Author: Nancy P. Alexander

Developing Appropriate Curriculum for Young Children is a comprehensive guide on how to build and implement engaging and developmentally appropriate curriculum for young children. This text is designed for the traditionally organized curriculum course for the early childhood education curriculum courses. Content is devoted to developing not only the “whole child,” but also the “whole classroom” and the “whole community" by introducing a streamlined focus on familial and community inclusion, which enriches the lives of children, strengthens families and communities, and alleviates the pressure on teachers to be solely responsible for children’s education. Throughout, this textbook is highly applied in nature, with a clear integration and emphasis on the topic of play—a vital piece in the healthy development of young children.

Table of Contents

Abbreviated Contents

Developing Appropriate Curriculum for Young Children, Online Textbook

• Developing Appropriate Curriculum for Young Children
• Copyright © 2025 by The Goodheart-Willcox Company, Inc.
• Preface
• Reviewers
• About the Author
• Features of the Textbook
• • Chapter Opening Materials
  • Additional Features
  • Illustrations
  • Expanding Your Learning
  • End-of-Chapter Content
• Tools for Student and Instructor Success
• • Student Tools
  • Instructor Tools
• Brief Contents
• Contents
• Feature Contents
• • Teaching Tip
  • Discovery Journeys
  • Case Study
  • From the Field
• Introduction
• Part 1 Basic Concepts
• Chapter 1 Guiding Young Children’s Learning
• • Chapter 1 Standards Covered in This Chapter
  • Chapter 1 Learning Outcomes
  • Chapter 1 Key Terms
  • Chapter 1 Introduction
  • 1.1 Infant and Toddler Brain Development
  • 1.2 How Children Learn
  • 1.3 Key Theorists and Their Contributions to Early Childhood
  • 1.4 Interactions That Support Learning
  • 1.5 Promoting Cognitive Development
  • 1.6 What Is Curriculum?
  • 1.7 Implementing Curriculum
  • Chapter 1 Review and Assessment
• Part 2 Environment
• Chapter 2 The Early Childhood Learning Environment
• • Chapter 2 Standards Covered in This Chapter
  • Chapter 2 Learning Outcomes
  • Chapter 2 Key Terms
  • Chapter 2 Introduction
  • 2.1 The Physical Environment
  • 2.2 Learning Centers
  • 2.3 Room Arrangement and Children’s Behavior
  • 2.4 The Social and Emotional Environment
  • 2.5 The Teacher’s Role in the Environment
  • 2.6 Focus on Assessment of Program Practices
  • 2.7 Family Matters
  • Chapter 2 Review and Assessment
• Chapter 3 The Inclusive Classroom
• • Chapter 3 Standards Covered in This Chapter
  • Chapter 3 Learning Outcomes
  • Chapter 3 Key Terms
  • Chapter 3 Introduction
  • 3.1 The Inclusive Classroom
  • 3.2 Special Education Laws in the United States
  • 3.3 Creating an Inclusive Classroom
  • 3.4 The Teacher’s Role: Taking Steps Toward Inclusion
  • 3.5 Understanding the Role of Child Development Knowledge
  • 3.6 Focus on Assessment of Program Practices and Involving Families
  • 3.7 Family Matters
  • Chapter 3 Review and Assessment
• Chapter 4 Planning for Playful Learning
• • Chapter 4 Standards Covered in This Chapter
  • Chapter 4 Learning Outcomes
  • Chapter 4 Key Terms
  • Chapter 4 Introduction
  • 4.1 The Importance of Play for Young Children
  • 4.2 Types and Stages of Play
  • 4.3 Cultural Influences on Play
  • 4.4 Developmentally Appropriate Play Activities That Support Learning
  • 4.5 Adults’ Role in Children’s Playful Learning
  • 4.6 Focus on Assessment of Program Practices
  • 4.7 Family Matters: Understanding Playful Learning
  • Chapter 4 Review and Assessment
• Chapter 5 The Basics: Safety, Health, and Nutrition
• • Chapter 5 Standards Covered in This Chapter
  • Chapter 5 Learning Outcomes
  • Chapter 5 Key Terms
  • Chapter 5 Introduction
  • 5.1 Safety Outdoors
  • 5.2 Safety Indoors
  • 5.3 Teacher Self-Care
  • 5.4 Health
  • 5.5 Nutrition for Young Children
  • 5.6 Family Matters
  • Chapter 5 Review and Assessment
• Chapter 6 Engaging Families
• • Chapter 6 Standards Covered in This Chapter
  • Chapter 6 Learning Outcomes
  • Chapter 6 Key Terms
  • Chapter 6 Introduction
  • 6.1 Building Positive Family-Program Relationships
  • 6.2 Respecting Families’ Cultural Background and Diversity
  • 6.3 Family Matters
  • 6.4 Involving Families in a Program
  • 6.5 Focus on Assessment of Program Practices
  • Chapter 6 Review and Assessment
• Part 3 Curriculum Areas of Focus
• Chapter 7 Assessment: A Tool for Planning
• • Chapter 7 Standards Covered in This Chapter
