Atjaunināt sīkdatņu piekrišanu

Exceptional Child: Inclusion in Early Childhood Education 9th edition [Mīkstie vāki]

3.88/5 (102 ratings by Goodreads)
(University of Kansas), (University of Kansas (Emerita))
  • Formāts: Paperback / softback, 624 pages, height x width x depth: 33x213x274 mm, weight: 1360 g
  • Izdošanas datums: 01-Apr-2021
  • Izdevniecība: Wadsworth Publishing Co Inc
  • ISBN-10: 0357630696
  • ISBN-13: 9780357630693
Citas grāmatas par šo tēmu:
  • Mīkstie vāki
  • Cena: 69,77 €*
  • * ši ir gala cena, t.i., netiek piemērotas nekādas papildus atlaides
  • Standarta cena: 87,22 €
  • Ietaupiet 20%
  • Grāmatu piegādes laiks ir 3-4 nedēļas, ja grāmata ir uz vietas izdevniecības noliktavā. Ja izdevējam nepieciešams publicēt jaunu tirāžu, grāmatas piegāde var aizkavēties.
  • Daudzums:
  • Ielikt grozā
  • Piegādes laiks - 4-6 nedēļas
  • Pievienot vēlmju sarakstam
Exceptional Child: Inclusion in Early Childhood Education 9th editionPalielināt
  • Formāts: Paperback / softback, 624 pages, height x width x depth: 33x213x274 mm, weight: 1360 g
  • Izdošanas datums: 01-Apr-2021
  • Izdevniecība: Wadsworth Publishing Co Inc
  • ISBN-10: 0357630696
  • ISBN-13: 9780357630693
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780357630693.html
Keywords:
Gain a strong understanding of the foundational issues you face as you teach, parent or assist in an inclusive early childhood setting with Allen/Cowdery's THE EXCEPTIONAL CHILD: INCLUSION IN EARLY CHILDHOOD EDUCATION, 9E. Today's most comprehensive, applied text on early childhood special education, this edition, with an appealing new design, defines inclusion and early childhood disabilities and explains the latest federal legislation. You examine applications and strategies for early childhood inclusion, from effective teaching and managing problematic behavior to working with linguistically and culturally diverse children and families. You also learn to involve parents and caregivers while encouraging independence and self-care in children. Current research, video cases, digital downloads and first-hand accounts support a developmental behavioral approach as you discover how to work with and optimize learning for diverse groups that include children with significant challenges.
Preface xv
Dedication xx
Acknowledgments xxi
About the Authors xxii
SECTION 1 Early Intervention and Public Policy
Chapter 1 An Inclusive Approach to Early Education
2(26)
1-1 Inclusion Defined
5(3)
TeachSource Digital Download
Definition of Early Childhood Inclusion
7(1)
1-2 Historical Perspective of Inclusion
8(1)
1-2a Early Attitudes
8(1)
1-3 Rationale for Inclusive Early Education
9(7)
1-3a The Ethical Issue
9(1)
1-3b The Socialization Issue
10(1)
1-3c Developmental Issues
10(1)
TeachSource Digital Download
Basic Developmental Skills
11(3)
Connecting Developmentally Appropriate Practice to Brain Research The Importance of Relationships
14(1)
1-3d The Cost Issue
15(1)
1-4 Supporting Inclusion: Implications for Teachers
16(3)
TeachSource Digital Download: Teachers' Responsibilities for Effective Inclusion
16(1)
1-4a Structuring Child-to-Child Interactions
17(1)
1-4b Planning Activities
18(1)
1-4c Professional Collaboration
18(1)
1-5 Benefits of Inclusion
19(3)
1-5a Benefits for Children with Disabilities
19(1)
1-5b Benefits for Typically Developing Children
20(1)
1-5c Benefits for Families
21(1)
1-5d Benefits for Society
21(1)
1-6 Concerns and Challenges of Inclusion
22(6)
1-6a Will Special Needs Be Served?
22(1)
Case Study How much to share?
23(1)
1-6b Concerns about Inappropriate Behaviors
24(1)
1-6c Will Children with Special Needs Be Teased?
