Focus on Developmentally Appropriate Practice
Equitable and Joyful Learning with Infants and Toddlers
Herausgeber: Masterson, Marie L; Grady, Ron
Focus on Developmentally Appropriate Practice
Equitable and Joyful Learning with Infants and Toddlers
Herausgeber: Masterson, Marie L; Grady, Ron
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What Does Developmentally Appropriate Practice Look Like in an Infant and Toddler Program? If you’ve ever wondered how effective teachers actually do DAP with very young children, this is the book for you. Here, you can peek into classrooms to see teachers making intentional decisions in key areas of practice. These areas form the six guidelines for DAP in action: 1. Building a community where everyone is welcomed and supported to grow 2. Facilitating reciprocal partnerships with families 3. Observing, assessing, and documenting children’s development and learning 4. Using teaching strategies…mehr
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- Produktdetails
- Verlag: National Association for the Education of Young Children
- Seitenzahl: 144
- Erscheinungstermin: 10. September 2024
- Englisch
- Abmessung: 274mm x 211mm x 15mm
- Gewicht: 334g
- ISBN-13: 9781952331282
- ISBN-10: 1952331285
- Artikelnr.: 69924421
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- 06621 890
- Verlag: National Association for the Education of Young Children
- Seitenzahl: 144
- Erscheinungstermin: 10. September 2024
- Englisch
- Abmessung: 274mm x 211mm x 15mm
- Gewicht: 334g
- ISBN-13: 9781952331282
- ISBN-10: 1952331285
- Artikelnr.: 69924421
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- 06621 890
2. Focus on Developmentally Appropriate Practice: Equitable and Joyful
Learning Book Series
3. Developmentally Appropriate Practice: An Introduction
4. Developmentally Appropriate Practice with Infants and Toddlers
5. Part 1: Creating a Caring, Equitable Community of Learners
* Chapter 1: Caring Relationships: The Heart of Early Brain Development
J. Ronald Lally and Peter L. Mangione
* Chapter 2: Care and Equity in Toddler Classrooms: Practices for
Creating, Sustaining, and Empowering Community Nana E.
Appiah-Korang and Abigail P. Gulden
* Chapter 3: Cultivating Positive Relationships and Physical
Environments to Support Emotional Well-Being Iheoma U. Iruka
* Chapter 4: The First Step for Addressing Bias in Infant and Toddler
Programs Sarah MacLaughlin
6. Part 2: Engaging in Reciprocal Partnerships with Families and Fostering
Community Connections
* Chapter 5: Creating Partnerships to Support Families of Infants and
Toddlers Kelly Ramsey
* Chapter 6: Engaging with Families to Individualize Teaching Marie
L. Masterson
* Chapter 7: Facilitating a Child’s Transition from Home to Program
Through the Use of Cultural Caring Routines Josephine Ahmadein
* Chapter 8: Speaking Out: Supporting Families in Advocacy Kristen
Johnson and Amanda Perez
7. Part 3: Observing, Documenting, and Assessing Children’s Development and
Learning
* Chapter 9: Bringing Observation and Documentation to Life in Infant
and Toddler Settings Rebecca Parlakian
* Chapter 10: Observation and Documentation: Both Art and Science
Malori‑Naomi Wallace‑Wyche
* Chapter 11: Using a Child-Centered Approach to Shift from a Deficit
Mindset Julia Luckenbill, Aarti Subramaniam, and Janet Thompson
* Chapter 12: Empowering Infants’ and Toddlers’ Learning Through
Scaffolding Linda Groves Gillespie and Jan D. Greenberg
* Chapter 13: What Babies Ask of Us: Contexts to Support Learning About
Self and Other Mary Jane Maguire-Fong
8. Part 4: Teaching to Enhance Each Child’s Development and Learning
* Chapter 14: What to Teach Before Talking: Developing Communication
Skills Across Home and Early Learning Contexts Mollie Romano,
Jennifer A. Brown, Christan Coogle, Jennifer R. Ottley, and Emily M.
Rose
* Chapter 15: The Power of Pause: Moments of Silence and Early
Emotional and Language Development Nodelyn Abayan
* Chapter 16: Strengthening Infant and Toddler Teaching with Explicit
Language Skills Allyson Dean and Linda Groves Gillespie
* Chapter 17: “You’re Okay” May Not Be Okay: Using Emotion Language to
Promote Toddlers’ Social and Emotional Development Elizabeth K.
King
* Chapter 18: We Put Paper on the Floor: Supporting the Emergent
Literacy Skills of Infants and Toddlers Dilshad Tolliver
9. Part 5: Planning and Implementing an Engaging Curriculum to Achieve
Meaningful Goals
* Chapter 19: Curriculum Considerations for Multilingual Infants and
Toddlers Irasema Salinas-González, Iliana Alanís, and María G.
