Authors: Virginia Harmelink

Integrated Curriculum for Young Children embraces the new approaching of teaching curriculum in the classroom by highlighting how two or more subject areas can be integrated into one experience that aligns to authentic assessment and standards. This text guides future teachers through integrating different subjects through a variety of approaches, including applying the foundations of age-appropriate, individual-appropriate, and culturally appropriate teaching and learning. For the veteran teacher, this text will encourage exploration of differentiated instruction as well as integration of core learning experiences and approaches, while still drawing upon their current practices. With authentic examples throughout, Integrated Curriculum for Young Children illustrates a variety of early childhood practices and reflects how teachers can implement true integration of materials throughout the learning areas.

Table of Contents

Abbreviated Contents

Integrated Curriculum for Young Children, Online Textbook

• Integrated Curriculum for Young Children
• Copyright © 2025 by The Goodheart-Willcox Company, Inc.
• Preface
• About the Author
• Reviewers
• Acknowledgments
• Tools for Student and Instructor Success
• • Student Tools
  • Instructor Tools
• Features of the Textbook
• • Chapter-Opening Materials
  • Additional Features
  • Illustrations
  • Expanding Your Learning
  • End-of-Chapter Content
• Brief Contents
• Contents
• Feature Contents
• Introduction
• 1 Part The Learning Foundation
• 1 Chapter Developmentally Appropriate Practice (DAP)
• • Chapter 1 Learning Outcomes
  • Mr. Steve
  • Chapter 1 Key Terms
  • Chapter 1 Introduction
  • 1.1 Core Considerations
  • 1.2 Principles of Child Development and Learning
  • 1.3 Child Development Knowledge and Learning in Context
  • 1.4 Recommendations for Developmentally Appropriate Practice
  • Chapter 1 Review and Assessment
• 2 Chapter Play
• • Chapter 2 Learning Outcomes
  • Mayra
  • Chapter 2 Key Terms
  • Chapter 2 Introduction
  • 2.1 The Developing Brain and Play Pedagogy
  • 2.2 Stages and Categories of Play
  • 2.3 Self-Directed Play
  • 2.4 Guided Play
  • 2.5 Teacher-Led Play
  • 2.6 Technology and Play
  • 2.7 Cultural Differences in Play
  • Chapter 2 Review and Assessment
• 3 Chapter Theories of Curricula and Approaches
• • Chapter 3 Learning Outcomes
  • Lin
  • Chapter 3 Key Terms
  • Chapter 3 Introduction
  • 3.1 Tools of the Mind Curriculum
  • 3.2 HighScope Curriculum
  • 3.3 Montessori Curriculum
  • 3.4 Waldorf Curriculum
  • 3.5 Thematic Curriculum
  • 3.6 Project Approach
  • 3.7 Reggio Emilia Approach
  • Chapter 3 Review and Assessment
• 4 Chapter Creating a Community of Learners
• • Chapter 4 Learning Outcomes
  • Mrs. K
  • Chapter 4 Key Terms
  • Chapter 4 Introduction
  • 4.1 Ecological Systems Theory
  • 4.2 Creating a Community
  • 4.3 Engaging with Children
  • 4.4 Engaging with Families
  • 4.5 Engaging with Colleagues and Community
  • Chapter 4 Review and Assessment
• 2 Part Tools for Learning
• 5 Chapter The Environment
• • Chapter 5 Learning Outcomes
  • Miss Alma
  • Chapter 5 Key Terms
  • Chapter 5 Introduction
  • 5.1 Designing Early Learning Environments
  • 5.2 Labeling
  • 5.3 Culture
  • 5.4 Setting the Stage
  • 5.5 Learning Areas
  • Chapter 5 Review and Assessment
• 6 Chapter The Written Curriculum
• • Chapter 6 Learning Outcomes
  • Bryce
  • Chapter 6 Key Terms
  • Chapter 6 Introduction
  • 6.1 Standards and Learning Outcomes
  • 6.2 Planning Strategies
  • 6.3 The Daily Learning Plan and Catalytic Event
  • 6.4 Topic of Interest and the Focus Topic
  • Chapter 6 Review and Assessment
• 7 Chapter Assessment, Collaboration, Modification, and Accommodation
• • Chapter 7 Learning Outcomes
  • Keko and Sammi
  • Chapter 7 Key Terms
  • Chapter 7 Introduction
  • 7.1 Assessment, Assessment Bias, and Ethical Connections
  • 7.2 Authentic Assessment
  • 7.3 Formal Assessment
  • 7.4 Portfolios
  • 7.5 Differentiation, Modification, and Accommodation
  • Chapter 7 Review and Assessment
• 8 Chapter The Implementation Phase
• • Chapter 8 Learning Outcomes
  • Miss Marisol
  • Chapter 8 Key Terms
  • Chapter 8 Introduction
  • 8.1 Characteristics of the Learner
  • 8.2 Schedules
  • 8.3 Instructional Strategies
  • 8.4 Circle Time
  • 8.5 Elements of the Implementation Phase
  • 8.6 Components and Strategies of a Completed Daily Learning Plan
  • Chapter 8 Review and Assessment
• 3 Part Integrating the Learning
• 9 Chapter Academic Disciplines
• • Chapter 9 Learning Outcomes
  • Firdous
  • Chapter 9 Key Terms
  • Chapter 9 Introduction
  • 9.1 Disciplines
  • 9.2 Language and Literacy Discipline
  • 9.3 Science-Technology-Engineering-Mathematics (STEM) Discipline
  • 9.4 Social Studies Discipline
  • 9.5 Creative Arts Discipline
  • 9.6 Physical Education: Health Discipline
  • Chapter 9 Review and Assessment
• 10 Chapter Infant-Toddler Integrated Curriculum
• • Chapter 10 Learning Outcomes
  • Ms. Shenique
  • Chapter 10 Key Terms
  • Chapter 10 Introduction
  • 10.1 Infant-Toddler Curriculum
  • 10.2 Curriculum Across Domains and State Lines
  • 10.3 Infant-Toddler Resources
  • Chapter 10 Review and Assessment
• 11 Chapter Preschool Integrated Curriculum
• • Chapter 11 Learning Outcomes
  • Ms. McKenzie
  • Chapter 11 Introduction
  • 11.1 Components of a Learning Plan
  • 11.2 Putting Together a Learning Plan
  • 11.3 Aligning the Learning Plan Components
  • 11.4 Evaluating Teacher Resources
  • Chapter 11 Review and Assessment
• 12 Chapter Kindergarten through Third Grade Integrated Curriculum
• • Chapter 12 Learning Outcomes
  • Ms. Sanchez
  • Chapter 12 Key Terms
  • Chapter 12 Introduction
  • 12.1 Kindergarten–Third Grade Curriculum Standards
  • 12.2 Integration Strategies across Grades and Discipline Subjects
  • 12.3 Credible Academic Subject Resources
  • Chapter 12 Review and Assessment
• Glossary
• • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • K
  • L
  • M
  • N
  • O
  • P
  • R
  • S
  • T
  • U
  • V
  • W
  • Z
• Index
• • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • K
  • L
  • M
  • N
  • O
  • P
  • R
  • S
  • T
  • U
  • V
  • W
  • 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
  • Specific State Social Studies, Arts, SEL Resources used in 12.2