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ERIC Number: ED473928
Record Type: RIE
Publication Date: 2003
Pages: 168
Abstractor: N/A
ISBN: ISBN-1-929610-30-0
Focused Early Learning: A Planning Framework for Teaching Young Children.
Gronlund, Gaye
This guide provides field-tested frameworks for planning and for reflection to assist preschool teachers in integrating popular curricular approaches. Chapter 1 of the guide describes the key components of a good preschool curriculum related to learning, a rich classroom environment, respectful caring relationships with children and families, observation and reflection, and adjustments and accommodations. Chapter 2 introduces the planning and reflection frameworks, discussing how they are used and offering tips for creating such frameworks. Chapter 3 focuses on creating a rich classroom environment and discusses setting up the learning areas, planning with learning goals in mind, and deciding how to change materials and activities. Chapter 4 explores building relationships with individual children and making individual adjustments to help, support, and challenge each child. Chapter 5 focuses on incorporating academic and developmental learning activities, and determining how to make academics developmentally appropriate for preschoolers. Chapter 6 deals with planning for physical activities and outdoor explorations. Chapter 7 focuses on balancing child choice with teacher-led activities, examining the classroom environment and how to use it effectively with preschoolers. Chapter 8 explores planning for ongoing projects and studies, and being responsive to the emerging interests of the children. Finally, chapter 9 demonstrates how to integrate the above areas into focused observations and assessing children's learning. The guide's two appendices contain the focused early learning forms and 14 references. (KB)
Redleaf Press, 450 North Syndicate, Suite 5, St. Paul, MN 55104-4125 ($34.95). Tel: 800-423-8309 (Toll Free); Tel: 651-641-0305; Fax: 800-641-0115 (Toll Free); Web site:
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A