ERIC Number: ED362267
Record Type: Non-Journal
Publication Date: 1993-May-25
Reference Count: N/A
Creating a Child-Centered Day Care Environment for Two-Year-Olds.
King, Margaret A.; And Others
Noting that when planning a program for 2-year-olds, it is important for the teacher to consider the developmental levels and interests of the children, this book offers teachers a practical guide for working with 2-year-olds in a child care setting. The 15 chapters focus on the following areas: (1) designing a flexible and responsive environment that allows 2-year-olds to participate actively; (2) planning developmentally appropriate experiences that are age appropriate and individual appropriate; (3) describing the characteristics of 2-year-olds by providing basic information about their social, emotional, cognitive, and physical development; (4) defining linkages between home, center, and community by giving strategies for involving parents and families in the child care setting; (5) handling transitions by offering suggestions for helping 2-year-olds deal with the transition from home to the child care center; (6) supporting development of prosocial skills by offering ideas on appropriate guidance techniques for working with 2-year-olds; (7) helping 2-year-olds develop self-help skills; (8) and planning developmentally appropriate activities using art, music, sand, water, reading, language, dramatic play, blocks, manipulatives, cooking, and gross motor skills. The book also lists 20 resources for teachers and 56 suggested books for 2-year-olds. (TJQ)
Descriptors: Child Development, Childhood Interests, Classroom Environment, Classroom Techniques, Curriculum Design, Curriculum Development, Day Care, Day Care Centers, Developmental Stages, Developmentally Appropriate Practices, Learning Activities, Preschool Children, Preschool Education, Toddlers
Charles C. Thomas, Publisher, 2600 South First Street, Springfield, IL 62794-9265 ($32.75).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A