24(1)
1-6d A Final Word about Inclusion
25(1)
Summary
26(1)
Key Terms
26(1)
Student Activities
26(1)
Review Questions
27(1)
Helpful Websites
27(1)
Chapter 2 Federal Legislation: Early Intervention and Prevention
28(30)
2-1 Special Education and the Early Intervention Movement
30(3)
2-1a Special Education and Its Pioneers
30(1)
2-1b Early Intervention and Environment and Experience
31(1)
2-1c Civil Rights
32(1)
2-2 Landmark Legislation and People with Disabilities
33(10)
2-2a University Affiliated Facilities (PL 88-164)
34(1)
2-2b Handicapped Children's Early Education Assistance Act (PL 90-538)
34(1)
2-2c Head Start Act
35(1)
2-2d Developmental Disabilities Act (DDA) (PL 106-402)
36(1)
2-2e Education for All Handicapped Children Act (PL 94-142)
37(1)
2-2f Education of the Handicapped Amendments (PL 99-457)
38(2)
2-2g Latest Updates on IDEIA
40(2)
Case Study Helping an At-Risk Child
42(1)
2-2h Americans with Disabilities Act (PL 101-336)
42(1)
2-2i Section 504 of the Rehabilitation Act
43(1)
2-3 No Child Left Behind
43(4)
2-3a Assessment of Children with Disabilities
44(1)
2-3b Concerns about NCLB Leads to Changes
45(2)
2-4 Inclusion and Case Law
47(1)
2-4a Sacramento Unified School District v. Holland (1992)
47(1)
2-4b Oberti v. Board of Education of Clementon School District (1993)
47(1)
2-5 Public Policy and the Gifted
48(2)
2-6 Prevention
50(8)
2-6a The Timing of Prevention
50(2)
2-6b Prevention of Secondary Disabilities
52(1)
2-6c Prevention and Federal Legislation
52(3)
Summary
55(1)
Key Terms
55(1)
Student Activities
56(1)
Review Questions
56(1)
Helpful Websites
56(2)
Chapter 3 Inclusive Programs for Young Children
58(26)
3-1 Types of Inclusive Early Childhood Programs
60(4)
3-1a Child Care Programs
61(1)
3-1b Preschools
62(1)
3-1c Head Start
63(1)
3-1d School-Age Children
63(1)
3-1e Recreation Programs
64(1)
3-2 Success and a System of Supports and Services
64(1)
3-3 Recommended Practices for Programs
65(2)
3-3a Research-Based
65(1)
3-3b Family-Centered Practices
66(1)
3-3c Multicultural Practices
66(1)
3-3d Cross-Disciplinary Practices
66(1)
Linguistic and Cultural Diversity Connections Aspects of Culturally Competent Early Childhood Programs
66(1)
3-3e Developmentally/Chronologically Age-Appropriate Practices
67(1)
3-3f Normalized Practices
67(1)
3-4 Inclusive Programs for Children from Birth to Age Two
67(4)
3-4a Relationships among Caregivers and Children
68(1)
3-4b Environment and Experiences
68(1)
3-4c Equipment
69(1)
TeachSource Digital Download
Appropriate Toys for Very Young Children
70(1)
3-4d Health, Safety, and Nutrition
70(1)
3-4e Reciprocal Relationships with Families
71(1)
3-5 Inclusive Programs for Children Ages Three to Five
71(4)
3-5a Creating a Caring Community of Learners
72(1)
3-5b Teaching to Enhance Development and Learning
72(1)
Case Study A caring community of learners
72(1)
3-5c Constructing an Appropriate Curriculum
73(1)
3-5d Assessing Children's Learning and Development
74(1)
3-5e Reciprocal Relationships with Parents
75(1)
3-6 Inclusive Programs for Children Ages Six to Eight
75(9)
3-6a Creating a Caring Community of Learners
75(1)
3-6b Teaching to Enhance Development and Learning
76(1)
3-6c Constructing an Appropriate Curriculum
76(1)
3-6d Integrated Curriculum
76(1)
3-6e Guidance of Social-Emotional Development
77(1)
3-6f Assessing Learning and Development
77(1)
3-6g Reciprocal Relationships with Parents
78(1)
Summary
78(1)
Key Terms
79(1)
Student Activities
79(1)
Review Questions
79(1)
Helpful Websites
80(1)
Section 1 WRAP-UP
Early Intervention and Public Policy
81(1)
What Is a Team?
81(1)
Special Focus: A Preschool Teacher's Thoughts
82(2)
SECTION 2 Likenesses and Differences among Children
Chapter 4 Normal and Exceptional Development
84(18)
4-1 What Is Normal, or Typical, Development?
