Preschool Appropriate Practices Environment Curriculum and Development 4th Edition Beaty Solutions Manual
Preschool Appropriate Practices Environment Curriculum and Development 4th Edition Beaty Solutions Manual
com
http://testbankbell.com/product/preschool-appropriate-
practices-environment-curriculum-and-development-4th-
edition-beaty-solutions-manual/
OR CLICK BUTTON
DOWLOAD EBOOK
https://testbankbell.com/product/preschool-appropriate-practices-
environment-curriculum-and-development-4th-edition-beaty-test-
bank/
https://testbankbell.com/product/test-bank-for-developmentally-
appropriate-practice-curriculum-and-development-in-early-
education-6th-edition/
https://testbankbell.com/product/foundation-design-principles-
and-practices-3rd-edition-coduto-solutions-manual/
https://testbankbell.com/product/energy-environment-and-
sustainability-1st-edition-moaveni-solutions-manual/
Government and Not-for-Profit Accounting Concepts and
Practices Granof 6th Edition Solutions Manual
https://testbankbell.com/product/government-and-not-for-profit-
accounting-concepts-and-practices-granof-6th-edition-solutions-
manual/
https://testbankbell.com/product/government-and-not-for-profit-
accounting-concepts-and-practices-granof-khumawala-5th-edition-
solutions-manual/
https://testbankbell.com/product/legal-and-regulatory-
environment-of-business-17th-edition-pagnattaro-solutions-manual/
https://testbankbell.com/product/child-development-9th-edition-
berk-solutions-manual/
https://testbankbell.com/product/solution-manual-for-legal-
environment-4th-edition-by-beatty/
Preschool Appropriate Practices
Environment Curriculum and
Development 4th
OBJECTIVES
Teacher
(March in place making motions)
ESSENTIAL CONTENTS
1. Developmental levels
Determining children’s developmental levels
8
Children’s spontaneous exploratory interactions with materials
9
4. Becoming a facilitator of learning
Serving as a behavior model
Letting the environment do the teaching
Show delight in what child is accomplishing
RECOMMENDED ACTIVITIES
a. Classroom floor plan: Make a large classroom floor plan for your program
showing learning centers arranged according to ideas presented under “Locating
and Spacing Learning Centers.” Present using overhead transparencies.
d. Response for manipulative-level children: Report how you responded (or would
respond) to three children at the manipulative level, giving details of your support
for how they were interacting and any new materials you might suggest. Present
with handouts.
e. Response for mastery-level children: Report how you responded (or would
respond) to three children at the mastery level, giving details of your support for
how they were interacting and any new materials you might suggest. Present with
handouts.
2. Field trips to observe two teachers: Observe an early childhood teacher in a self-
directed learning environment and a teacher in a traditional early childhood
classroom. How are their roles different? Refer to tasks of self- directed teachers in
this chapter. Give details of how they handled similar situations. Present using
handouts.
3. Montessori and Piaget: Research information on what Montessori and Piaget had to
say about young children’s repetitive actions. Why did they think these actions were
important in young children’s development? Report on handout giving sources, or
show film.
10
4. Children’s social interactions: Research information on social interactions of
children 3, 4, and 5. Be sure to include information from Parten, Kemple, or Corarso.
How are these social interactions another important indicator of their development?
Report on handout giving sources.
DISCUSSION QUESTIONS
1. How is the role of the teacher in a self-directed learning environment different from
that of a teacher in a traditional classroom? Which is better?
2. How can we meet the needs of each of the children in our classroom if they are all at
different levels of development? Give examples.
3. How can our observations of children’s interactions with materials in our classroom
help to determine their developmental levels? Give examples.
4. Why do you think both Montessori and Piaget believed that repetitive actions are
important in a young child’s development? Do you agree?
5. As a behavior model for the children in your classroom, how should you act when
children get out of control? Give examples.
Appropriate Curriculum for Young Children: The Role of the Teacher (DVD) from
NAEYC (1-800-424-2460). Shows adults’ important roles in helping young children
learn through play and child-initiated activities. 28 min.
11
Children at the Center (DVD) from Redleaf Press (1-800-423-8309). Reflective teachers
shift their thinking and practice to be more authentically child-centered by reconsidering
their environment, routine, materials, and curriculum. 24 min.
Observation I: The Eyes Have It! (DVD) from Redleaf Press. Explores techniques in
preschool settings to document children’s growth. 27 min.
Setting the Stage (DVD) from Redleaf Press. Shows how children can be observed within
the context of their play and culture. 24 min.
