Copyright Goodheart-Willcox Co., Inc.
XI
Chapter 26 Guiding Food and Nutrition Experiences . . . . . . . . . . 516
The Importance of Food and Nutrition Experiences . . . . . . . . . . . . . 518
Working with Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . 519
Cooking Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . 520
Multicultural and Ethnic Cooking Experiences . . . . . . . . . . . . . . . 524
Setting the Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 525
Seating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 525
Serving and Eating . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526
Cleaning Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526
Eating Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526
Chapter 27 Guiding Music and Movement Experiences . . . . . . . . . 530
The Importance of Music and Movement Experiences . . . . . . . . . . . . 532
Music Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533
The Teacher’s Role in Music Experiences . . . . . . . . . . . . . . . . . . 534
Rhythm Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . 538
Scheduling Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 542
Music Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 544
The Teacher’s Role in Movement Experiences. . . . . . . . . . . . . . . . 546
Movement Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 549
Chapter 28 Guiding Field Trip Experiences . . . . . . . . . . . . . . . 554
The Importance of Field Trips . . . . . . . . . . . . . . . . . . . . . . . 556
First Field Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556
Selecting Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 558
Planning a Field Trip . . . . . . . . . . . . . . . . . . . . . . . . . . . 561
Virtual Field Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567
Unit Five Other People You Will Meet .
. . . . . . . . . . .
570
Chapter 29 Programs for Infants and Toddlers . . . . . . . . . . . . . 572
Characteristics of Infant and Toddler Caregivers . . . . . . . . . . . . . . 574
Guidelines for Infant-Toddler Care . . . . . . . . . . . . . . . . . . . . . 575
Infant Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . 575
Toddler Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . 576
Caring for Infants and Toddlers . . . . . . . . . . . . . . . . . . . . . . 577
Challenges in Caring for Infants and Toddlers . . . . . . . . . . . . . . . 584
Toys for Infants and Toddlers. . . . . . . . . . . . . . . . . . . . . . . . 586
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590
Parent Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . 592
Maintaining the Environment to Prevent Illness . . . . . . . . . . . . . . . 595
Chapter 30 Programs for School-Age Children . . . . . . . . . . . . . 598
Quality School-Age Programs . . . . . . . . . . . . . . . . . . . . . . . 601
Types of School-Age Programs. . . . . . . . . . . . . . . . . . . . . . . 602
Characteristics of School-Age Program Staff . . . . . . . . . . . . . . . . 603
Previous Page Next Page