87(6)
4-1a Developmental Sequences
87(1)
4-1b Developmental Milestones
87(1)
Connecting Developmentally Appropriate Practice to Brain Research Experiences and Brain Development
88(4)
Case Study Why are they so restless?
92(1)
4-2 What Is Atypical or Exceptional Development?
93(2)
4-2a Developmental Disabilities and Delays
93(2)
4-3 Children at Developmental Risk
95(7)
4-3a Children with Special Gifts and Talents
96(3)
Linguistic and Cultural Diversity Connections Gifted Minority-Language Children
99(1)
Summary
99(1)
Key Terms
100(1)
Student Activities
100(1)
Review Questions
100(1)
Additional Resources/Readings
101(1)
Helpful Websites
101(1)
Chapter 5 Developmental Disabilities: Causes and Classifications
102(24)
5-1 Causes of Developmental Differences
104(11)
TeachSource Digital Download
Typical Fetal Development
105(1)
5-1a Biological Factors
106(2)
5-1b Abnormal Gene Disorders
108(1)
5-1c Prenatal Infections and Intoxicants
109(2)
5-1d Birth Complications
111(1)
5-1e Complications Following Birth
111(1)
5-1f Poverty
112(3)
5-2 Classifications of Developmental Disabilities
115(11)
Case Study Jodie revisited
116(1)
5-2a Categories of Disability under the IDEIA
116(1)
TeachSource Digital Download
Specific Disability Terms from the IDEIA Regulations
117(1)
Linguistic and Cultural Diversity Connections Disproportionality in Special Education
118(5)
5-2b A Final Thought on Categories
123(1)
Summary
124(1)
Key Terms
124(1)
Student Activities
124(1)
Review Questions
125(1)
Helpful Websites
125(1)
Chapter 6 Sensory Impairments: Hearing and Vision
126(24)
6-1 Deafness and Hearing Loss
128(10)
6-1a Types of Hearing Loss
129(1)
6-1b Warning Signs of Hearing Loss
130(1)
6-1c The Impact of Hearing Loss on Development
130(1)
TeachSource Digital Download
Possible Signs of a Hearing Impairment
131(3)
Linguistic and Cultural Diversity Connections Bilingual Education
134(1)
6-1d Early Intervention
134(1)
6-1e Guidelines for Teachers
134(2)
6-1f Assistive Technology
136(1)
Case Study Helping a New Student
136(1)
Make It Your Own
137(1)
6-2 Blindness and Vision Impairments
138(12)
6-2a Types of Vision Problems
138(2)
6-2b Identifying Vision Problems
140(1)
6-2c The Impact of Vision Problems on Development
141(3)
6-2d Early Intervention Programs
144(1)
6-2e Teaching Children with Vision Loss
144(2)
Make It Your Own
146(1)
Summary
146(1)
Key Terms
147(1)
Student Activities
147(1)
Review Questions
148(1)
Additional Resources/Readings
148(1)
Helpful Websites
149(1)
Chapter 7 Physical Disabilities and Health Problems
150(34)
7-1 Physical Disabilities
153(12)
7-1a Cerebral Palsy
153(1)
7-1b Hypotonicity
153(2)
7-1c Spinal Cord Injuries
155(1)
7-1d Muscular Dystrophy
155(1)
7-1e Hip Dysplasia
156(1)
7-1f Juvenile Rheumatoid Arthritis
157(1)
7-2 Program Implications
157(1)
7-2a Team Efforts
157(1)
7-2b Adaptive Equipment
158(1)
7-2c Adapting Materials
159(3)
TeachSource Digital Download
Classroom and Material Adaptation
162(2)
7-2d Adaptations in the Classroom
164(1)
Case Study Helping Clarissa
165(1)
Make It Your Own
165(1)
7-3 Health Problems
165(13)
7-3a Asthma
167(1)
7-3b Cystic Fibrosis
167(1)
7-3c Hemophilia
168(1)
7-3d Leukemia
168(1)
7-3e Sickle-Cell Anemia
168(1)
7-3f Heart Problems
169(1)
7-3g Diabetes
169(1)
7-3h Seizure Disorders
170(2)
Make It Your Own
172(1)
7-3i AIDS (Acquired Immune Deficiency Syndrome)
172(1)
7-3j Obesity (Overweight)
173(1)
Connecting Developmentally Appropriate Practice to Brain Research Recess and Brain Development
174(2)
7-3k Undernourishment
176(1)
7-3I Schools Play a Critical Role
176(2)