Growing through Play (DVD) from Redleaf Press. Shows how Parten’s stages of play
connect to the learning styles of children at different ages. Real footage of children at
play. 30 min.
RECOMMENDED READINGS
Beaty, J. J. (2010). Observing Development of the Young Child. Columbus, OH: Pearson.
Carter, D. & Curtis, M. (2011). Reflecting children’s lives. St. Paul, MN: Redleaf Press.
Corsaro, W. A. (2003). We’re friends, right? Inside kids’ culture. Washington, DC:
Joseph Henry Press.
Dombro, A. L., Jablon, J. R. & Stetson, C. (2011). Powerful interactions: How to connect
with children to extend their learning. Washington, DC: NAEYC.
Frost, J. L., Wortham, S.C. & Reifel, S. (2012). Play and child development.
Columbus, OH: Pearson. Kemple, K. M. (2004). Let’s be friends: Peer competence and
social inclusion in early childhood programs. New York: Teachers College Press.
12
McManis, L. D. an Gunnewig, S. B. (2012), “Finding the education in educational
technology with early learners.” Young Children 76(3), 14-23.
Piaget, J. (1962). Play, Dreams, and Imagination in Children. New York: Norton.
Shifflet, R., Toledo, C., and Mattoon, C. (2012). “Touch tablet surprises.” Young
Children, 76(3), 36-41.
Self-Evaluation
13
CHILD INTERACTION FORM
Child Observer
Center Date
Manipulation Level
Actions/Words
Mastery Level
Actions/Words
Solitary Play
Actions/Words
Parallel Play
Actions/Words
(Child plays next to others with same materials but not involved)
Cooperative Play
Actions/Words
14
Another random document with
no related content on Scribd:
Alice stroked her friend’s hair in silence, waiting till she should
recover from this paroxysm of bliss. At last Mary began to speak.
“It is all over,” she sobbed. “It was more than my strength could
bear. After that sermon—” and she shivered.
“How all over?”
“I have broken off the engagement.”
“How? when? where?”
“I wrote the letter last night.”
“Oh,” said Alice, with a sigh of relief. “Will you just be so kind as to
let me have that letter?” added she, reaching out her hand.
“It is already mailed.”
“Mailed!” shouted Alice, springing to her feet.
“Yes. I took it to the post-office myself before breakfast.”
CHAPTER LXV.
Four years have passed since our story opened, and the autumn of
1864 is upon us. For more than three years Virginia has been
devastated by war. Most of Leicester’s pleasant homes have been
broken up. My grandfather, however, trusting to his gray hairs, had
remained at Elmington. The Poythresses were refugees in Richmond.
Charley, who was now a major, commanding a battalion of artillery in
the army defending Richmond, had, two months before, been taken
in an ambulance-wagon to Mr. Carter’s. A bullet had passed through
his body, but he was now convalescent. Any bright morning you
might see him sunning himself in the garden. The house was
crowded to overflowing with refugee relatives and friends from the
invaded districts.
And illumined by a baby.
“He was born the very day I was wounded,” said Charley. “I
remember how anxious I was to see him before I died.”
“I knew you wouldn’t die,” said Alice; “and you didn’t!”
“I am here,” said Charley.
So, fair reader, Charley, in the last week of September, 1864, was a
father two months old. As for the baby (and I hereby set the fashion
of introducing one or more into every romance[1]), his mother had
already discovered whom he was like. He was a Carter, every inch of
him, especially his nose. But he had his father’s sense of humor,—
there was not the slightest doubt of that. For when Charley, who, in
speaking to the infant, always alluded to himself in those words,—
when Charley, chucking him gingerly under the chin, would ask him
what he thought of his venerable p-p-p-p-pop, he could be seen to
smile, with the naked eye. To smile that jerky, sudden-spreading,
sudden-shrinking smile of babyhood. You see it,—’tis gone! Ah, can
it be that even then we dimly discern how serious a world this is to
be born into!
Major Frobisher’s battalion was in front of Richmond. The Don and I
were under General Jubal Early, in the lower valley,—he a captain in
command of the skirmishers of the Stonewall Division, I a staff-
officer of the same rank.
