MARC Record from marc_nuls

LEADER: 13121pam 22003374a 4500
001 9922652070001661
005 20150423144734.0
008 990928s2000 nyua b 001 0 eng
010 $a 99049327
020 $a0766802884
035 $a(CSdNU)u82186-01national_inst
035 $a(Sirsi) l99049327
035 $a(Sirsi) l99049327
035 $a(Sirsi) 01-AAI-9321
035 $a 99049327
040 $aDLC$cDLC$dNhCcYBP$dOrPss
042 $apcc
043 $an-us---
050 00 $aLB 1139.5 S64$bR62 2000
100 1 $aRobles de Melendez, Wilma J.
245 10 $aTeaching social studies in early education /$cWilma Robles de Melendez, Vesna Beck, Melba Fletcher.
260 $aAlbany, NY :$bDelmar,$cc2000.
300 $axvii, 299 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. 286-288) and index.
505 0 $aHelping Children Become Who They Are: A Rationale for Teaching Social Studies -- The World Children Live In -- The Developmental Tasks of Early Childhood Years -- Development of Social Self: The Key to Being Part of a Group -- Developmentally Delayed Children: Exceptional Education -- Social Studies and the Young Child -- Becoming Aware of the World Children Live In -- Preparing Children to Face New Challenges -- Educating Children for a Different Society -- National Agenda for Social Studies -- Changing Our Vision: Developing a National and a Global Sense of Citizenship -- Global Connections: One Aim of the Social Studies Curriculum -- Using a Global Approach to Create a Responsive Social Studies Curriculum -- Rationale for The National Social Studies Global Connections Standard -- The Child's Ability to Learn about Others Near and Far -- Is a Global Approach Appropriate for Young Children? -- NAEYC's Definition of Developmentally Appropriate Practices (DAP) -- Building Knowledge about the World through Piaget's Socio-Conventional and Physical Knowledge -- Physical Knowledge -- Demonstrating Early Social Awareness -- Personal Experiences: Ways to Learn about Reality -- A Global Approach and Development of a Sense of Equality -- The Global Approach to Social Studies Education -- Discovering the Essence of Social Studies -- Social Studies: In Search of Definitions -- Common Ideas about Social Studies -- A Formal Definition of Social Studies -- Implications of the NCSS Definition -- Social Studies--A Multi-faceted Curriculum -- Social Studies and the Child with Special Needs -- Goals of Social Studies Education -- Characteristics of an Effective Social Studies Curriculum -- Guidelines for an Effective and Child-Appropriate Social Studies Curriculum -- Key Considerations about the National Social Studies Standards -- What the National Social Studies Standards Offer to Teachers -- Addressing Teachers' Concerns about the Social Studies Curriculum -- A Vision for Social Studies Teachers in the Early Childhood Classroom -- Getting Ready to Teach: Developmental Considerations -- Planning Social Studies Experiences for Young Children -- Knowledge about the Child--the Essence of Developmentally Appropriate Teaching Practices -- Learning about the Developmental Process: Valuable Sources -- Sharing Ideas with Colleagues and Other Early Education Professionals -- Key Developmental Milestones of Preschool-Primary-Age Children -- Developmentally Appropriate Practices for Teaching Children with Special Needs -- Young Preschoolers: Working with Three-Year-Olds -- Cognitive and Language Development -- Cognitive and Language Characteristics of Three-Year-Olds -- Other Views about Cognitive Development -- Fostering Cognitive Development: Gardner's Theory of Multiple Intelligences -- Vygotsky's Socio-Cultural Theory -- Older Preschoolers: Working with Four-and Five-Year-Olds -- Cognitive and Language Characteristics of Four-and Five-Year-Olds -- Implications for Social Studies Teaching: Key Cognitive Traits of Four-and Five-Year-Old Children -- Primary-Age Children: Working with Six- to Eight-Year-Olds -- Cognitive and Language Characteristics of Six- to Eight-Year-Olds -- Social and Emotional Development During the Early Years -- Play: A Means to Positive Social and Emotional Development -- Connecting Development and Social Studies Teaching -- Creating an Early Childhood Social Studies Curriculum -- Planning Developmentally Appropriate Social Studies -- Planning and Teaching Appropriate Social Studies Experiences -- Toward Effective Social Studies Teaching: Planning Child-Appropriate