7-4 Health Problems and Classroom Practices
178(6)
7-4a Daily Health Check
179(1)
7-4b Health Records
179(1)
7-4c Administering Medication
180(1)
7-4d Emergency Considerations
180(1)
7-4e Confidentiality
181(1)
Summary
181(1)
Key Terms
182(1)
Student Activities
182(1)
Review Questions
182(1)
Additional Resources/Readings
183(1)
Helpful Websites
183(1)
Chapter 8 Learning and Behavior Disorders
184(48)
8-1 Attention Deficit Hyperactivity Disorder (ADHD)
186(6)
8-1a History of ADHD
186(1)
8-1b Current Attempts at Defining ADHD
187(1)
8-1c Causes and Prevalence of ADHD
188(1)
8-1d Intervention Strategies
188(4)
8-2 Learning Disabilities
192(10)
8-2a Learning Disabilities Defined
192(2)
TeachSource Digital Download
Risk Indicators for Learning Disabilities
194(1)
8-2b Risk Indicators
195(4)
8-2c Response to Intervention (RTI)
199(1)
TeachSource Digital Download
The Response to Intervention Model
200(1)
8-2d Program Considerations
200(2)
8-3 Emotional Behavior Disorders
202(2)
8-3a Definitional Issues
202(1)
8-3b Prevalence
202(1)
8-3c Depression
203(1)
8-3d Anxiety
203(1)
8-4 Autism Spectrum Disorder
204(13)
8-4a Prevalence
206(1)
Linguistic and Cultural Diversity Connections Lower Rates of Autism in Hispanic Children? That is changing!
207(1)
8-4b Advances in Autism Research
208(3)
8-4c Problems That May Accompany ASD
211(1)
Case Study A New Student
212(1)
8-4d Other Forms of Autism Spectrum Disorder
212(1)
8-4e Intervention
213(1)
Make It Your Own
214(1)
Connecting Developmentally Appropriate Practice to Brain Research Early Intervention Model Helps Normalize Brain Activity in Children with Autism
215(2)
8-5 Eating and Elimination Disorders
217(15)
8-5a Pica
217(1)
8-5b Soiling and Wetting
218(1)
A Final but Important Note
219(1)
Summary
220(1)
Key Terms
220(1)
Student Activities
220(1)
Review Questions
221(1)
Helpful Websites
221(2)
Section 2 WRAP-UP
Likenesses and Differences among Children
223(1)
Special Focus: Inclusion Experience at Jcc---a Parent's Perspective
223(2)
Inclusion Experience: Updated for Second Grade
225(1)
Inclusion Experience Updated for Fifth Grade
226(6)
SECTION 3 Planning for Inclusion
Chapter 9 Partnership with Families
232(34)
9-1 Historical Perspectives on Family Involvement
234(2)
9-2 Family Uniqueness?
236(8)
9-2a What Is a Family?
236(3)
9-2b Families of Children with Disabilities
239(2)
Linguistic and Cultural Diversity Connections Cultural Self-Awareness and Cultural Competence
241(1)
9-2c Family Adjustment
242(2)
9-3 Family-Centered Practice
244(3)
Make It Your Own
246(1)
9-4 Parent Participation
247(5)
9-4a Rationale for Parent Participation
247(1)
9-4b Degree of Participation
248(1)
9-4c Types of Parent Participation
248(3)
TeachSource Digital Download
Sample Form for Parent Observation
251(1)
9-4d Establishing Trust
252(1)
9-5 Communicating with Parents
252(14)
9-5a Informal Exchanges
253(1)
9-5b Telephone Calls
254(1)
Case Study Sofia's mom
254(1)
9-5c Written Notes, Including E-mails
255(1)
9-5d Texts
256(1)
9-5e Photos and Videos
256(1)
9-5f Class Websites and E-mail updates
256(1)
9-5g Newsletters
257(1)
9-5h Parent and Teacher Meetings
257(2)
9-5i Parent Support Groups
259(1)
9-5j Parent Feedback
260(1)
9-5k Home Visits
261(1)
Summary
262(1)
Key Terms
263(1)
Student Activities
263(1)
Review Questions
263(1)
Additional Resources/Readings
263(1)
Helpful Websites
264(2)
Chapter 10 Assessment and the IFSP/IEP Process
266(42)
10-1 Assessment of Young Children
268(3)
10-1a Criterion-Referenced Assessment
269(1)
10-1b Norm-Referenced Assessments
269(1)
10-1c IQ Tests
269(2)
