The early childhood curriculum : (Record no. 35701)

MARC details
000 -LEADER
fixed length control field 09232cam a22004338i 4500
001 - CONTROL NUMBER
control field 21431089
003 - CONTROL NUMBER IDENTIFIER
control field TH-BaNU
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20211011155034.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 211011s2020 nyu b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number 2020007205
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780367236106
Qualifying information (hardback)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780367236113
Qualifying information (paperback)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
Canceled/invalid ISBN 9780203521625
Qualifying information (ebook)
040 ## - CATALOGING SOURCE
Original cataloging agency DLC
Language of cataloging eng
Description conventions rda
Transcribing agency DLC
042 ## - AUTHENTICATION CODE
Authentication code pcc
043 ## - GEOGRAPHIC AREA CODE
Geographic area code n-us---
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LB1139.4
Item number .K734 2020
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Krogh, Suzanne,
Relator term author.
245 14 - TITLE STATEMENT
Title The early childhood curriculum :
Remainder of title inquiry learning through integration /
Statement of responsibility, etc. Suzanne L Krogh and Pamela Morehouse.
250 ## - EDITION STATEMENT
Edition statement 3 ed
263 ## - PROJECTED PUBLICATION DATE
Projected publication date 2006
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture New York, NY :
Name of producer, publisher, distributor, manufacturer Routledge,
Date of production, publication, distribution, manufacture, or copyright notice 2020.
300 ## - PHYSICAL DESCRIPTION
Extent pages cm
336 ## - CONTENT TYPE
Content type term text
Content type code txt
Source rdacontent
337 ## - MEDIA TYPE
Media type term unmediated
Media type code n
Source rdamedia
338 ## - CARRIER TYPE
Carrier type term volume
Carrier type code nc
Source rdacarrier
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes bibliographical references and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note Part One Inquiry-Based Learning and Curriculum Integration: An Overview<br/>Chapter 1 An Introduction to Curriculum Integration and Inquiry Learning<br/>A Brief History<br/>Deeper Into the Theories<br/>How Theory and Philosophy Influence the Profession<br/>Integrating the Curriculum and Learning Through Inquiry: The Advantages<br/>Integrating the Curriculum and Learning Through Inquiry: Potential Concerns<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Chapter 2 The Child-Centered Learning Environment<br/>The Physical Environment<br/>The Social-Emotional Environment<br/>Classroom Management: Proactive and Predictable<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Chapter 3 Assessment and Standards<br/>A Brief History<br/>The Part That Standards Play<br/>The Uses of Technology for Assessment<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Chapter 4 Connecting Curricula Through Themes and Units<br/>The Subject Areas<br/>Using Themes to Connect Curricula<br/>Why Curriculum Webs<br/>Concerns About Connecting Curricula With Themes<br/>Using Units to Connect Curricula<br/>The “All About Rain” Curriculum<br/>Concerns About Connecting Curricula With Units<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Chapter 5 Inquiry-Based Learning<br/>What Young Learners Need<br/>Dispositions Toward Learning<br/>Teaching for Understanding: Transfer, Relevance, and Engagement<br/>Inquisitiveness and Young Learners: The Power of “Why?”<br/>The Art of Questioning<br/>Classification of Questions<br/>Questions and “Wonders” Throughout the School Day<br/>Integrating the Curriculum: The Foundation<br/>Themes, Integration, and Inquiry-Based Learning<br/>Project Work and Integration<br/>Inquiry-Based Learning in Action<br/>Suggestions for Project Work Based on Inquiry<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Part Two The Subject Areas<br/>Chapter 6 Language and Literacy<br/>Why Literacy Matters: A Brief History<br/>Literacy and Child Development<br/>Incorporating Literacy Into Daily Routines<br/>A Child-Initiated Inquiry Experience<br/>The Language and Literacy Curriculum<br/>The Importance of Play<br/>Technology and Early Childhood Literacy<br/>Assessment and Evaluation<br/>Taking Language and Literacy Outdoors<br/>Preprimary Experiences: A Storybook Curriculum<br/>Primary Experiences: Using Literacy as the Backbone of Inquiry-Based Learning<br/>The Power of Inquiry Learning Through Integration<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Chapter 7 Mathematics<br/>Beginning the Day With a Math Routine<br/>Why Math Matters: A Brief History<br/>Mathematics and Child Development<br/>Incorporating Mathematics Into Daily Routines<br/>A Child-Initiated Inquiry Experience<br/>The Mathematics Curriculum<br/>The Importance of Play<br/>Technology and Early Childhood Mathematics<br/>Assessment and Evaluation<br/>Taking Mathematics Outdoors<br/>Preprimary Experiences Incorporating Mathematics in Class Routines<br/>Primary Experiences for Incorporating Math Into Class Routines<br/>The Power of Inquiry Learning Through Integration<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Chapter 8 Science<br/>First-Graders Learn About Sustainability<br/>Why Science Matters: A Brief History<br/>Science and Child Development<br/>Incorporating Science Into Daily Routines<br/>A Child-Initiated Inquiry Experience<br/>The Science Curriculum<br/>The Importance of Play<br/>Technology and Early Childhood Science<br/>Assessment and Evaluation<br/>Taking Science Outdoors<br/>Preprimary Experiences: Appreciating Nature<br/>Primary Experiences: Are We Helping or Hurting Our Environment?