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Test Bank for Creative Activities and Curriculum for Young Children, 11th Edition

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This is completed downloadable of Test Bank for Creative Activities and Curriculum for Young Children, 11th Edition

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ISBN-10 ‏ : ‎ 1305496779
ISBN-13 ‏ : ‎ 978-1305496774
Author: Mary Mayesky

CREATIVE ACTIVITIES AND CURRICULUM FOR YOUNG CHILDREN, 11th Edition, is filled with fun, creative, and easy-to implement activities for young children. You’ll be encouraged to exercise your own creativity as well as learn how to help young children do the same. Hundreds of activities, up-to-date research, recipes, finger plays, information on how to select children’s books, and more make this book an invaluable resource for you and others planning to work creatively with children across the curriculum. This is a book you’ll want to use throughout your professional career.

Table of Content:

Part 1: Fostering Creativity and Aesthetics in Young Children: Theoretical Basis
Ch 1: The Concept of Creativity
Introduction
Learning Objectives
1-1: What Is Creativity?
1-2: Importance of Creativity: Benefits for Teachers and Children
1-3: Creativity throughout History
1-4: Characteristics of Creative Children
1-5: Helping Children Express Creativity
Summary
Key Terms
Learning Activities
References
Ch 2: Promoting Creativity
Introduction
Learning Objectives
2-1: The Relationship between Creativity and the Curriculum
2-2: Promoting Creativity through Play and Exploration
2-3: Modifying Curriculum to Encourage Creativity
2-4: Differentiated Instruction and Creative Early Childhood Curriculum
2-5: Creative Questioning Strategies to Encourage Creative Thinking
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Ch 3: The Concept of Aesthetics
Introduction
Learning Objectives
3-1: Aesthetics
3-2: Developing Children’s Aesthetic Sensitivity
3-3: Benefits of Aesthetic Sensitivity
3-4: Language for Talking about Art: Art Elements
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Ch 4: Promoting Aesthetic Experiences
Introduction
Learning Objectives
4-1: Looking and Seeing
4-2: Sensing, Feeling, and Imagining
4-3: Choosing and Organizing Aesthetic Materials
4-4: Guidelines for Using Aesthetic Materials
4-5: Talking with Children about Their Art
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Part 2: Planning and Implementing Creative Activities: Developmentally Appropriate Practice
Ch 5: Children, Teachers, and Creative Activities
Introduction
Learning Objectives
5-1: Consider the Child’s Developmental Level
5-2: Developmentally Appropriate Practice
5-3: Differentiated Instruction
5-4: Differentiated Instruction and Multiple Intelligences
5-5: Bloom’s Taxonomy
5-6: Differentiated Instruction and Children with Special Needs
5-7: Attention Span, Activity Patterns, and Children’s Physical Needs
5-8: Consider the Teacher/Caregiver: Attitude
5-9: Strategies for Success: General Planning Guidelines
5-10: Strategies for Success—The National Level
Summary
Key Terms
Learning Activities
References
Ch 6: Creative Environments
Introduction
Learning Objectives
6-1: General Guidelines for Appropriate Physical Environments
6-2: Safety Factors
6-3: Main Considerations in the Arrangement of Space and Equipment
6-4: Activity/Interest Centers that Encourage Children’s Creativity
6-5: Decisions Involved in Setting up Activity Centers
6-6: Selecting Equipment for Creative Activities
6-7: Interest Centers and Multicultural Learning
Summary
Key Terms
Learning Activities
References
Ch 7: Play, Development, and Creativity
Introduction
Learning Objectives
7-1: The Concept of Play
7-2: Play: Theories of Parten, Smilansky, Piaget, and Vgotsky
7-3: Importance of Play to Human Growth and Development
7-4: Developmentally Appropriate Childhood Games
7-5: Adapting Environments to Encourage Social Development for Children with Special Needs
7-6: Violent Play
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Ch 8: Using Technology to Promote Creativity
Introduction
Learning Objectives
8-1: NAEYC Technology Position Statement and Developmentally Appropriate Practice
8-2: Deciding to Use Technology: Pros and Cons
8-3: Technology that Develops Creativity
8-4: Value of Computers in Early Childhood Programs
8-5: Choosing Developmentally Appropriate Software for Young Children
8-6: Basic Types of Children’s Websites
Summary
Key Terms
Learning Activities
Activities for Children
References
Part 3: Art and the Development of the Young Child
Ch 9: Art and Physical—Mental Growth
Introduction
Learning Objectives
9-1: Art and Physical (Motor) Development
9-2: Art and Mental Development
9-3: Brain Development: Basic Elements
9-4: Critical Periods of Brain Development
9-5: Art, Vocabulary Development, and the Total Program
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Ch 10: Art and Social–Emotional Growth
Introduction
Learning Objectives
10-1: Self-Concept, Self-Acceptance, and Unconditional Positive Acceptance
10-2: Planning the Art Program: Encouraging Self-Acceptance and Self-Concept
10-3: Child-to-Child Relationships
10-4: Child-to-Teacher Relationships
10-5: Child-to-Group Relationships
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Ch 11: Developmental Levels and Art
Introduction
Learning Objectives
11-1: Developmental Levels/Stages of Art
11-2: The Scribble Stage
11-3: The Basic Forms/Preschematic Stage
