Rev. ed. of: Inclusion strategies for working with young children.
Includes bibliographical references (p. 128-131) and index.
Preface Acknowledgments About the Author Introduction 1. Working With Young Children Major Findings From Brain Research "Whole Child" Perspective Developmentally Appropriate Practice Cycles of Learning Phase I: Awareness Phase II: Exploration Phase III: Inquiry Phase IV: Utilization or Application Environmental Considerations Testing and Labeling of Young Children Working With Parents Teaching From the Heart 2. Inclusion: The Right to Equal Educational Experiences Children With Special Needs Types of Special Needs Labeling of Young Children Legislation That Supports Inclusion Inclusion Benefits of Inclusive Education Barriers to Inclusive Education Summary 3. General Strategies for Working With Young Children Expectations Time Environmental Conditions Nutrition and Learning Multi-Sensory Activities Basic Categories of Modification Brain Balancing 4. Communication Strategies Basic Communication Strategies Attending Strategies Listening Strategies Attaching Meaning to Print and Words Strategies for Children With a Hearing Impairment Strategies for Children With a Visual Impairment Strategies and Information for Children With Limited Speech and Expressive Language 5. Large and Small Motor Development Strategies for Large Motor Development Strategies for Small Motor Development 6. Emotional/Social Development Strategies for Supporting Emotional Development Strategies for Supporting Social Development 7. Guiding and Modifying Children's Behavior General Strategies for Guiding Children's Behavior Strategies for Modifying Children's Behavior Strategies for Children With Attention Problems Strategies for Aggressive and Withdrawn Behaviors Strategies for Problem Solving 8. Preparatory Writing, Reading, and Math Skills Preparatory Writing and Reading Skills Preparatory Math Skills 9. Assessing Young Children Characteristics of Young Children That Affect Assessment Developmental Patterns Purposes for Assessing Young Children Assessment Tools and Techniques Observation Interviews Standardized Tests Other Assessment Procedures Assessment of Children With Special Needs Summary 10. Learning in the 21st Century Brain Research Nutrition and Learning Other Needs of the Brain and Body Environmental Factors and Learning Expanded View of Intelligence Responsibility Appendix A: Forms and Activities Form 1: Profile of Development Form 2: Cycles of Learning Form 3: Behavior as a Function of the Interaction of the Child in His Environment Form 4: General Strategies for Working With Young Children Form 5: Categories of Modifications Form 6: Creating a Personal Dictionary of Familiar Objects Form 7: Mazes Form 8: Learning About Feelings Through Working With Animals Form 9: Sharing and Talking About Feelings Form 10: Learning About Feelings Through Dramatic Play Form 11: Learning About Empathy Form 12: Settling Conflicts Peacefully Form 13: Steps for Problem Solving Form 14: Steps in Changing Behaviors Form 15: Charting Frequency of Behaviors Form 16: Child Observation Form Form 17: Examples of Observation Forms Form 18: Interview About the Child Appendix B: Bibliography Appendix C: Resources Appendix D: Glossary Index.
(source: Nielsen Book Data)
Written for adults who work with children in the Early Years, this user-friendly resource provides more than 350 proven strategies to promote success for young learners. Comprehensive in its approach, "Inclusion Strategies for Working With Young Children" offers the latest brain research about learning and behaviour challenges and also provides teachers with developmentally appropriate practices to help children: increase large and small motor skills; develop emotionally and socially; acquire better communication, listening, and attending skills; work towards self-management of behaviors; and, also develop preparatory reading, writing, and math skills. (source: Nielsen Book Data)