<br/>The Power of Inquiry Learning Through Integration<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Chapter 9 Social Studies<br/>Kindergarteners Embrace Anthropology and Sociology<br/>Why Social Studies Matters: A Brief History<br/>Social Studies and Child Development<br/>Incorporating Social Studies Into Daily Routines<br/>A Child-Initiated Inquiry Experience<br/>The Social Studies Curriculum<br/>The Importance of Play<br/>Technology and Early Childhood Social Studies<br/>Assessment and Evaluation<br/>Taking Social Studies Outdoors<br/>Preprimary Experiences to Encourage Democracy: Citizens of the Classroom<br/>Primary Experiences: Helping the Community Helpers<br/>The Power of Inquiry Learning Through Integration<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Chapter 10 Music, Dramatic Play, and Drama<br/>The Creation of a Primary Grade Musical Play<br/>Why Music, Dramatic Play, and Drama Matter: A Brief History<br/>Music, Dramatic Play, Drama, and Child Development<br/>Incorporating Music, Dramatic Play, and Drama in Daily Routines<br/>A Child-Initiated Inquiry Experience<br/>The Music and Drama Curriculum<br/>The Importance of Play<br/>Technology and Early Childhood Music, Dramatic Play, and Drama<br/>Assessment and Evaluation<br/>Taking Music, Dramatic Play, and Drama Outdoors<br/>Preprimary Experiences Celebrating Music and Dramatic Play Throughout the Curriculum<br/>Primary Experiences That Continue to Provide Joy Through Music and Drama<br/>The Power of Inquiry Learning Through Integration<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Chapter 11 Art<br/>Art and the Field Trip<br/>Why Art Matters: A Brief History<br/>Art and Child Development<br/>Incorporating Art in Daily Routines<br/>A Child-Initiated Inquiry Experience<br/>The Art Curriculum<br/>The Importance of Play<br/>Technology and Early Childhood Art<br/>Assessment and Evaluation<br/>Taking Art Outdoors<br/>Preprimary Experiences for Integrating Art<br/>Primary Experiences for Integrating Art<br/>The Power of Inquiry Learning Through Integration<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Chapter 12 Movement and Physical Education<br/>Suzanne Learns to Teach Movement Without Chaos<br/>Why Movement and Physical Education Matter: A Brief History<br/>Movement, Physical Education, and Child Development<br/>Incorporating Movement Into Daily Routines<br/>A Child-Initiated Inquiry Experience<br/>The Movement and Physical Education Curriculum<br/>The Importance of Play<br/>Technology and Early Childhood Movement and Physical Education<br/>Assessment and Evaluation<br/>Taking Movement and Physical Education Outdoors<br/>Preprimary Activities Celebrating Movement Throughout the Curriculum<br/>Primary Experiences Celebrating Movement Throughout the Curriculum<br/>The Power of Inquiry Learning Through Integration<br/>To Discuss<br/>To Observe<br/>To Do<br/>Online Resources<br/>Part Three Concluding Thoughts<br/>Chapter 13 The “Why” of Inquiry Learning and Curriculum Integration<br/>Integrating Tolerance and Social Justice<br/>How Thinking About Social Issues Develops<br/>Tolerance<br/>Social Justice<br/>Demonstrating Sustainability<br/>It Takes Time<br/>To Discuss and To Do: Perpetual Questions<br/>Index
520 ## - SUMMARY, ETC.
Summary, etc. "Now in a fully updated 3rd edition, The Early Childhood Curriculum demonstrates how to confidently teach using inquiry-based methods that address the whole child, while also meeting and exceeding academic standards. Based on current research showing the powerful advantages of integrating the curriculum while providing inquiry opportunities, this text explores how to make such an approach work for all children, preschool through the primary grades. Since each curricular subject has its own integrity, there is a chapter for each discipline, grounding the reader in the essentials of the subject in order to foster knowledgeable and effective integration. Filled with real-life vignettes and activities, this third edition provides comprehensive information on the most recent trends in national curriculum standards and classroom technology, alongside a new section exploring the outdoors as a welcome learning environment. Offering a foundation in early childhood theory, philosophy, research, and development, this unique textbook helps future teachers, as well as current educators, understand the "why" of curriculum in early childhood and invests them with the skills they need to move from simply following a script to knowledgeably creating curricula on their own"--
Assigning source Provided by publisher.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Early childhood education
General subdivision Curricula
Geographic subdivision United States.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Curriculum planning
Geographic subdivision United States.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Morehouse, Pam,
Relator term author.
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Relationship information Online version:
Main entry heading Krogh, Suzanne L,
Title The early childhood curriculum
Edition Third edition.
Place, publisher, and date of publication New York, NY : Routledge, 2020.
International Standard Book Number 9780203521625
Record control number (DLC) 2020007206
850 ## - HOLDING INSTITUTION
Holding institution Kuakarun Nursing Library
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a 7
b cbc
c orignew
d 1
e ecip
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g y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Library of Congress Classification
Koha item type General Book
998 ## - STAFF NAME (NMU)
Cataloger ืnuch
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Total Checkouts Full call number Barcode Date last seen Price effective from Koha item type
    National Library of Medicine Classification     Kuakarun Nursing Library Kuakarun Nursing Library Processing unit 11/10/2021   LB1139.4 K734 2020 0000046063 11/10/2021 11/10/2021 General Book