11-4: The Pictorial/Schematic Stage
11-5: The Gang Stage
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Part 4: The Early Childhood Art Program
Ch 12: Program Basics: Goals, Setting Up, Materials, and Strategies
Introduction
Learning Objectives
12-1: Basic Goals of the Early Childhood Art Program
12-2: Basic Set Up for Art Activities
12-3: Planning Art Activities for Toddlers
12-4: Planning Art Activities for Young Preschoolers
12-5: Planning Art Activities for Older Preschoolers and Kindergarteners
12-6: Adapting Art Activities for Children with Special Needs
12-7: Basic Equipment, Materials, and Use
Summary
Key Terms
Learning Activities
References
Ch 13: Two-Dimensional Activities
Introduction
Learning Objectives
13-1: Motivating Children
13-2: Development of Painting Skills
13-3: Printmaking
13-4: Collage
Summary
Key Terms
Learning Activities
Activities for Children
References
Ch 14: Three-Dimensional Activities
Introduction
Learning Objectives
14-1: Developmental Levels and Three-Dimensional Media
14-2: Modeling
14-3: Guidelines for Successful Modeling
14-4: The Value of Clay
14-5: Strategies for Working with Clay
14-6: Assemblage
14-7: Assemblage Adaptations for Children with Special Needs
14-8: Cardboard Construction
14-9: Woodworking
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Part 5: Creative Activities for Early Childhood
Ch 15: Dramatic Play and Puppetry
Introduction
Learning Objectives
15-1: Importance of Dramatic Play
15-2: Young Children’s Learning in Dramatic Play
15-3: Adapting Dramatic Play for Children with Special Needs
15-4: Creative Dramatics versus Dramatic Play in the Elementary Grades
15-5: Puppets in the Early Childhood Classroom
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Ch 16: Creative Movement
Introduction
Learning Objectives
16-1: The Importance of Creative Movement Activities for Young Children
16-2: Benefits of Creative Movement
16-3: Guidelines for Planning Creative Movement Activities to Meet Young Children’s Needs
16-4: Adapting Creative Movement Activities for Children with Special Needs
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Ch 17: Creative Music
Introduction
Learning Objectives
17-1: Importance of Music for Young Children
17-2: Goals for Young Children’s Music Experiences
17-3: Guidelines for Planning Music Activities
17-4: Varying the Rhythm of the Program
Summary
Key Terms
Learning Activities
Activities for Children Using Music Elements
Musical Activities for Children
Activities for Older Children (Grades 4–5)
References
Ch 18: Creative Language Experiences
Introduction
Learning Objectives
18-1: Development of Language: Four Distinct Skills
18-2: Enhancing Language Development: Strategies
18-3: Supporting Dual Language Learners and English Second Language Development: Deficit versus Tran
18-4: The Antibias Curriculum (ABC)
18-5: Emerging Literacy and Emergent Reading
18-6: Reading with Infants, Toddlers, and Preschool Children
18-7: Poetry and Language Development
18-8: Guidelines for Story Reading Groups
18-9: Common Core Standards—English Language Arts
Summary
Key Terms
Learning Activities
Poems for Young Children
Activities for Children
Activities for Older Children (Grades 4–5)
Common Core State Standards—Sample Activities
References
Ch 19: Creative Science
Introduction
Learning Objectives
19-1: Science and the Young Child
19-2: Types of Science Activities
19-3: Inquiry-Based Learning
19-4: National Science Education Standards
19-5: Aesthetics and Science
19-6: The Discovery/Science Center
19-7: Environmental Education
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Ch 20: Creative Mathematics
Introduction
Learning Objectives
20-1: Developmental Pattern of Learning Mathematical Concepts
20-2: National Council of Teachers of Mathematics (NCTM) Standards
20-3: Mathematics Learning in the Early Childhood Classroom
20-4: Numbers: Rote and Rational Counting
20-5: Classification and Sorting
20-6: Comparing
20-7: Ordering (Seriation)
20-8: Shape and Form
20-9: Mathematics: Grades 3–5
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
Activities Related to the Common Core State Standards for Mathematics
References
Ch 21: Creative Food Experiences
Introduction
Learning Objectives
21-1: Importance of Food Experiences to the Total Program
21-2: Food Activities and Skill Building
21-3: Creative Food Activities in Curriculum Areas
21-4: Guidelines for Creative Food Activities
21-5: Childhood Obesity
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Ch 22: Creative Social Studies
Introduction
Learning Objectives
22-1: Preschoolers and Social Studies
22-2: National Council for the Social Studies—National Standards
22-3: Cultural Awareness and the Common Bonds Curriculum
22-4: Individual Development and Identity (Thematic Strand #4) in the Early Childhood Program
22-5: Community Workers (Thematic Strand #2)
22-6: Field Trips into the Community
22-7: Teaching Young Children About Peace
22-8: Social Studies for Older Children
Summary
Key Terms
Learning Activities
Activities for Children
Activities for Older Children (Grades 4–5)
References
Appendix A: Gross- and Fine-Motor Skills
Appendix B: Language Development Objectives and Activities for Infants and Toddlers
Appendix C: Art Talk Summary
Appendix D: Exhibitions and Displays
Appendix E: Recycled Materials
Appendix F: Criteria for Selecting Play Equipment for Young Children
Glossary
Index

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