10-2 The Process of Early Identification
271(4)
10-2a Case Finding
271(2)
10-2b Screening
273(2)
10-3 The Family's Role in Assessment
275(2)
Linguistic and Cultural Diversity Connections Avoiding Cultural Bias during the Assessment Process
277(1)
10-4 Teachers' Role in Early Identification
277(13)
10-4a Teachers' Qualifications
277(2)
10-4b Types of Observations
279(1)
TeachSource Digital Download
Teacher Observation Form and Checklist for Children 3--5 Years
280(5)
TeachSource Digital Download
Guidelines for Teacher Observations
285(2)
TeachSource Digital Download
Time Sampling of Free-Play Activities
287(2)
10-4c Some Cautionary Notes for Teachers
289(1)
TeachSource Digital Download
Teacher's Dos and Don'ts
289(1)
10-5 Individualized Family Service Plan
290(5)
10-5a IFSP Requirements
290(5)
10-6 Individualized Education Program (IEP)
295(8)
10-6a The IEP Team
296(1)
10-6b Requirements of the IEP
296(4)
Make It Your Own
300(2)
Case Study An IEP dilemma
302(1)
10-7 504 Plans
303(5)
10-7a Requirements of the 504 Plan
303(1)
TeachSource Digital Download
Comparative Table for IFSP, IEP, and 504 Plans
304(1)
Summary
304(1)
Key Terms
305(1)
Student Activities
306(1)
Review Questions
306(1)
Helpful Websites
306(2)
Chapter 11 Characteristics of Effective Teachers in Inclusive Programs
308(24)
11-1 Teachers as Members of a Team
310(4)
Linguistic and Cultural Diversity Connection Preparing Teachers to Work with Culturally and Linguistically Diverse Children
311(1)
11-1a Teachers' Concerns
312(1)
11-1b Supplemental Professional Development
313(1)
11-1c Teacher and Program Self-evaluation
314(1)
11-2 The Applied Developmental Approach
314(5)
11-2a A Child Is a Child
314(1)
11-2b Review of Developmental Principles
315(2)
11-2c Teachable Moments
317(2)
11-2d Milieu Teaching
319(1)
11-3 Characteristics of Effective Teachers
319(13)
11-3a Enthusiasm
320(1)
11-3b Sense of Humor
320(1)
TeachSource Digital Download
Characteristics of Effective Teachers
320(1)
11-3c Patience
321(1)
11-3d Consistency
321(1)
11-3e Flexibility
322(1)
Make It Your Own
322(1)
11-3f Trustworthiness
323(1)
11-3g Provides Limits
323(1)
11-3h Facilitates Experiences
324(1)
Case Study One preschool teacher's inclusion experience
325(1)
11-3i The Teacher as Mediator
325(2)
Summary
327(1)
Key Terms
327(1)
Student Activities
328(1)
Review Questions
328(1)
Additional Resources/Readings
328(1)
Helpful Websites
329(1)
Section 3 Wrap-Up
Planning for Inclusion
330(1)
Special Focus: Creating a Community of Caring Learners
330(2)
SECTION 4 Implementing Inclusive Early Childhood Programs
Chapter 12 The Developmental-Behavioral Approach
332(28)
12-1 Developmental and Behavioral Principles: A Blend
334(3)
12-1a Historical Influences
335(2)
12-2 Behavior Principles and Practices
337(8)
12-2a Every Child Can Learn
337(1)
12-2b Reinforcement Procedures
338(4)
12-2c Withdrawing or Withholding Reinforcers
342(1)
TeachSource Digital Download
Examples of Incompatible Behaviors
343(1)
Case Study Marie's Behavior
344(1)
12-3 Punishment
345(3)
12-3a Side Effects of Punishment
345(1)
Make It Your Own
346(1)
12-3b Discipline versus Punishment
346(2)
12-4 Step-by-Step Learning
348(6)
12-4a Observation and Task Analysis
349(1)
12-4b Prompting, Fading, and Cueing
349(1)
TeachSource Digital Download
Blank Task Analysis Data Sheet
350(2)
12-4c Amount and Timing of Reinforcement
352(1)
12-4d Praise
352(1)
12-4e Shaping
353(1)
12-5 Learning by Imitation
354(1)
Connecting Developmentally Appropriate Practice to Brain Research Imitation and Mirror Neurons
354(1)
