Discusses use of monthly themes to making "sharing time" a central part of the preschool and primary curriculum. Reading picture books, sharing songs, and planning classroom activities are used to integrate the themes into all curricular areas. Discusses the developmental appropriateness of this practice and presents two examples of…

Relates each of the eight conditions of learning in Brian Cambourne's theory of literacy to findings in brain research within a constructivist approach to early childhood education. Cites sample classroom dialogues demonstrating classroom elements that foster a brain-based, developmentally appropriate learning environment supporting Cambourne's…

This collection of developmentally appropriate early childhood education curriculum activities uses themes to integrate the curriculum for young children. The activities involve active exploration, problem-solving, and the acquisition of specific concepts or skills. The collection is divided into six broad sections, with individual themes…

Details four developmentally appropriate dramatic play experiences for integration into the classroom curriculum to extend dramatic play into a classroom play experience. Provides guidance in turning dramatic play into a project, launching the play process, readying the performance, problem solving, playing the play, and enjoying the outcome.…

Noting basic misconceptions clouding the dialogue about the role holidays play in an antibias curriculum for young children, this guide for early childhood practitioners invites them to rethink their approach to holidays and provides the tools for addressing the holiday question in new, creative, and effective ways. The three sections of the guide…

This handbook was developed to assist educators and parents in fostering children's self-concept through developmentally appropriate kindergarten experiences. Guidelines for parental involvement, classroom volunteers, and families under stress are included. The handbook describes basic characteristics of children from ages 3-8 in terms of…

The INDAP (Individualizing Developmentally Appropriate Practices) program provides teachers with ideas on how to design classroom environments and materials, activities and routines, and instructional groups and transitions while providing high quality programs to children with different strengths and needs. These guidelines provide information…

This volume contains summaries of 13 presentations at the PACE (Positive Approaches to Children's Education) conference. The titles are: "Fabulous Fitness Fun" (Deborah L. Arfman); "Manipulative Equipment Modified for Success" (Noel Bewley); "Fitness Play-Focus on Fun" (Noel Bewley); "Keeping Them All Moving:…

In order to promote critical thinking in young children, particularly children ages 5-8, teachers need to understand skills and dispositions of critical thinkers. This paper discusses these skills, dispositions, and the appropriate classroom climate, within the context of pedagogy, along with learning activities for kindergarten and primary…

This monograph is intended to provide a rationale for multicultural education and to serve as a manual for teachers. It includes activities and strategies for teaching preschool and primary-age children from a multicultural perspective. The document is organized into six chapters, four of which include sample lessons. Chapter 1 provides the basis…

Addressed primarily to elementary school teachers working with children in grades one through three and grounded in developmentally appropriate practice, this book provides a practical framework for making teaching effective and learning meaningful for children in these early grades. Chapters in Part 1 of the book each present one of six teaching…