ERIC Number: ED497635
Record Type: Non-Journal
Publication Date: 2006
Reference Count: 0
K Today: Teaching and Learning in the Kindergarten Year
Gullo, Dominic F., Ed.
National Association for the Education of Young Children
The kindergarten year is quite unlike preschool and not like first grade, either. What should teaching practice look like for this critical year? This book offers a vivid picture of kindergarten children, perceptive discussion of the current kindergarten context and policy issues, and clear guidelines for teaching and assessing kindergartners. Also, for six curriculum domains--language and literacy, math, science, the creative arts, social studies, and physical education--leading experts outline what children should know and be able to do and how effective teachers ensure that learning. For both current and future practitioners, this fresh, engaging resource gets readers thinking and promotes well-informed, thoughtful teaching and leadership at the kindergarten level. Following a Preface by Dominic F. Gullo, this book divides into four parts and fifteen chapters. Part I: Off to Kindergarten, contains: (1) This Thing Called Kindergarten (M. Elizabeth Graue); (2) Looking at Kindergarten Children (Laura E. Berk); and (3) Considering Kindergarten Families (Douglas R. Powell and Hope K. Gerde). Part II: Developing Foundations in the Kindergarten Year, contains: (4) Developing Key Cognitive Skills (Susan L. Golbeck); and (5) Developing Social and Emotional Competence (Martha B. Bronson). Part III: Teaching, Curriculum, and Assessment in Kindergarten, contains: (6) Teaching in the Kindergarten Year (Cate Heroman and Carol Copple); (7) Language and Literacy in Kindergarten (Dorothy S. Strickland); (8) Mathematics in Kindergarten (Julie Sarama and Douglas H. Clements); (9) Science in Kindergarten (Ingrid Chalufour and Karen Worth); (10) Social Studies in Kindergarten (Gayle Mindes); (11) Creative Expression and Thought in Kindergarten (Mary Renck Jalongo and Joan Packer Isenberg); (12) Physical Education in Kindergarten (Stephen W. Sanders); and (13) Assessment in Kindergarten (Dominic F. Gullo). Part IV: Kindergarten in a Policy Context, contains: (14) Transition from Kindergarten to First Grade (Jason Downer, Kate Driscoll, and Robert Pianta); and (15) Making the Most of Kindergarten---Trends and Policy Issues (Sharon L. Kagan and Kristie Kauerz). An index is also included.
Descriptors: Program Effectiveness, Teacher Effectiveness, Teaching Methods, Kindergarten, Creative Activities, Social Studies, Physical Education, Emotional Intelligence, Early Childhood Education, Young Children, Student Needs, Language Arts, Literacy Education, Mathematics Education, Science Education, Art Education, Skill Development, Cognitive Processes, Student Evaluation, Educational Policy
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: firstname.lastname@example.org; Web site: http://sales.naeyc.org/default.aspx
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Kindergarten
Authoring Institution: N/A