The aim of this study was to examine how teachers in the Step by Step and traditional kindergartens assess their child-centred activities. 308 teachers participated in the study and a questionnaire was used. The results of the study showed that teachers in the Step by Step programme used a child-centred approach more in their work than teachers in…

Describes a kindergarten classroom project that promoted student choice and decision making by providing time for the students to pursue their own interests. This student-directed project that included cooperative learning, parent involvement, and upper-grade students as assistants gave kindergartners the opportunity for independent and…

Describes the creation of a developmentally appropriate curriculum in one child care center using input from teachers, children, parents, and others. Discusses the planning process that combined teacher-initiated activities with child-initiated ideas and questions to produce a unique, dynamic curriculum of age-appropriate and individually…

Explains how high quality early childhood programs address academics, including assessment, and are accountable to early childhood standards. Describes how the early childhood learning situation that looks very much like play is actually a carefully designed and organized learning environment that provides structure, stimulation, and support for…

Proposes replacing the term child-centered with child-sensitive to indicate more accurately the major role of teachers in determining the curriculum and activities offered to young children. In contrast to the laissez-faire, child-indulgent approach of many child-centered programs, a child sensitive approach would encourage teachers to capitalize…

Describes the day-to-day implementation of a project involving the creation and operation of a city made with wooden blocks in a kindergarten classroom. By acting out the "Roxaboxen" story, children improved their reading, writing, and calculation skills. They learned from personal experience that living in a society involves…

Presents an overview of developmentally appropriate practices for preschool classrooms. Discusses the role of the teacher, and emphasizes the use of age-appropriate schedules, space, group and individual activities, music and movement, as well as interest-based curricula. (MOK)

This paper maintains that the two basic dimensions of developmentally appropriate practice are age appropriateness and individual appropriateness. For the latter dimension, individuals' patterns of growth, personality, families, and culture are believed to be important. Teachers who use developmentally appropriate practices believe that young…

Explores the learning opportunities cooking activities can provide in a kindergarten classroom. Language arts, math, science, fine-motor skills, art, health, music, and social studies are some of the curriculum areas that can benefit from these kind of activities. Cooking also is explored as an opportunity for parent involvement, where parent and…

This paper outlines a range of ways that technology education can be incorporated into existing curricula without compromising those programs, the technological skills and knowledge advocated in the 1994 technology statement of the Curriculum Corporation of Australia, or the children and teachers themselves. A case study of a year-two teacher is…

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…

This book presents a preschool framework that integrates literacy activities into content area lessons while embedding instruction within adult-child social interactions and realistic, playful activities tailored to each child's individual needs. Chapter 1 of the book delineates the theory and rationale behind the framework, and outlines essential…