Casebook : developmentally appropriate practice in early childhood programs : serving children from birth through age 8 / edited by Pamela Brillante [and seven others].

Format:

Book

Contributor:

Brillante, Pamela, editor.

Language:

English

Subjects (All):

Child development.

Early childhood education--United States--Case studies.

Early childhood education.

Early childhood education--Study and teaching.

Child development--United States.

Physical Description:

1 online resource (viii, 200 pages) : illustrations

Other Title:

Developmentally appropriate practice in early childhood programs

Place of Publication:

Washington, DC : National Association for the Education of Young Children, [2023]

Summary:

Case studies provide real-world examples that make for rich discussions and greater learning in educational and professional development settings. Engage with case studies on developmentally appropriate practice to enhance your knowledge and skills.     Developmentally appropriate practice (DAP) requires a nuanced understanding of child development, individual children, and the social and cultural contexts of children, families, and educators. This casebook presents nearly 50 cases addressing infancy through third grade and across multiple, diverse settings. Written and edited by teacher educators, researchers, classroom teachers, and other early childhood professionals, these cases offer unique opportunities for critical thinking and discussion on practice that supports all children and families.     The cases are organized into eight parts that reflect the six guidelines of DAP plus the topics of supporting children with disabilities and supporting dual language learners. Brief overviews of each guideline and the additional topics set the stage for study of the cases.     Each case provides an opportunity to    * Make connections to the fourth edition of  Developmentally Appropriate Practice in Early Childhood Programs    * Think critically about the influence of context on educator, child, and family actions    * Discuss the effectiveness of the teaching practices and how they might be improved    * Support your responses with evidence from the DAP position statement and book    * Explore next steps beyond the case details    * Apply the learning to your own situation    Use this book as a companion to the fourth edition of  Developmentally Appropriate Practice   in Early Childhood Programs  in higher education coursework, as professional development in programs, or for stand-alone study.  

Contents:

Intro

Title Page

Copyright

Contents

Editors, Contributors, and Reviewers

Introduction and Book Overview

Part 1: Creating a Caring, Equitable Community of Learners

1.1. Missed Opportunities: Relationship Building in Inclusive Classrooms

1.2. "My Name Is Not a Shame"

1.3. Fostering Developmentally Appropriate Practice Through Virtual Family Connections

1.4. Counting Collections in Community

1.5. The Joy Jar: Celebrating Kindness

1.6. Prioritizing Listening to and Learning from Families

Part 2: Engaging in Reciprocal Partnerships with Families and Fostering Community Connections

2.1. Julio's Village: Early Childhood Education Supports for Teen Parents

2.2. Healthy Boundaries: Listening to Children and Learning from Families

2.3. Roadmap of Family Engagement to Kindergarten: An Ecological Systems Approach

2.4. Taking Trust for Granted? The Importance of Communication and Outreach in Family Partnerships

2.5. Book Reading: Learning About Migration and Our Family Stories

Part 3: Observing, Documenting, and Assessing Children's Development and Learning

3.1. Pairing Standardized Scale with Observation

3.2. The Power of Observing Jordan

3.3. "But What Is My Child Learning?"

3.4. Drawing and Dialogue: Using Authentic Assessment to Understand Children's Sense of Self and Observe Early Literacy Skills

3.5. The ABCs of Kindergarten Registration: Assessment, Background, and Collaboration Between Home and School

3.6. Creating Opportunities for Individualized Assessment Activities for Biliteracy Development

3.7. Observing Second-Graders' Vocabulary Development

3.8 Writing Isn't the Only Way! Multiple Means of Expressing Learning

Part 4: Teaching to Enhance Each Child's Development and Learning

4.1. Engaging with Families to Individualize Teaching

4.2. Tumbling Towers with Toddlers: Intention and Decision Making Over Blocks

4.3. What My Heart Holds: Exploring Identity with Preschool Learners

4.4. "I See a Really Big Gecko!" When Background Knowledge and Teaching Materials Don't Match

4.5. Using a Humanizing and Restorative Approach for Young Children to Develop Responsibility and Self-Regulation

4.6. Joyful, Developmentally Appropriate Learning Environments for African American Youth

Part 5: Planning and Implementing an Engaging Curriculum to Achieve Meaningful Goals

5.1. Using the Environment and Materials as Curriculum for Promoting Infants' and Toddlers' Exploration of Basic Cause-and-Effect Principles

5.2. Social Play Connections Among a Small Group of Preschoolers

5.3. Can Preschoolers Code? A Sneak Peek into a Developmentally Appropriate Coding Lesson

5.4. Everyday Gifts: Children Show Us the Path-We Observe and Scaffold

5.5. Learning to Conquer the Slide Through Persistence and Engaging in Social Interaction

5.6. "Sabes que todos los caracoles pueden tener bebés? Do You Know that All Snails Can Have Babies?" Supporting Children's Emerging Interests in a Dual Language Preschool Classroom

5.7. "Can We Read this One?" A Conversation About Book Selection in Kindergarten

Part 6: Demonstrating Professionalism as an Early Childhood Educator

6.1. Take a Chance on Coaching: It's Worth It!

6.2. It Started with a Friendship Parade

6.3. The World Outside of the Classroom: Letting Your Voice Be Heard

Part 7: Supporting Children with Disabilities and Implementing Inclusive Practices

7.1. Communication as a Two-Way Street? Creating Opportunities for Engagement During Meaningful Language Routines

7.2. Eli Goes to Preschool: Inclusion for a Child with Autism Spectrum Disorder

7.3. Preschool Classroom Supports and Embedded Interventions with Coteaching

7.4. Addressing Challenging Behavior Using the Pyramid Model

7.5. Dual Language or Disability? How Teachers Can Be the First to Help

7.6. Adapting and Modifying Instruction Using Reader's Theater

7.7. Supporting Children with Learning Disabilities in Mathematics: The Importance of Observation, Content Knowledge, and Context

Part 8: Supporting Dual Language Learners and Respecting Cultural and Linguistic Diversity

8.1. Facilitating a Child's Transition from Home to Group Care Through the Use of Cultural Caring Routines

8.2. Engaging Dual Language Learners in Conversation to Support Translanguaging During a Small Group Activity

8.3. Incorporating Children's Cultures and Languages in Learning Activities

8.4. Adapting Teaching Materials for Dual Language Learners to Reflect Their Home Languages and Cultures in a Math Lesson

8.5. Studying Celestial Bodies: Science and Cultural Stories

8.6. Respecting Diverse Cultures and Languages by Sharing and Learning About Cultural Poems, Songs, and Stories from Others

Index.

Notes:

Description based on print version record.

Includes bibliographical references and index.

ISBN:

9781952331114

1952331110

OCLC:

1369661195