  • Chapter 7 Learning Outcomes
  • Chapter 7 Key Terms
  • Chapter 7 Introduction
  • 7.1 The Purpose of Assessment
  • 7.2 Assessment for Planning and Learning
  • 7.3 Recording Observations
  • 7.4 Making and Using Portfolios
  • 7.5 The Teacher’s Role in Assessment
  • 7.6 Using Observations and Assessments to Guide Behavior
  • 7.7 Evaluating the Program as a Whole
  • 7.8 Family Matters
  • Chapter 7 Review and Assessment
• Chapter 8 Language and Literacy
• • Chapter 8 Standards Covered in This Chapter
  • Chapter 8 Learning Outcomes
  • Chapter 8 Key Terms
  • Chapter 8 Introduction
  • 8.1 The 30-Million-Word Gap
  • 8.2 Language Development
  • 8.3 The Teacher’s Role in Fostering Language and Literacy Skills
  • 8.4 Guidelines for Reading Aloud
  • 8.5 Emergent Literacy
  • 8.6 Assessing Program Practices
  • 8.7 Family Matters
  • Chapter 8 Review and Assessment
• Chapter 9 The World We Live In: Social Studies
• • Chapter 9 Standards Covered in This Chapter
  • Chapter 9 Learning Outcomes
  • Chapter 9 Key Terms
  • Chapter 9 Introduction
  • 9.1 What Is Social Studies for Young Children?
  • 9.2 Developmentally Appropriate Concepts
  • 9.3 The Cultural Aspects of Social Studies
  • 9.4 The Teacher’s Role in Social Studies
  • 9.5 Focus on Assessment of Program Practices
  • 9.6 Family Matters
  • Chapter 9 Review and Assessment
• Chapter 10 STEAM: Science, Technology, and Engineering
• • Chapter 10 Standards Covered in This Chapter
  • Chapter 10 Learning Outcomes
  • Chapter 10 Key Terms
  • Chapter 10 Introduction
  • 10.1 STEAM in Early Childhood Education
  • 10.2 Science in Early Childhood Education
  • 10.3 Technology in Early Childhood Education
  • 10.4 Engineering in Early Childhood Education
  • 10.5 Science, Technology, and Engineering in the Classroom
  • 10.6 The Teacher’s Role in Science, Technology, and Engineering
  • 10.7 Establishing Science and Tinkering Centers
  • 10.8 Focus on Assessment of Science, Technology, and Engineering Practices
  • 10.9 Family Matters
  • Chapter 10 Review and Assessment
• Chapter 11 STEAM: Art and Music
• • Chapter 11 Standards Covered in This Chapter
  • Chapter 11 Learning Outcomes
  • Chapter 11 Key Terms
  • Chapter 11 Introduction
  • 11.1 Art and Music for Young Children
  • 11.2 Art and Music in the Curriculum
  • 11.3 Stages of Development of Children’s Art and Music Skills
  • 11.4 The Teacher’s Role in Art and Music
  • 11.5 Focus on Assessment of Program Practices of Art and Music
  • 11.6 Family Matters
  • Chapter 11 Review and Assessment
• Chapter 12 STEAM: Mathematics
• • Chapter 12 Standards Covered in This Chapter
  • Chapter 12 Learning Outcomes
  • Chapter 12 Key Terms
  • Chapter 12 Introduction
  • 12.1 Developing Math Awareness
  • 12.2 Learning Mathematical Concepts
  • 12.3 The Teacher’s Role in Teaching Mathematics
  • 12.4 Focus on Assessment
  • 12.5 Family Matters
  • Chapter 12 Review and Assessment
• Chapter 13 Back to the Great Outdoors
• • Chapter 13 Standards Covered in This Chapter
  • Chapter 13 Learning Outcomes
  • Chapter 13 Key Terms
  • Chapter 13 Introduction
  • 13.1 The Importance of Outdoor Play for Young Children
  • 13.2 Equipment and Materials
  • 13.3 Integrating Outdoor Time With Other Curriculum Areas
  • 13.4 The Teacher’s Role in the Outdoor Environment
  • 13.5 Outdoors for Infants and Toddlers
  • 13.6 Focus on Assessment of Program Practices
  • 13.7 Family Matters
  • Chapter 13 Review and Assessment
• Part 4 Achieving Your Goals
• Chapter 14 We All Belong: Becoming a Professional
• • Chapter 14 Standards Covered in This Chapter
  • Chapter 14 Learning Outcomes
  • Chapter 14 Key Terms
  • Chapter 14 Introduction
  • 14.1 Is This Profession for You?
  • 14.2 The Early Childhood Professional Commitment
  • 14.3 Professional Organizations and Resources
  • 14.4 Equity and Equality
  • 14.5 Taking Care of Yourself as a Professional
  • 14.6 Focus on Assessment
  • 14.7 Family Matters
  • Chapter 14 Review and Assessment
• Glossary
• • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • L
  • M
  • N
  • O
  • P
  • Q
  • R
  • S
  • T
  • U
  • V
  • Z
• Reference List
• • Chapter 1
  • Chapter 2
  • Chapter 3
  • Chapter 4
  • Chapter 5
  • Chapter 6
  • Chapter 7
  • Chapter 8
  • Chapter 9
  • Chapter 10
  • Chapter 11
  • Chapter 12
  • Chapter 13
  • Chapter 14
• Index
• • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • J
  • K
  • L
  • M
  • N
  • O
  • P
  • Q
  • R
  • S
  • T
  • U
  • V
  • W
  • Y
  • Z