12-5a Competition Is Inappropriate
355(5)
Summary
356(1)
Key Terms
357(1)
Student Activities
357(1)
Review Questions
357(1)
Additional Resources/Readings
357(1)
Helpful Websites
358(2)
Chapter 13 Arranging the Learning Environment
360(36)
13-1 The Inclusive Classroom Environment
362(2)
13-2 Preventive Discipline
364(1)
13-3 Arrangements for Learning
364(8)
13-3a Types of Learning
365(4)
Linguistic and Cultural Diversity Connections Individualism versus Collectivism---What a Teacher Learned
369(3)
13-4 Planning Early Learning Environments
372(9)
13-4a Safety
372(3)
13-4b Visibility
375(1)
13-4c Matching Children and Equipment
376(1)
13-4d Ease of Movement
377(1)
13-4e Promoting Independence
378(1)
13-4f Teachers' Availability
378(1)
13-4g Offering Choice
378(1)
13-4h Novelty versus Familiarity
379(1)
13-4i Structured Flexibility
379(1)
Case Study Preventive Discipline in Action
380(1)
13-5 Scheduling
381(9)
13-5a Principles Related to Scheduling
382(1)
13-5b Application of Scheduling Principles
383(1)
13-5c Sample Daily Schedule
384(3)
Connecting Developmentally Appropriate Practice to Brain Research Recess and Brain Development
387(1)
13-5d Learning Goals Schedule and Embedded Learning Opportunities
388(1)
13-5e Teacher Schedules
389(1)
13-6 Transitions
390(6)
13-6a Procedures
390(1)
Make It Your Own
391(1)
13-6b Considerations for Infants and Toddlers
391(1)
13-6c Considerations for Early Elementary Years
392(1)
Summary
393(1)
Key Terms
394(1)
Student Activities
394(1)
Review Questions
394(1)
Additional Resources/Readings
395(1)
Helpful Websites
395(1)
Chapter 14 Facilitating Self-Care, Adaptive, and Independence Skills
396(24)
14-1 Self-Care Skills and the Curriculum
398(5)
14-1a Assessment
399(1)
14-1b Embedding Self-Care Learning
399(1)
TeachSource Digital Download
Examples of Self-Care Skills for Various Age Groups
400(1)
14-1c Individualizing Self-Care Programs
401(2)
14-2 When and How to Teach Self-Care Skills
403(7)
14-2a Let the Child Do It
403(1)
14-2b How Much Assistance?
404(1)
14-2c When to Help
405(2)
Case Study Too much help
407(1)
14-2d Game-Like Assistance
407(3)
14-3 A Systematic Approach to Teaching Self-Care
410(4)
14-3a Specifying a Goal for Learning
410(1)
14-3b Breaking the Skill into Small Steps
410(1)
14-3c Using a Systematic Teaching Approach
410(2)
14-3d Using Data to Evaluate Progress
412(1)
TeachSource Digital Download
Classroom Toileting Datasheet
413(1)
14-3e Modifying the Teaching as Needed
414(1)
14-4 Snack Time: An Opportunity to Teach so Many Skills
414(1)
Make It Your Own
415(1)
14-5 Maturation and Learning: Toilet Training as an Example
415(5)
14-5a Toilet-Training Programs
415(1)
14-5b Special Considerations
416(1)
TeachSource Digital Download
Toileting Sequence
416(1)
Summary
417(1)
Key Terms
418(1)
Student Activities
418(1)
Review Questions
419(1)
Additional Resources/Readings
419(1)
Helpful Websites
419(1)
Chapter 15 Facilitating Social Development
420(34)
15-1 Social Skills and Overall Development
422(2)
15-2 Defining Appropriate Social Skills
424(1)
15-3 Acquiring Social Skills
425(6)
15-3a Temperament and Emotions
426(1)
15-3b Social Reinforcement
427(1)
15-3c Impact of Developmental Problems
428(2)
15-3d Social Skills in Sequence
430(1)
15-4 The Role of Early Learning Programs
431(12)
15-4a Play
433(4)
15-4b Incidental Social Learning
437(5)
Make It Your Own
442(1)
15-4c Imitation and Modeling
442(1)
15-5 Teacher-Structured Peer Interactions
443(4)
15-5a Peer Tutoring and Peer Mediating
443(1)
Case Study Extra Practice
444(1)
15-5b Additional Ways Teachers Can Structure and Facilitate Learning
