigenous Approaches to Developmentally Appropriate Practice | Trisha L. Moquino, Joshuaa D. Allison-Burbank, Rebecca Blum-Martinez, and Katie Kitchens 
  • Part 6: Demonstrating Professionalism as an Early Childhood Educator 
  • Chapter 29: Becoming Your Best: Building Professional Competencies | Meghann Hickey 
  • Chapter 30: Personalized Professional Development: How Teachers Can Use Videos to Improve Their Practice | Rachel E. Schachter and Hope Kenarr Gerde 
  • Chapter 31: Leading with LOVE: Leveraging Our Value Every Day | Chaz Simmons 
  • Chapter 32: Beginning (or Continuing) the Journey to a More Equitable Classroom | Janis Strasser and Llariley Coplin 
  • Chapter 33: Incorporating Anti-Racist Approaches for Asian American Children | Shu-Chen “Jenny” Yen 
  • References 
  • Index 

Descriere

What Does Developmentally Appropriate Practice Look Like in a Preschool Classroom? If you''ve ever wondered how effective teachers actually do DAP, this is the book for you. Here, you can peek into classrooms to see teachers making intentional decisions in the six key areas of practice that form the six guidelines for DAP in action: 1. Building a community of learners where everyone is welcomed and supported to grow 2. Facilitating respectful partnerships with families 3. Observing, assessing, and documenting children''s development and learning 4. Using teaching strategies that enhance learning for each child 5. Implementing curriculum tied to meaningful learning goals 6. Demonstrating professionalism You''ll discover More about what each guideline means for preschool teaching Chapters that showcase articles from Young Children and Teaching Young Children--plus brand-new content--illustrating excellent teaching strategies related to each guideline Examples you can model, adapt, and implement in your own practice Your teaching will be richer and deeper, and children''s learning will flourish!