I know nothing which makes one’s morning paper more interesting
than the news of a great battle. It’s nice to read, between sips of
coffee, how the grape and canister mowed ’em down; and the
flashing of sabres is most picturesque, and bayonets glitter
delightfully, in the columns of a well-printed journal. Taking a hand
in it—that’s different. Then the bodily discomfort and mental
inanition of camp-life. Thinking is impossible. This, perhaps, does
not bear hard upon professionals, with whom, for the most part,
abstention from all forms of thought is normal and persistent; but to
a civilian, accustomed to give his faculties daily exercise, the routine-
life of a soldier is an artesian bore. So, at least, I found it. No doubt,
with us, the ever-present consciousness that we were enormously
outnumbered made a difference. One boy, attacked by three or four,
may be plucky. It is rather too much to expect him to be gay. I was
not gay.
It was different with our friend, Captain Smith. He was one of the
half-dozen men I knew in those days who actually rejoiced in war.
He longed for death, my lovely and romantic reader is anxious to be
told; but I am sorry I cannot give her any proofs of this. It was
Attila’s gaudium certaminis that inspired him. He was never tired of
talking of war, which, with Hobbes, he held to be the natural state of
man. At any rate, said he, one day, drawing forth his Iliad and
tapping it affectionately, they have been hard at it some time.
This little volume was on its last legs. He had read it to pieces, and
could recite page after page of it in the original. How closely, he
would say, we skirmishers resemble the forefighters of Homer. He
never spoke of his own men save as Myrmidons.
He had become an ardent student, too, of the art of war, and had
Dumont and Jomini at his fingers’ ends. Indeed, I am convinced that
he would have risen to high rank had he not begun, and for two
years remained, a private in the ranks. At the time of which we
speak, his capacity and courage were beginning to attract attention;
and more than one general officer looked upon Captain Smith as a
man destined to rise high.
It remains for me to say that he and Mary have never met since that
farewell letter. What his feelings are towards her I can only
conjecture; for, although he frequently speaks of the old times, her
name never passes his lips. An analytical writer could tell you every
thought that had crossed his mind during all these years, and, in
twenty pages of Insight, work him up, by slow degrees, from a state
of tranquil bliss to one of tumultuous jimjams. But, if you wish to
know what my characters feel and think, you must listen to what
they say, and see what they do; which I find is the only way I have
of judging of people in real life. I should say, therefore (for guessing
is inexpensive), that the captain’s lips were sealed, either by deep,
sorrowing love, or else by implacable resentment. Choose for
yourself, fair reader. I told you, long ago, that this book is but the
record of things seen or heard by Charley, or by Alice, supplemented
occasionally by facts which chanced to fall under my own
observation. Even where I seemed to play analytical, through those
weary chapters touching Mary’s religious misgivings, I was not
swerving from the line I had laid down. Every word therein written
down is from the lips of Mary herself, as reported to me by Alice.
Now, Charley tells me that never once did Captain Smith mention
Mary’s name, even to him. How, then, am I to know what were his
feelings towards her? I remember, indeed, that once a young
lieutenant of his, returning from furlough, greeted him with warmth;
adding, almost with his first breath, that he had met a friend of his—
a lady—in Richmond,—Miss Rolfe—Leigh Street—I spent an evening
there—we talked a great deal of you—
The captain touched the visor of his cap.
Here was a chance of finding out what he thought!
“She said she—she said she—”
The young fellow had met a siren during his furlough, and fallen
horribly in love himself (as he told me, a few moments afterwards, in
a burst of confidence), and would willingly have invented a tender
phrase for the consolation of his captain, whom he adored; but truth
forbade.
“She said she was glad to hear you were well.”
“Miss Rolfe is very kind,” replied the captain, again touching his cap.
The young officer glanced at his chief, and instantly fell back upon
the weather. “I think there is a storm brewing,” he faltered.
“Very likely,” replied the captain of the Myrmidons.
“Jack,” said Alice, “every time I read this letter of poor Dory’s, I find
it harder to understand how General Sheridan has so high a
reputation in the North as a soldier. Can you explain it?”
“I cannot,” I replied, thumping the table fiercely with my fist; for
every Whacker molecule in me stood on end.
“I can,” put in Charley, in his dry way.
I turned and fixed my eyes on that philosopher. His were fixed upon
the ceiling. His head rested upon the back of his chair, his legs (they
are stoutish now) were stretched across another.
“The deuse you can!” for my sturdy Saxon atoms were in arms.
Charley removed his solid limbs from the chair in front of him, with
the effort and grunt of incipient obesity [incipient obesity indeed!
and from you! whe-e-ew! Alice], and, walking up to the mantel-
piece, rested both arms upon it at full length; then, tilting his short
pipe at an angle of forty-five degrees, he surveyed me with a smile
of amiable derision. “Yes, I can,” said he, at last. And with each word
the short pipe nodded conviction.
