A practical guide to early childhood curriculum : (Record no. 6521)
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| fixed length control field | 05013cam a2200313 a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 12824251 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20200130140904.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 020619s2003 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2002026008 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0205337546 (pbk.) |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Transcribing agency | DLC |
| Modifying agency | DLC |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1139.4 |
| Item number | .P48 2003 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 372.21 PET |
| Edition number | 21 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Petersen, Evelyn A. |
| 245 12 - TITLE STATEMENT | |
| Title | A practical guide to early childhood curriculum : |
| Remainder of title | linking thematic, emergent, and skill-based planning to children's outcomes / |
| Statement of responsibility, etc. | Evelyn A. Petersen. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Boston : |
| Name of publisher, distributor, etc. | Allyn and Bacon, |
| Date of publication, distribution, etc. | 2003. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xiii, 254 p. : |
| Other physical details | ill. ; |
| Dimensions | 28 cm. |
| 500 ## - GENERAL NOTE | |
| General note | Rev. ed. of: A practical guide to early childhood planning, methods, and materials. c1996. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Table of contents<br/>Every chapter concludes with "Self Study Activities."<br/><br/>Preface.<br/><br/><br/>Acknowledgements.<br/><br/><br/>About the Author.<br/><br/><br/>1. What Is Curriculum?<br/><br/><br/>Child Development Principles.<br/><br/><br/><br/>Best Practices and Accepted Standards in the Field.<br/><br/><br/><br/>Developmentally Appropriate Practice.<br/><br/><br/><br/>Goals.<br/><br/><br/><br/>Experiences and Materials.<br/><br/><br/><br/>Roles of Adults.<br/><br/><br/><br/>Infant Toddler Curriculum.<br/><br/><br/><br/>2. Curriculum and Child Development.<br/><br/><br/>Who Are the Children for Whom We Plan.<br/><br/><br/><br/>Planning for Childrens Health and Well-Being.<br/><br/><br/><br/>Planning for Other Curriculum Goals.<br/><br/><br/><br/>3. The Setting: Where Curriculum Happens.<br/><br/><br/>Advocates of the Learning Environment.<br/><br/><br/><br/>Learning Centers - General Remarks.<br/><br/><br/><br/>Learning Centers in Infant Toddler Programs, Kindergartens and Primary Classrooms.<br/><br/><br/><br/>Basic Learning Centers in the Setting.<br/><br/><br/><br/>Other Considerations in the Setting.<br/><br/><br/><br/>Setting Checklist.<br/><br/><br/><br/>Self-Study Activities.<br/><br/><br/><br/>Floor Plans.<br/><br/><br/><br/>4. The Schedule: When Curriculum Happens.<br/><br/><br/>Schedules as Guidelines.<br/><br/><br/><br/>Schedules as Documentation.<br/><br/><br/><br/>Critiques of Daily Schedules.<br/><br/><br/><br/>Challenges in Scheduling.<br/><br/><br/><br/>5. Lesson Plans: How Curriculum Happens.<br/><br/><br/>Lesson Plans as Tools for Curriculum Planning.<br/><br/><br/><br/>Lesson Plans as Documentation.<br/><br/><br/><br/>Elements of a Comprehensive Lesson Plan.<br/><br/><br/><br/>Quality Lesson Plans Incorporate Detail.<br/><br/><br/><br/>Assistance in Lesson Planning.<br/><br/><br/><br/>Documenting Individualized Teaching<br/><br/><br/><br/>Seven Steps in Effective Lesson Planning.<br/><br/><br/><br/>Lesson Plan Examples<br/><br/><br/><br/>6. Individualizing: The Why of Curriculum.<br/><br/><br/>Developmental Screening Tools.<br/><br/><br/><br/>IEPs and IFSPs.<br/><br/><br/><br/>Developmental Assessment Tools.<br/><br/><br/><br/>Considerations in Choosing Screening Instruments.<br/><br/><br/><br/>Observation.<br/><br/><br/><br/>An Original Observation Form.<br/><br/><br/><br/>Evaluating and Organizing Information for Appropriate Planning.<br/><br/><br/><br/>Individualizing for Every Child.<br/><br/><br/><br/>An Individualization to Outcomes System.<br/><br/><br/><br/>Summary Sheets - A System for Individualizing and Documentation.<br/><br/><br/><br/>7. Interest-Based Curriculum: Horizontal Planning.<br/><br/><br/>All Curriculum Information.<br/><br/><br/><br/>Systems for Using Thematic Curriculum.<br/><br/><br/><br/>Systems for using Emergent Curriculum.<br/><br/><br/><br/>8. Skill-Based Curriculum - Vertical Planning.<br/><br/><br/>Part 1. The Systematic Management of Skill-Based Activities.<br/><br/><br/><br/>Why a Management System is Needed.<br/><br/><br/><br/>Skill-Based Activities.<br/><br/><br/><br/>Developmentally Sequenced Activities.<br/><br/><br/><br/>Part 2. A System for Skill-Based Planning.<br/><br/><br/><br/>Vertical Planning.<br/><br/><br/><br/>Learning Domains Addressed in This System.<br/><br/><br/><br/>A Sequenced Planning System That Incorporates Scaffolding.<br/><br/><br/><br/>Parent Partnerships: Sharing Information and Time Blocks with Parents.<br/><br/><br/><br/>Curriculum Planning Diagram.<br/><br/><br/><br/>9. Putting It All Together: Integrated Curriculum; Integrated Learning.<br/><br/><br/>Simple Integrated Curriculum and Webs.<br/><br/><br/><br/>Complex Integrated Curriculum and Webs.<br/><br/><br/><br/>Integrating Web Information with Horizontal and Vertical Planning.<br/><br/><br/><br/>Linking Web Information with Curriculum Objectives.<br/><br/><br/><br/>10. Classroom Management: Social-Emotional Outcomes.<br/><br/><br/>What to Avoid.<br/><br/><br/><br/>Preventative Management and Guidance.<br/><br/><br/><br/>Management and Guidance in Action.<br/><br/><br/><br/>Peer Reinforcement and Challenging Behaviors - A Case Study.<br/><br/><br/><br/>11. Trends and Priorities in Early Childhood Education.<br/><br/><br/>Current Trends.<br/><br/><br/><br/>Cultural Diversity and Inclusion as Curriculum Priorities.<br/><br/><br/><br/>Other Curriculum Priorities.<br/><br/><br/><br/>Discovery Learning - Math and Science.<br/><br/><br/><br/>Appendix A: Skill-Based Learning Experiences - September to May.<br/><br/><br/>Appendix B: Program Curriculum Examples.<br/><br/><br/>Appendix C: Developmental Profiles - Birth to Age Eight. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Early childhood education |
| Form subdivision | Curricula |
| -- | Handbooks, manuals, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Lesson planning |
| Form subdivision | Handbooks, manuals, etc. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Petersen, Evelyn A. |
| Title of a work | Practical guide to early childhood planning, methods, and materials. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ocip |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Reference text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | R-13/3 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 30/01/2020 | 372.21 PET | 14331 | 30/01/2020 | 30/01/2020 | Reference text books |