445(1)
Connecting Developmentally Appropriate Practice to Brain Research Cognitive, Emotional, and Social Capacities
446(1)
15-6 When More Intervention Is Needed
447(7)
TeachSource Digital Download
Social Interaction Skills during 15-Minute Observation
448(1)
15-6a One-to-One Shadowing
449(1)
Summary
450(1)
Key Terms
450(1)
Student Activities
450(1)
Review Questions
451(1)
Additional Resources/Readings
451(1)
Helpful Websites
452(2)
Chapter 16 Facilitating Speech, Language, and Communication Skills
454(34)
16-1 Defining Speech, Language, and Communication Skills
456(1)
16-2 Language Acquisition
457(2)
16-2a Environmental Perspective
457(1)
16-2b Innateness Perspective
458(1)
16-3 Sequences in Language Acquisition
459(8)
16-3a Pre-linguistic Communication
459(1)
16-3b First Words and Sentences
460(1)
TeachSource Digital Download
Sequences in Language Acquisition
461(3)
16-3c Early Sentences
464(2)
16-3d Language Complexity
466(1)
16-4 Alternative Language Systems
467(5)
16-4a Nonverbal Communication
467(1)
16-4b Augmentative and Alternative Communication Systems
468(1)
Case Study Communicating with Tommy
469(1)
Make It Your Own
470(2)
16-5 The Naturalistic Language-Learning Environment
472(5)
16-5a Arranging a Language-Learning Environment
472(2)
16-5b Direct Assistance
474(2)
Connecting Developmentally Appropriate Practice to Brain Research Parent's Use of Technology and Its Impact on Their Child's Development
476(1)
16-6 Speech Irregularities
477(4)
16-6a Articulation Errors
478(1)
16-6b Lisping
478(1)
16-6c Dysfluency
478(1)
TeachSource Digital Download
How to Keep Common Speech Irregularities from Becoming Major Problems
479(1)
16-6d Referral
479(1)
16-6e Intervention
480(1)
16-7 English Language Learners (ELL)
481(7)
Linguistic and Cultural Diversity Connections What is the Most Effective Method for Improving ELL Achievement?
482(3)
Linguistic and Cultural Diversity Connections Total Physical Response (TPR)
485(1)
Summary
486(1)
Key Terms
486(1)
Student Activities
486(1)
Review Questions
487(1)
Helpful Websites
487(1)
Chapter 17 Facilitating Cognitive Learning
488(34)
17-1 Cognitive Development and Emerging Literacy
490(1)
17-1a Defining Pre-academics
490(1)
17-2 What Brain Research Tells Us
491(3)
Connecting Developmentally Appropriate Practice to Brain Research Learning and the Brain
493(1)
17-3 Banning Academics: III-advised?
494(1)
17-4 Developmentally Appropriate Cognitive Experiences
494(21)
17-4a Direct Teaching
496(1)
17-4b Embedded Learning
496(1)
17-4c Computers and Assistive Technology
497(1)
17-4d Fostering Eagerness to Learn
498(1)
17-4e Engaging Children's Minds
498(2)
17-4f Valuing Today's Learning
500(1)
17-4g Readiness Skills
500(4)
17-4h Fine Motor Skills
504(4)
17-4i Memory
508(1)
17-4j Following Directions
508(1)
17-4k Emerging Literacy
509(4)
17-4l Support for Emergent Reading
513(1)
17-4m Support for Emergent Writing
513(1)
17-4n Shared Book Experience
513(1)
17-4o Integrated Content-focused Activities
514(1)
Make It Your Own
514(1)
Case Study Supporting Emerging Literacy
514(1)
17-5 Planning and Presenting Cognitive Learning Activities
515(7)
17-5a Grouping Children
516(1)
17-5b Arranging Pre-academic Group Activities
516(2)
17-5c Enjoying Teacher-directed Activities
518(1)
Summary
519(1)
Key Terms
519(1)
Student Activities
520(1)
Review Questions
520(1)
Additional Resources/Readings
520(1)
Helpful Websites
520(2)
Chapter 18 Managing Challenging Behaviors
522(34)
18-1 When Is a Behavior a Problem?
524(2)
18-1a Temperament
524(1)
18-1b How Much Is Too Much?
