ERIC Number: ED458979
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Innovations: Infant and Toddler Development.
Albrecht, Kay; Miller, Linda G.
This book provides teachers of infants and toddlers with an in-depth guide to infant and toddler development, theories of growth and development, and best practices in early childhood education. The chapters are: (1) "Innovations: Infant and Toddler Development," looking at the underlying principles of developmental and interactional theory, and presenting a four-stage model for dealing with children's behaviors; (2) "Separating from Parents and Transitioning to School"; (3) "Connecting with School and Teacher and Making Friends"; (4) "Relating to Self and Others and Exploring Roles"; (5) "Communicating with Parents, Teachers, and Friends"; (6) "Moving Around and Problem-Solving"; and (7) "Expressing Feelings with Parents, Teachers, and Friends." Chapters 2 through 7 provide information on the developmental tasks involved, introduce relevant theorists and their ideas, apply theoretical ideas in a section on best practice, and integrate theory and best practices into the curriculum through the development of a possibility plan. These chapters also list questions, activities, and references, and conclude with a glossary of important terms. The book's appendix includes a master list of best practices and sample forms. (Contains 106 references.) (KB)
Descriptors: Age Differences, Caregiver Child Relationship, Child Caregivers, Child Development, Developmental Psychology, Developmentally Appropriate Practices, Early Childhood Education, Emotional Development, Friendship, Individual Development, Infants, Knowledge Base for Teaching, Parent Child Relationship, Physical Development, Preschool Curriculum, Preschool Education, Preschool Teachers, Problem Solving, Social Development, Teacher Student Relationship, Theories, Theory Practice Relationship, Toddlers
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Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A