“Do it, then,” said I.
“I will,” said he. And diving down into his pocket, he drew forth a
manuscript; and striking an attitude, and placing his glasses (eheu,
fugaces, Postume, Postume, labuntur anni) upon his oratorical nose,
he unfolded the paper. Clearing his throat:
“HANNIBAL!” began he, in thunder-tones; then, dropping suddenly
into his usual soft voice, and letting fall his right hand containing the
paper to the level of his knee,—“this,” he added, peering gravely at
us over his spectacles, “is my Essay on Military Glory!”
Alice made herself comfortable, and spread out her fan; for laughing
makes her warm nowadays.
Had she any right to look for humor in an essay by her husband?
Look at her own chapter on the loves of Mary and the Don. A more
sentimental performance I never read. Show me a trace therein, if
you can, of witty, sparkling Alice of the merry-glancing hazel eyes!
Look, for the matter of that, at this book of mine. Why, the other
day, glancing over the proofs[1] of a certain chapter, and forgetting
for the moment, as I read the printed page, that I had written it,
would you believe it, my eyes filled with tears? (And a big one rolled
down so softly that I started when it struck the paper.) Is this, cried
I, the jolly book that my friends expect of me? Alas, fair reader,
fellow-pilgrim, through this valley of shadows, I trust full many a
sun-streak may fall across your path. As for me,—I can only sing the
song that is given me.
[Being an Essay on Military Glory; by Charles Frobisher, Esquire, M.A. (Univ. Va.);
late Major of Artillery C. S. A.
Omnibus, mentis compotibus, SKIPIENDUM, utpote quod TINKERII MOLEM NON VALEAT.]
Charley shifted his manuscript to his left hand, and smoothing down
the leaves with his right, and glancing at the paper, raised his eyes
to mine. The tip of his forefinger, placed lightly against the tip of his
nose, lent to that organ an air of rare subtlety.
“A julep,” he began, “differs from a thought in this: that while—”
“A julep!” cried Alice; “why, just now you began with Hannibal.”
Charley stood for a moment, smiling, as he toyed with the leaves of
his essay with the forefinger of his right hand.
“True; I had turned the thing upside down, and was reading it
backwards. A julep,” he began again, with an authoritative air—
“What connection,” interrupted Alice, “can there be between juleps
and military men?”
“Innocence,” ejaculated Charley, raising his eyes to heaven, “thy
name is Alice!”
“Go on; I shall not interrupt you again.”
“A julep differs from a thought in this: that while an average man
goes to the bottom of the former, of the latter only philosophers can
sound the depths.” With that he sat down.
“Is that the end of your Essay on Military Glory?” I asked.
“No. That is the first round. I call for time. I am exhausted by the
vastness of the generalization.” And leaning back in his chair, he
closed his eyes with a sigh of profound lassitude. “My dear,” said he,
presently, in a feeble whisper,—“my dear, don’t you think this lecture
would go off better were it illustrated?”
Alice looked puzzled for a moment, then rose with a bright laugh,
and, making a pass at Charley (who minds Jack?) which he dodged,
tripped briskly out of the room.
“Charley,” said I, “you are a boundless idiot!”
“Too true; but there is method in my madness.” which I found to be
so when Alice (who could have wished a more charming waitress?)
returned with the illustrations.
Illustrations in the highest form of art; for they appealed to the ear
with the soft music of their jingle, the nostrils by their fragrance, the
touch by their coldness, to the eye by the fascinating contrast of
cracked ice and vivid green; while the imagination, soaring above
the regions of sense, beheld within those frosted goblets, jocund,
blooming summer seated in the lap of rimy winter,—or the triumph
of man over nature.
Ole Virginny nebber tire!
“What kind of an idiot did you say?” said Charley, as we chinked
glasses.
“I couldn’t find any straws,” said Alice.