525(1)
18-2 A Tiered Framework for Intervention
526(3)
18-2a Designing Interventions
528(1)
18-3 A Functional Approach to Managing Problem Behaviors
529(4)
18-3a
1. Identify the Problem Situation
529(1)
TeachSource Digital Download
Functional Approach to Managing Problem Behaviors
530(1)
18-3b
2. Assess the Child and the Environment
530(1)
18-3c
3. Specify an Objective for the Intervention
530(1)
18-3d
4. Assess the Function of the Behavior
531(1)
18-3e
5. Identify a Replacement Behavior
531(1)
18-3f
6. Plan the Intervention
531(1)
18-3g
7. Implement the Plan and Ensure that It Is Carried Out as Planned
532(1)
18-3h
8. Monitor the Child's Progress and Continue to Monitor Implementation
532(1)
18-4 Data Collection and Monitoring Progress
533(3)
18-4a Types of Data Collection
533(1)
18-4b Collecting Data
533(3)
18-5 Common Behavior Problems and Solutions
536(20)
18-5a Aggression
536(2)
18-5b Disruptive and Destructive Behaviors
538(1)
Case Study Reading Time in Jessica's Classroom
539(2)
18-5c Noncompliance
541(3)
18-5d Temper Tantrums
544(1)
Make It Your Own
545(1)
18-5e Separation Problems
545(1)
18-5f Overdependence
546(1)
18-5g Withdrawal
547(1)
18-5h Inability to Share
548(1)
Make It Your Own
549(1)
18-5i The Family's Involvement
550(1)
Connecting Developmentally Appropriate Practice to Brain Research Executive Function Skills and Social Problem Solving
550(2)
Summary
552(1)
Key Terms
553(1)
Student Activities
553(1)
Review Questions
553(1)
Additional Resources/Readings
554(1)
Helpful Websites
554(2)
Chapter 19 Planning Transitions to Support Inclusion
556(30)
19-1 Transitions during Early Childhood Services
558(1)
19-2 Steps in the Transition Process
559(5)
19-2a Developing a Planning Team
559(1)
19-2b Setting Goals
559(1)
19-2c Roles of Team Members
560(2)
TeachSource Digital Download
Information That Families May Wish to Share with Providers
562(1)
19-2d Writing the Transition Plan and Procedures
563(1)
19-2e Reviewing the Outcome of the Transition and the Child's Adaptation to the New Program
564(1)
19-3 Transition from Early Intervention Services to Preschool Services
564(6)
19-3a Changes in Service Delivery Models and Plans
565(1)
19-3b Legal Requirements of Transition
566(2)
19-3c Specific Considerations for Children Moving to Inclusive Settings
568(1)
Case Study Planning for a smooth transition
569(1)
19-4 Transition to Kindergarten
570(16)
19-4a Transition Planning
571(1)
Connecting Developmentally Appropriate Practice to Brain Research Redshirting and Readiness
572(3)
TeachSource Digital Download
Some Activities That Help Prepare the Child for a Transition from Preschool to Kindergarten
575(2)
Make It Your Own
577(2)
Summary
579(1)
Key Terms
579(1)
Student Activities
579(1)
Additional Resources/Readings
579(1)
Helpful Websites
580(1)
Section 4 Wrap-Up
Implementing Inclusive Early Childhood Programs
581(1)
Special Focus: My Role in Supporting Inclusion
581(5)
Appendix A Make It Your Own (Culminating Activities) 586(9)
Appendix B Make It Your Own: Skill Profile (0--72 Months) 595(3)
Appendix C Early Learning and Developmental Diversity 598(4)
Appendix D Sample IEP Form 602(5)
Appendix E Sample IFSP Form 607(4)
Appendix F Strategies for Protecting ECE Staff and Children from Outbreaks 611(4)
Glossary 615(11)
References 626(24)
Index 650
Eileen K. Allen, professor emerita, University of Kansas, spent 30 years as a professor of child development and early childhood education at the University of Washington in Seattle and the University of Kansas at Lawrence. Throughout her career, Professor Allen was active in national and international organizations focused on the development of young children and their families, including the National Association for the Education of Young Children (NAEYC), the Commission on Early Childhood Teacher Education, the Council for Exceptional Children and the National Association of Early Childhood Teacher Educators (NAECTE). Glynnis Edwards Cowdery has more than 25 years of experience in the early childhood education field as a teacher, program director and inclusion facilitator.