Summary
Contents
Subject index
“This book helps the practicing educator turn research into seamless classroom practice. The practice exercises can be implemented immediately to help build student success.”
—Katina Keener, Science/Social Studies Teacher, T. C. Walker Elementary School, Gloucester, VA
Launch young learners on positive pathways through school!
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:
How children develop from the early years to middle childhood; The importance of fostering positive teacher-child, child-child, and caregiver-child relationships; Developmentally appropriate classroom practices that foster learning; 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.
Developmentally Appropriate Classroom Practices: Fostering Learning in the Classroom
Developmentally Appropriate Classroom Practices: Fostering Learning in the Classroom
Window into Practice
Krystal Smith had always wanted to be a teacher. Even from a young age, she envisioned what her classroom would look like—where she would set up the reading corner, which animals she would have for children to care for, and how she would take the time to get to know each child. Upon completing her teaching credential, Krystal accepted a teaching position for a third-grade class in a poor school district near her home. This district served a large population of Native Americans as well as Latino/a and White families. Many families were from low income groups. The school principal valued teacher-to-teacher communication, peer coaching between ...
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