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Teaching practice for early childhoo...

Perry, Rosemary.

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Teaching practice for early childhood : = a guide for students /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching practice for early childhood :/ Rosemary Perry.
其他題名:	a guide for students /
作者:	Perry, Rosemary.
出版者:	London ; New York :RoutledgeFalmer, : 2004.,
面頁冊數:	xvi, 214 p. ;22 cm.
內容註:	Teaching practice in early childhood settings -- What is teaching practice? -- Teaching practice : becoming professional -- Teaching practice : opportunities for learning -- Preparing for teaching practice -- Ways of knowing and understanding children -- Teachers and children : building relationships -- The nature of observation -- What can be observed when getting to know children? -- Using observations in curriculum decision making -- Some questions about observations -- The role of observation in assessing children's learning -- Early childhood curriculum -- The nature of curriculum -- Examples of curriculum work -- Curriculum work : embedded in a set of beliefs -- Developing knowledge and beliefs about children, learning and teaching -- Factors influencing early childhood curriculum -- Achieving curriculum goals -- A framework for decision making -- Creating physical environments for learning and teaching -- Organizing the physical environment : what's involved? -- Considering the messages and effects of the physical organization -- Linking beliefs about learning and teaching with organizational decisions -- Being prepared -- Creating socially secure environments for learning and teaching -- Welcoming and celebrating diversity -- Building caring and cooperative relationships -- Fostering a sense of independence and responsibility in children -- Engendering a sense of fairness -- Promoting problem solving and conflict resolution -- Guiding behaviour -- Becoming a teacher and a researcher of teaching -- Developing your own knowledge about teaching -- Developing and refining practical skills -- Using research to grow as a teacher -- Gaining the most from the teaching practice experience -- Building effective working relationships in early childhood settings -- Becoming familiar with organizational structures, roles and relationships -- Promoting partnerships with families -- Setting personal goals for teaching practice -- Developing professionalism -- Stories
內容註:	from beginning teachers : what's the reality? -- Kylie's story : 'working in a community-based centre is really for me' -- Janine's story : 'that first day I realized I was totally responsible' -- Suzanne's story : 'a major high for me was that I survived' -- Amy's story : 'we are like a prep class so there is emphasis on transition to school' -- Kate's story : 'what I learnt most about this year was how to work with other people' -- Brittany's story : 'five years down the track I might be where I want to be, at a place where my philosophy and practice meet'.
標題:	Early childhood education. -
電子資源:	http://www.loc.gov/catdir/toc/ecip0415/2004002729.htmlhttp://www.loc.gov/catdir/toc/ecip0415/2004002729.html
ISBN:	0415331099$b(pbk.)

Teaching practice for early childhood : = a guide for students /
Perry, Rosemary.

Teaching practice for early childhood :a guide for students /Rosemary Perry. - 2nd ed. - London ; New York :RoutledgeFalmer,2004. - xvi, 214 p. ;22 cm.

Includes bibliographical references and index.

Teaching practice in early childhood settings -- What is teaching practice? -- Teaching practice : becoming professional -- Teaching practice : opportunities for learning -- Preparing for teaching practice -- Ways of knowing and understanding children -- Teachers and children : building relationships -- The nature of observation -- What can be observed when getting to know children? -- Using observations in curriculum decision making -- Some questions about observations -- The role of observation in assessing children's learning -- Early childhood curriculum -- The nature of curriculum -- Examples of curriculum work -- Curriculum work : embedded in a set of beliefs -- Developing knowledge and beliefs about children, learning and teaching -- Factors influencing early childhood curriculum -- Achieving curriculum goals -- A framework for decision making -- Creating physical environments for learning and teaching -- Organizing the physical environment : what's involved? -- Considering the messages and effects of the physical organization -- Linking beliefs about learning and teaching with organizational decisions -- Being prepared -- Creating socially secure environments for learning and teaching -- Welcoming and celebrating diversity -- Building caring and cooperative relationships -- Fostering a sense of independence and responsibility in children -- Engendering a sense of fairness -- Promoting problem solving and conflict resolution -- Guiding behaviour -- Becoming a teacher and a researcher of teaching -- Developing your own knowledge about teaching -- Developing and refining practical skills -- Using research to grow as a teacher -- Gaining the most from the teaching practice experience -- Building effective working relationships in early childhood settings -- Becoming familiar with organizational structures, roles and relationships -- Promoting partnerships with families -- Setting personal goals for teaching practice -- Developing professionalism -- Stories

ISBN: 0415331099$b(pbk.)NT$1004

LCCN: 2004002729Subjects--Topical Terms:

518817
Early childhood education.

LC Class. No.: LB1139.23 / .P474 2004

Dewey Class. No.: 372.21

Teaching practice for early childhood : = a guide for students /
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020 $a 0415331080$b(hbk.)
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100 $a Perry, Rosemary. $3 595783
245 1 0 $a Teaching practice for early childhood : $b a guide for students / $c Rosemary Perry.
250 $a 2nd ed.
260 $a London ; New York : $c 2004. $b RoutledgeFalmer,
300 $a xvi, 214 p. ; $c 22 cm.
504 $a Includes bibliographical references and index.
505 0 $a Teaching practice in early childhood settings -- What is teaching practice? -- Teaching practice : becoming professional -- Teaching practice : opportunities for learning -- Preparing for teaching practice -- Ways of knowing and understanding children -- Teachers and children : building relationships -- The nature of observation -- What can be observed when getting to know children? -- Using observations in curriculum decision making -- Some questions about observations -- The role of observation in assessing children's learning -- Early childhood curriculum -- The nature of curriculum -- Examples of curriculum work -- Curriculum work : embedded in a set of beliefs -- Developing knowledge and beliefs about children, learning and teaching -- Factors influencing early childhood curriculum -- Achieving curriculum goals -- A framework for decision making -- Creating physical environments for learning and teaching -- Organizing the physical environment : what's involved? -- Considering the messages and effects of the physical organization -- Linking beliefs about learning and teaching with organizational decisions -- Being prepared -- Creating socially secure environments for learning and teaching -- Welcoming and celebrating diversity -- Building caring and cooperative relationships -- Fostering a sense of independence and responsibility in children -- Engendering a sense of fairness -- Promoting problem solving and conflict resolution -- Guiding behaviour -- Becoming a teacher and a researcher of teaching -- Developing your own knowledge about teaching -- Developing and refining practical skills -- Using research to grow as a teacher -- Gaining the most from the teaching practice experience -- Building effective working relationships in early childhood settings -- Becoming familiar with organizational structures, roles and relationships -- Promoting partnerships with families -- Setting personal goals for teaching practice -- Developing professionalism -- Stories
505 $a from beginning teachers : what's the reality? -- Kylie's story : 'working in a community-based centre is really for me' -- Janine's story : 'that first day I realized I was totally responsible' -- Suzanne's story : 'a major high for me was that I survived' -- Amy's story : 'we are like a prep class so there is emphasis on transition to school' -- Kate's story : 'what I learnt most about this year was how to work with other people' -- Brittany's story : 'five years down the track I might be where I want to be, at a place where my philosophy and practice meet'.
650 $a Early childhood education. $3 518817
650 $a Early childhood teachers $x Training of. $3 526604
856 4 1 $3 Table of contents $u http://www.loc.gov/catdir/toc/ecip0415/2004002729.html $z http://www.loc.gov/catdir/toc/ecip0415/2004002729.html