Classroom Practices -- The Two Dimensions of Developmental Planning -- Planning Social Studies Experiences -- Planning a Quality Curriculum that is "Worthy of Learning" -- Do We Know Why Children Are Doing What They Do? -- Establishing Social Studies Goals and Objectives -- Writing Goals -- Performance Objectives -- Cognitive and Social Performance Objectives -- Advantages of Using Performance Objectives -- Objectives Are Important, but Children Are the Reason for Teaching -- Sources of Learning Objectives: Starting with the Children -- How to Use the National Social Studies Standards as a Curriculum Source -- Engaging Parents in the Planning Process -- The Community as a Curricular Source -- Lesson Plans and Units -- Selecting a Planning Strategy -- Getting Ready to Plan Social Studies Experiences: Using the DAP Perspective -- Applying the DAP Dimensions to Classroom Planning and Teaching: General Considerations -- Selecting Teaching Strategies for Social Studies -- A Sampler of Appropriate Teaching Strategies -- Thematic Teaching: The Key Strategy for Child-Appropriate Social Studies Classroom Experiences -- Why Social Studies Teachers Should Use an Integrated Approach -- Elements of Thematic Teaching -- Advantages of Thematic Teaching -- The Project Approach -- Learning Centers: A Creative Approach to Social Studies Learning -- Types of Learning Centers -- Advantages of Learning Centers -- Technology in the Classroom -- Television -- Computers and the Internet -- Learning about the Past and Present: History and the Young Child -- Developing a Sense of History -- The Need for History Education -- Why Study History in the Early Childhood Classroom? -- Using Developmentally Appropriate Historical Content to Respond to the Children's Needs and Interests -- Exploring Key Elements of History in the Early Childhood Classroom -- Time: A Key Concept in History Education -- Children's Ideas of Time -- Relating Change to Time -- Fostering Concrete Experiences with Time and Change -- Helping Children Develop Quantitative and Qualitative Concepts of Time -- The Many Worlds of History -- Connecting History Education with the National Social Studies Standards -- NCHS History Standards for Early Childhood Education -- Developing a History Curriculum with DAP Themes -- Developing Global Awareness through the History-based Curriculum -- Curricular Integration: Creating Developmentally Appropriate History Experiences through the Arts -- Using Museums to Learn about the Past -- Types of Museums -- Children's Literature: A Journey into the Past -- Drama in the Classroom: A Developmentally Appropriate Way to Make History Come Alive -- Learning about Where We Live: Geography and the Young Child -- Geography in the Early Childhood Curriculum -- The Nature of Geography -- The Geography of the World around Children: Explorers from Birth -- The Need for Geography in the Early Years -- Geography--the Spatial Context for History -- Fostering Geographic Knowledge -- Developing a Concept about the Space around Us -- Becoming Geographically Literate -- Building Global Connections through Geography -- Developing an Awareness of Global Society in Young Children -- Building an Accurate Vision of Our Global Society: Avoiding Biased Images -- What Children Should Learn about Geography: Themes and Skills -- The Many Facets of Geography: Five Fundamental Themes -- Connecting Geography Education with the National Social Studies Standards -- Essential Geography Skills -- Planning Geography Experiences -- Assessing Prior Knowledge of Geographic Concepts -- Creating an Appropriate Geography Curriculum -- Geography-oriented Materials -- Using Literature in DAP Geography Education -- Preparing the Classroom Environment to Foster Learning about Geography -- Using Maps in the Early Childhood Classroom -- Stages of Mapping -- Fostering Early Mapping Abilities -- Fostering Pre-Mapping Skills -- Helping Children Build Knowledge about the Physical Environment -- Field Trips and Young Children -- Creating Appropriate Map Experiences -- Becoming Aware of the Earth -- Using World Globes Appropriately with Young Children -- Becoming Socially Responsible Citizens in a Democratic Society -- Building a Community -- Becoming Good Citizens -- Teaching Children about Citizenship -- Becoming a Citizen of the World -- Fostering Positive Values and Social Skills in Young Children -- Fostering Values Development in the Early Childhood Classroom -- Approaches for Values Development -- Values Exploration as Part of the Social Studies Content -- The Importance of Social Skills -- Developing Civic and Social Responsibilities -- Children as a Source of the Civic Curriculum -- Using Appropriate Strategies: Cooperative Learning -- Adaptations for Children with Special Needs -- Nurturing Civic Responsibility in Young Children -- Becoming a Part of Society: Social Development of the Child -- Children's Sense of Perspective-Taking -- Young Children's Ideas about Morality -- Moral Development in a Diverse Society -- Fostering a Sense of Social Responsibility -- Strategies to Build Social Responsibility -- Connecting Social Development with the Social Studies Standards -- Teaching Social and Civic Concepts in the Early Childhood Classroom -- Living in a Democratic Society: Political Concepts -- Learning about Political Symbols -- Integrating the Arts and Creative Expression into the Social Studies Curriculum -- Defining the Arts and Creative Expression -- Development of the Aesthetic Sense in Young Children -- The Child's Need for the Arts -- The Arts and Children Development -- The Arts and Children with Special Needs -- Developmentally Appropriate Art Experiences: Emphasis on Process, Not Product -- Integrating the Arts and Creative Expression into the Social Studies Curriculum -- Connecting the Arts with the NCSS Social Studies Standards -- National Standards for Arts Education -- Promoting the Arts through Active Learning Experiences -- Including the Arts in the Curriculum -- Selecting Materials for Arts Experiences -- The Folk Arts -- Global Connections: Using Children's Folklore -- Growing Up in a Multi-cultural Society -- Our Multi-cultural Society -- Immigration--the Foundation of Multi-culturalism -- Celebrating Our Multi-cultural Character -- The Need for Multi-cultural Education.
505 8 $aDiversity and Education for All -- What is Multi-cultural Education? -- Multi-cultural Education and Global Education -- Developmentally and Culturally Appropriate Practices: DCAP -- Connecting Multi-cultural Education with the NCSS Social Studies Standards -- Suggestions for Planning Social Studies with a Multi-cultural Focus -- Selecting Multi-cultural Learning Materials -- Culturally Appropriate Materials: Avoiding Biases and Stereotypes -- Using Art to Enhance Awareness of Multi-culturalism -- Using Children's Literature to Integrate Multi-cultural Themes -- Using Journals, Magazines, and Newspapers in the Early Childhood Classroom -- Using Postcards as a Teaching Resource -- Enhancing the Literature Area -- Using Persona Dolls -- Economics, the Environment, and Social Issues: Preparing Children to Make Informed Choices -- Bringing the "Outside World" into the Early Childhood Classroom -- Finding Connections Between Current Issues and the NCSS Social Studies Standards -- Learning about Economics -- Voluntary Standards for Economics Education -- Essential Economics Concepts -- Developing Thematic Activities Based on Economics -- Becoming Environmentally Responsible Citizens -- Environmental Awareness and Global Education -- Key Concepts about Environmental Awareness -- Guidelines for Environmental Education -- Developing Experiences with the Environment -- Fostering Positive Environmental Attitudes -- Using Children's Literature to Promote Environmental Awareness -- Teaching about Special Social Issues -- Current Events -- Safety Issues -- Sources of Information about Current Events -- Current Social Issues: Homelessness, AIDS, Violence -- Using Literature about Special Issues -- Social Studies Standards--The Primary Grades -- Lesson Plan Formats -- Sources for Appropriate Social Studies Materials -- Sample Community Cultural Inventory -- Using the Holidays and Special Events to Deliver a Multi-cultural Social Studies Curriculum.
650 0 $aSocial sciences$xStudy and teaching (Early childhood)$zUnited States.
700 1 $aBeck, Vesna.
700 1 $aFletcher, Melba.
948 $a03/10/2000$b03/13/2000
999 $aLB 1139.5 S64 R62 2000$wLC$c1$i31786101166780$d3/11/2008$e3/6/2008 $f9/9/2004$g1$lCIRCSTACKS$mNULS$n2$rY$sY$tBOOK$u6/11/2003