Online Resources for Using Graphic Organizers

Online Resources for Using Graphic Organizers

Birbili, M. (2006). Mapping knowledge: Concept maps in early childhood education. Early Childhood Research & Practice, 8(2). Retrieved from http://ecrp.uiuc.edu/v8n2/birbili.html. This article explains how a particular graphic organizer, a concept map, can be used to help children organize and process their thinking.

EduPlace: An online site sponsored by Houghton-Mifflin that provides different kinds of templates; many are designed for elementary school and focus on English and language arts but might be adapted for use with preschoolers or as teacher planning tools. http://www.eduplace.com/kids/hme/k_5/graphorg/.

EdHelper: Illustrated examples of graphic organizers with links to templates for many different kinds. Many are designed for elementary-aged children and are not appropriate for preschoolers. http://edhelper.com/teachers/graphic_organizers.htm;

References

Baldwin, S. (April 15, 2012). Waldorf Education in a Nutshell. Retrieved from Moon Child: http://blog.bellalunatoys.com/2010/waldorf-education.html.

Bodrova, E., & Leong, D. (2006). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Carter, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul, MN: Redleaf Press.

Chaille, C. (2008). Constructivism across the curriculum in early childhood classrooms: Big ideas as inspiration. Boston: Pearson.

Colorado Department of Education (2009). Social studies standards. Retrieved from: http://www.cde.state.co.us/CoSocialStudies/index.asp.

Conant, B. (April 4, 2012). Room arrangement: The basics. Retrieved from http://users.stargate.net/~cokids/roomdesign.html.

Copple, C., & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.

Datnow, A., & Castellano, M. (2000). Teachers responses to success for all: How beliefs, experience, and adaptations shape implementation.American Educational Research Journal, 37(3), 775799.

David, J. L., & Greene, D. (2007).Improving mathematics instruction in Los Angeles high schools: An evaluation of the PRISMA pilot program.Palo Alto, CA: Bay Area Research Group.

David, J. L. (October 2008). Pacing guides. Educational Leadership, 66(2), 8788.

Deviney, J., Duncan, S., Harris, S., Roday, M., & Rosenberry, L. (2010). Inspiring spaces for young children. Silver Spring, MD: Gryphon Press.

Edwards, C., Gandini, L., & Forman, G. (Eds.) (1998). The hundred languages of children: The Reggio Emilia approach advanced reflections (2nd ed.). Westport, CT: Ablex.

Gestwicki, C. (2011). Developmentally appropriate practice: Curriculum and development in early childhood education (4th ed.). Belmont, CA: Wadsworth Cengage Learning.

Helm, J. (2007). Windows on learning: Documenting young childrens work (2nd ed.). New York: Teachers College Press.

Katz, L., & Chard, S. (2000). Engaging childrens minds. New York: Praeger.

Kauffman, D., Johnson, S. M., Kardos, S. M., Liu, E., & Peske, H. G. (2002). “Lost at sea”: New teachers experiences with curriculum and assessment.Teachers College Record, 104(2), 273300.

Louis, K. S., Febey, K., & Schroeder, R. (2005). State-mandated accountability in high schools: Teachers interpretations of a new era.Educational Evaluation and Policy Analysis, 27(20), 177204.

Nilsen, B. (2010). Week by Week: Plans for documenting childrens development (5th ed.). Belmont, CA: Wadsworth Cengage Learning.

Pearlman, B. (2006). New skills for a new century: Students thrive on collaboration and problem-solving. Retrieved from Edutopia: http://www.edutopia.org/new-skills-new-century.

Prescott, E. (March/April 2004). The physical environment: A powerful regulator of experience. Child Care Information Exchange, 3437.

Shalaway, L. (2005) Learning to teach. . . . not just for beginners: The essential guide for all teachers (3rd ed.). New York: Scholastic.

Sornson, B. (2016, September/October). The journey to mastery: How competency-based learning creates personalized pathways to success for young learners [PDF file]. Principal, 96(1), 16–19. Retrieved from https://www.naesp.org/sites/default/files/Sornson_SO16.pdf

South Carolina Department of Education. (2014). South Carolina academic standards and performance indicators for science [PDF file]. Retrieved from https://ed.sc.gov/scdoe/assets/file/agency/ccr/Standards-Learning/documents/South_Carolina_Academic_Standards_and_Performance_Indicators_for_Science_2014.pdf

State of Pennsylvania (2018, April 28). Pennsylvania code. Retrieved from Chapter 3270: http://www.pacode.com/secure/data/055/chapter3270/s3270.111.html.

Swim, J. (April 4, 2012). Basic premises of classroom design: The teachers perspective. Retrieved from Early Childhood News: http://earlychildhoodnews.com/.

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The Concept of Early Childhood Curriculum
A woman holds a stack of papers while sitting in a classroom.

Fancy Collection / SuperStock

Learning Objectives

After reading this chapter, you should be able to:

  • Describe what curriculum is and what it includes.
  • Explain historical influences on modern curricula.
  • Describe what “developmentally appropriate practice” means.
  • Describe contextual factors that affect early childhood professionals’ work with curricula.
  • Discuss active reflection as an important teacher activity.

Introduction

Imagine yourself interviewing for your first early childhood teaching position. You know you will need to dress professionally and to have a resume that highlights your strengths and experiences. You can assume that interviewers will ask questions about your education and experience with children and what kind of teacher you hope to be.

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