“I accept your apology,” said Charley. His voice sounded soft,
mellow, and far away; for his nose was plunged beneath a mass of
crushed ice. “Straws,” added he, growing magnanimous, “they are
only fit to show which way the wind blows.” And with a magnificent
sweep of his left hand he indicated his disdain for all possible
atmospheric currents. “Ladies and gentlemen,” added he, as he rose
from his seat; and this time there was an indescribable jumble in the
voice of the orator—(not at all, Mr. Teetotaller! ’twas caused by the
cracked ice),—for as Charley rose to continue the reading of his
Essay on Military Glory, he had pointed the stem of his goblet at the
ceiling; striving, at the same time, by a skilful adjustment of his
features, to prevent its contents from falling on the floor,—such
great store did Alice set by her new carpet. But, of course, when he
opened his mouth to say ladies and gentlemen, a baby avalanche fell
in upon his organs of speech; so that he didn’t manage to say
anything of the kind. “That,” said he, placing the glass upon the
table, “will do as a vignette; the illustrations we shall contrive to
work in farther on.”
One julep gives Charley the swagger of a four-bottle man.
“Where was I?” asked he, drawing the manuscript from his pocket.
“I’ll begin again. HANNIBAL! No, confound it! Ah, here we are: “An
average man has strength to go to the bottom of a julep; only a
philosopher can sound the depth of a thought.”
At these words Alice rose from her seat, and, leaning forward, first
fixed a scrutinizing glance upon her husband, then advanced
towards him with a twinkle in her merry-glancing hazel eye.
“If half the audience,” said Charley, with an imperious wave of the
hand, “will persist in wandering over the floor, the reading is
suspended.”
Alice took her seat, and did nothing but laugh till the end of the
chapter. I laughed, too, but without exactly knowing why. But
laughter (singularly enough,—for it is a blessing) is contagious. And
then the julep had been stiff; so that the very tables and chairs
about the room seemed to beam upon me with a certain twinkling,
kindly Bushwhackerishness.[1]
“Here’s a lot of stuff that I shall skip,” began Charley; and he turned
over, with careless finger, leaf after leaf. As he did so Alice rose
slightly from her seat with a peering look.
“Who is reading this Essay on Military Glory?” asked Charley, with a
severe look at his wife over his glasses (alas, alas, nec pietas
moram?).
“Very well; go on,” said Alice, dropping back into her chair with a
fresh burst of laughter. She had had no julep. What was she
laughing at?
“It consists (my opening) of a series of illustrations, showing how
much nonsense comes to be believed through people’s not going to
the bottom of things. We suppose ourselves to have an opinion
(there is no commoner delusion), but we fail to subject that opinion
to any crucial test; though nothing is easier. The crucial test, for
example, of sulphuretted hydrogen, is a certain odor which we
encounter, when, with incautious toe, we explode an egg in some
outlying nest which no boy could find during the summer—”
“That will do,” said Alice; though why women should turn up their
blessed little noses at such allusions is hard to understand, seeing
what keen and triumphant pleasure they all derive from the
detection of unparliamentary odors at unexpected times and places.
“I have here,” continued Charley, carelessly turning the leaves of his
manuscript, “a nestful of such illustrations.”
“We will excuse you from hatching them in our presence,” said Alice;
and with wrinkled nose she disdainfully sniffed a suppositious egg of
abandoned character.
“I have already passed them over. After all, what is the use of them?
You and Charley can understand what I mean without them; and if
you can, why not the reader, too? Are readers idiots? I’ll plunge in
medias res. Let us begin here:” (reading) “It is the same with
military glory. How many battles have been fought since the world
began? Arithmetic stands pale in the presence of such a question! In
every one of these conflicts one or the other commander had the
advantage. How many of them are famous? Count them. For every
celebrated general that you show me, I will show you a finger—or a
toe—”
“You are too anatomical by half,” protested Alice.
“Why is this? Think for a moment? Why is this victor famous, that
victor not? It is the simplest thing in the world if you will but apply
the crucial test.”
Charley paused in his reading and peered gravely over his glasses.
“What is it, goose?” asked his admiring spouse.
“The crucial test is disparity of numbers. Formulæ: equality, victory,
obscurity,—disparity, victory, glory. There you have it in a nutshell.
Example (from Gibbon’s Decline and Fall of the Roman Empire):
imperator of the West and imperator of the East, battling, with the
world as a stake. Innumerable but equal hosts. Days of hacking and
hewing. Victory to him of the East (or West). His name? Have
forgotten it. Equality, victory, obscurity!
“See? By the way, Jack, does not the brevity of my military style
rather smack of Cæsar’s Commentaries?
“Again—scene, Syria. Christians of the Byzantine empire, and
Mahometans. Final struggle. Vast but equal armies. Three days of
carnage. Remnant of Christians decline crown of glory. Name of
victor? I pause?—and so on, and so on, and so on.
“But now, per contra, read, by the light of our hypothesis, the
following:
PARADIGM OF GLORY.