A Guide to Program Development for Kindergarten: Part I and Part II.

Sonst. Personen	Adams, Velma A. (Hrsg.); Goranson, Donald G., Jr. (Hrsg.)
Institution	Connecticut State Dept. of Education, Hartford.
Titel	A Guide to Program Development for Kindergarten: Part I and Part II.
Quelle	(1988), (301 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Art Education; Child Development; Class Organization; Educational History; Educational Planning; Educational Quality; Educational Theories; Emotional Development; Family School Relationship; Guidelines; Kindergarten; Language Arts; Learning; Mathematics Instruction; Physical Education; Primary Education; Program Development; Program Evaluation; School Community Relationship; Science Instruction; Second Language Instruction; Social Development; Social Studies; State Curriculum Guides; Transitional Programs; Connecticut + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kindesentwicklung; History of education; Bildungsgeschichte; Bildungsplanung; Quality of education; Bildungsqualität; Educational theory; Theory of education; Bildungstheorie; Gefühlsbildung; Richtlinien; Sprachkultur; Lernen; Mathematics lessons; Mathematikunterricht; Körpererziehung; Sportunterricht; Primarbereich; Programmplanung; Programme evaluation; Programmevaluation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fremdsprachenunterricht; Soziale Entwicklung; Gemeinschaftskunde; Rahmenlehrplan
Abstract	In two parts, Connecticut's 1988 kindergarten curriculum guide offers both a philosophical foundation and a practical direction for program development. Part I discusses the historical perspectives of kindergarten; the basis for understanding the effect of growth and development in planning for young children; a focus on the interactionist theoretical model for program development; components of a high quality kindergarten program; elements of social and emotional development; organization of the kindergarten, including the extended-day kindergarten; approaches to building a home-school-community partnership; strategies for developing a continuum of experiences from preschool through the primary grades; and a process for effective planning and evaluation. Part II details program content in the arts (creative dramatics, creative movement, music and visual arts); foreign languages; language arts; mathematics; physical education (including health and safety); social studies; and science. These subjects are discussed separately in order to facilitate the reader's review of the detail and guidance within each area. But an integrated approach remains the key to the work. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC