Preface
Acknowledgements
DEFINING DEVELOPMENTALLY APPROPRIATE PRACTICE
Defining Developmentally Appropriate Practice: What It Is.
Defining Developmentally Appropriate Practice: What It Is Not.
Understanding Play: Its Importance in Developmentally Appropriate
Practice.
Planning for Developmentally Appropriate Curriculum.
DEVELOPMENTALLY APPROPRIATE PHYSICAL ENVIRONMENTS
For Infants.
For Toddlers.
For Preschoolers.
For Primary-Aged Children.
DEVELOPMENTALLY APPROPRIATE SOCIAL/EMOTIONAL ENVIRONMENTS
For Infants.
For Toddlers.
For Preschoolers.
For Primary-Aged Children.
DEVELOPMENTALLY APPROPRIATE COGNITIVE/LANGUAGE ENVIRONMENTS
For Infants.
For Toddlers.
For Preschoolers.
For Primary Aged.
STEPS TOWARDS MORE DEVELOPMENTALLY APPROPRIATE PRACTICE
Helping Teachers Change To More Appropriate Practice.
Helping Parents and Communities Understand Developmentally
Appropriate Practice.
A Look at Programs Based on Developmental Principles.
Index
Carol Gestwicki was an instructor in the early childhood education
program at Central Piedmont Community College in Charlotte, North
Carolina, for over 30 years. Her teaching responsibilities have
included supervising students in classroom situations as they work
with families. Earlier in her career, she worked with children and
families in a variety of community agencies and schools in Toronto,
New York, New Jersey, and Namibia (South West Africa).
She received her MA from Drew University. She has been an active
member of the NAEYC for many years, including making numerous
presentations at state and national conferences. She has been a
Fellow in the Early Childhood Leadership Development Project at the
University of North Carolina at Chapel Hill, and she has been
associated with the T.E.A.C.H. Model/Mentor program.
Her other publications include more than two dozen articles about
child development and family issues and scripts and design for 14
audiovisual instructional programs. She has three other books on
topics in early education published by Delmar Learning:
Developmentally Appropriate Practice: Curriculum and Development in
Early Education, Fifth edition (2013); Essentials of Early
Education (1997); and Authentic Childhood: Exploring Reggio Emilia
in the Classroom (2002). Currently, she writes a regular column
titled “Grandma Says” for Growing Child.
Preface Acknowledgements DEFINING DEVELOPMENTALLY APPROPRIATE PRACTICE Defining Developmentally Appropriate Practice: What It Is. Defining Developmentally Appropriate Practice: What It Is Not. Understanding Play: Its Importance in Developmentally Appropriate Practice. Planning for Developmentally Appropriate Curriculum. DEVELOPMENTALLY APPROPRIATE PHYSICAL ENVIRONMENTS For Infants. For Toddlers. For Preschoolers. For Primary-Aged Children. DEVELOPMENTALLY APPROPRIATE SOCIAL/EMOTIONAL ENVIRONMENTS For Infants. For Toddlers. For Preschoolers. For Primary-Aged Children. DEVELOPMENTALLY APPROPRIATE COGNITIVE/LANGUAGE ENVIRONMENTS For Infants. For Toddlers. For Preschoolers. For Primary Aged. STEPS TOWARDS MORE DEVELOPMENTALLY APPROPRIATE PRACTICE Helping Teachers Change To More Appropriate Practice. Helping Parents and Communities Understand Developmentally Appropriate Practice. A Look at Programs Based on Developmental Principles. Index
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