Play, academics, and standards can work together with the right strategies and support from educators. Take an active role in child-directed play to guide learning. Become a strong advocate for saving play in early childhood education by learning how it addresses the seven domains and Common Core Standards. Restore play to its proper role as both fun and educational.
Play, academics, and standards can work together with the right strategies and support from educators. Take an active role in child-directed play to guide learning. Become a strong advocate for saving play in early childhood education by learning how it addresses the seven domains and Common Core Standards. Restore play to its proper role as both fun and educational.
Gaye Gronlund, MA, is a nationally recognized consultant and author who works with early childhood programs across the country, specializing in developmentally appropriate practice, authentic assessment, play-based curriculum, and early learning standards. Her other publications include: Individualized Child-Focused Curriculum, Focused Observations, Second Edition, and Making Early Learning Standards Come Alive, Second Edition. Thomas Rendon is the coordinator of the Iowa Head Start State Collaboration Office and an active supporter of policy to promote play at a state level. He has an MBA from the University of Iowa and is currently working on a PhD in early childhood special education from Kent State University.
Inhaltsangabe
Introduction: Play and Standards Can Go Together Part 1: ANTICIPATION Chapter 1: The Value of Child-Directed, Open-Ended Play Experiences Chapter 2: The Importance of Teacher Engagement in Child-Directed Play Chapter 3: Why Standards? The Misconceptions and the Facts about Early Learning and Kindergarten Common Core Standards Part 2: SURPRISE and PLEASURE Chapter 4: How Teachers Can Address Standards as Children Play Chapter 5: Ensuring that Play is Part of the Classroom Experience for ALL Young Children Part 3: UNDERSTANDING and STRENGTH Chapter 6: Addressing Approaches to Learning Standards in Play Chapter 7: Addressing Language and Literacy Standards in Play Chapter 8: Addressing Mathematics Standards in Play Chapter 9: Addressing Science Standards in Play Chapter 10: Addressing Social Studies in Play Chapter 11: Addressing Physical and Motor Development Standards in Play Chapter 12: Addressing Social/Emotional Standards in Play Part 4: POISE Chapter 13: The Importance of Reflection and Observation in Assessing Children's Progress toward Standards in Play Chapter 14: Being an Advocate for What's Right for Children: Saving Play in Preschool and Kindergarten Classrooms Appendix A: Policies That Seem to Interfere with Play
Introduction: Play and Standards Can Go Together Part 1: ANTICIPATION Chapter 1: The Value of Child-Directed, Open-Ended Play Experiences Chapter 2: The Importance of Teacher Engagement in Child-Directed Play Chapter 3: Why Standards? The Misconceptions and the Facts about Early Learning and Kindergarten Common Core Standards Part 2: SURPRISE and PLEASURE Chapter 4: How Teachers Can Address Standards as Children Play Chapter 5: Ensuring that Play is Part of the Classroom Experience for ALL Young Children Part 3: UNDERSTANDING and STRENGTH Chapter 6: Addressing Approaches to Learning Standards in Play Chapter 7: Addressing Language and Literacy Standards in Play Chapter 8: Addressing Mathematics Standards in Play Chapter 9: Addressing Science Standards in Play Chapter 10: Addressing Social Studies in Play Chapter 11: Addressing Physical and Motor Development Standards in Play Chapter 12: Addressing Social/Emotional Standards in Play Part 4: POISE Chapter 13: The Importance of Reflection and Observation in Assessing Children's Progress toward Standards in Play Chapter 14: Being an Advocate for What's Right for Children: Saving Play in Preschool and Kindergarten Classrooms Appendix A: Policies That Seem to Interfere with Play
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