Arreguín
* Chapter 20: When in Doubt, Reach Out: Teaming Strategies for
Inclusive Settings Christine M. Spence, Deserai Miller, Catherine
Corr, Rosa Milagros Santos, and Brandie Bentley
* Chapter 21: Exploring Outdoors: First Learning Experiences in Nature
Mary Benson McMullen and Dylan Brody
* Chapter 22: Using the Environment and Materials as Curriculum for
Promoting Exploration of Cause and Effect Guadalupe Rivas Jer
* Chapter 23: Infant and Toddler STEAM: Supporting Interdisciplinary
Experiences with Our Youngest Learners Eric Bucher and Stephanie
Pindra
10. Part 6: Demonstrating Professionalism as an Early Childhood Educator
* Chapter 24: Nurturing Your Professional Appetite: Preparing Your
Professional Development Path Christy Brown‑John
* Chapter 25: Creating Learning Stories in the Context of Inquiry
Groups Isauro M. Escamilla, Linda R. Kroll, Daniel R. Meier, and
Annie White
* Chapter 26: Thinking of Yourself as a Professional Nicole Lazarte
* Chapter 27: Advocacy in Action: Stepping Up to Make an Impact Maria
Estlund
11. Index
2. Focus on Developmentally Appropriate Practice: Equitable and Joyful
Learning Book Series
3. Developmentally Appropriate Practice: An Introduction
4. Developmentally Appropriate Practice with Infants and Toddlers
5. Part 1: Creating a Caring, Equitable Community of Learners
* Chapter 1: Caring Relationships: The Heart of Early Brain Development
J. Ronald Lally and Peter L. Mangione
* Chapter 2: Care and Equity in Toddler Classrooms: Practices for
Creating, Sustaining, and Empowering Community Nana E.
Appiah-Korang and Abigail P. Gulden
* Chapter 3: Cultivating Positive Relationships and Physical
Environments to Support Emotional Well-Being Iheoma U. Iruka
* Chapter 4: The First Step for Addressing Bias in Infant and Toddler
Programs Sarah MacLaughlin
6. Part 2: Engaging in Reciprocal Partnerships with Families and Fostering
Community Connections
* Chapter 5: Creating Partnerships to Support Families of Infants and
Toddlers Kelly Ramsey
* Chapter 6: Engaging with Families to Individualize Teaching Marie
L. Masterson
* Chapter 7: Facilitating a Child’s Transition from Home to Program
Through the Use of Cultural Caring Routines Josephine Ahmadein
* Chapter 8: Speaking Out: Supporting Families in Advocacy Kristen
Johnson and Amanda Perez
7. Part 3: Observing, Documenting, and Assessing Children’s Development and
Learning
* Chapter 9: Bringing Observation and Documentation to Life in Infant
and Toddler Settings Rebecca Parlakian
* Chapter 10: Observation and Documentation: Both Art and Science
Malori‑Naomi Wallace‑Wyche
* Chapter 11: Using a Child-Centered Approach to Shift from a Deficit
Mindset Julia Luckenbill, Aarti Subramaniam, and Janet Thompson
* Chapter 12: Empowering Infants’ and Toddlers’ Learning Through
Scaffolding Linda Groves Gillespie and Jan D. Greenberg
* Chapter 13: What Babies Ask of Us: Contexts to Support Learning About
Self and Other Mary Jane Maguire-Fong
8. Part 4: Teaching to Enhance Each Child’s Development and Learning
* Chapter 14: What to Teach Before Talking: Developing Communication
Skills Across Home and Early Learning Contexts Mollie Romano,
Jennifer A. Brown, Christan Coogle, Jennifer R. Ottley, and Emily M.
Rose
* Chapter 15: The Power of Pause: Moments of Silence and Early
Emotional and Language Development Nodelyn Abayan
* Chapter 16: Strengthening Infant and Toddler Teaching with Explicit
Language Skills Allyson Dean and Linda Groves Gillespie
* Chapter 17: “You’re Okay” May Not Be Okay: Using Emotion Language to
Promote Toddlers’ Social and Emotional Development Elizabeth K.
King
* Chapter 18: We Put Paper on the Floor: Supporting the Emergent
Literacy Skills of Infants and Toddlers Dilshad Tolliver
9. Part 5: Planning and Implementing an Engaging Curriculum to Achieve
Meaningful Goals
* Chapter 19: Curriculum Considerations for Multilingual Infants and
Toddlers Irasema Salinas-González, Iliana Alanís, and María G.
Arreguín
* Chapter 20: When in Doubt, Reach Out: Teaming Strategies for
Inclusive Settings Christine M. Spence, Deserai Miller, Catherine
Corr, Rosa Milagros Santos, and Brandie Bentley
* Chapter 21: Exploring Outdoors: First Learning Experiences in Nature
Mary Benson McMullen and Dylan Brody
* Chapter 22: Using the Environment and Materials as Curriculum for
Promoting Exploration of Cause and Effect Guadalupe Rivas Jer
* Chapter 23: Infant and Toddler STEAM: Supporting Interdisciplinary
Experiences with Our Youngest Learners Eric Bucher and Stephanie
Pindra
10. Part 6: Demonstrating Professionalism as an Early Childhood Educator
* Chapter 24: Nurturing Your Professional Appetite: Preparing Your
Professional Development Path Christy Brown‑John
* Chapter 25: Creating Learning Stories in the Context of Inquiry
Groups Isauro M. Escamilla, Linda R. Kroll, Daniel R. Meier, and
Annie White
* Chapter 26: Thinking of Yourself as a Professional Nicole Lazarte
* Chapter 27: Advocacy in Action: Stepping Up to Make an Impact Maria
Estlund
11. Index