vii Gardner’s Multiple Intelligences Theory . . . . . . . . . . . . . . . . . . . 80 Making the Pieces Fit . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Chapter 5 Understanding Children from Birth to Age Two. . . . . . . . . 86 Physical Development in the First Two Years. . . . . . . . . . . . . . . . . . 88 Cognitive Development in the First Two Years. . . . . . . . . . . . . . . . . 92 Social-Emotional Development in the First Two Years . . . . . . . . . . . . . 97 Culturally Based Routines . . . . . . . . . . . . . . . . . . . . . . . . . 101 Chapter 6 Understanding Two- and Three-Year-Olds . . . . . . . . . . 104 Physical Development of Two-Year-Olds . . . . . . . . . . . . . . . . . . 106 Cognitive Development of Two-Year-Olds . . . . . . . . . . . . . . . . . 108 Social-Emotional Development of Two-Year-Olds . . . . . . . . . . . . . . 110 Teaching Two-Year-Olds. . . . . . . . . . . . . . . . . . . . . . . . . . 111 Physical Development of Three-Year-Olds . . . . . . . . . . . . . . . . . 112 Cognitive Development of Three-Year-Olds . . . . . . . . . . . . . . . . 114 Social-Emotional Development of Three-Year-Olds . . . . . . . . . . . . . 116 Teaching Three-Year-Olds . . . . . . . . . . . . . . . . . . . . . . . . . 117 Chapter 7 Understanding Four- and Five-Year-Olds. . . . . . . . . . . 120 Physical Development of Four- and Five-Year-Olds . . . . . . . . . . . . . 122 Cognitive Development of Preschoolers . . . . . . . . . . . . . . . . . . 124 Social-Emotional Development of Preschoolers . . . . . . . . . . . . . . . 130 Teaching Four- and Five-Year-Olds. . . . . . . . . . . . . . . . . . . . . 132 Chapter 8 Middle Childhood . . . . . . . . . . . . . . . . . . . . . . . .136 Physical Development . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Health Concerns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Cognitive Development . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Social-Emotional Development . . . . . . . . . . . . . . . . . . . . . . 146 Moral Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Unit Two Creating a Safe and Healthful Environment . . . . . 154 Chapter 9 Preparing the Environment. . . . . . . . . . . . . . . . . . 156 Value of Planned Space . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Physical Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Furniture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Color Choices for Child Care Centers . . . . . . . . . . . . . . . . . . . 164 Factors That Affect Space Organization . . . . . . . . . . . . . . . . . . 166 Organizing Basic Activity Areas . . . . . . . . . . . . . . . . . . . . . . 168 Outdoor Play Environments . . . . . . . . . . . . . . . . . . . . . . . . 175 Chapter 10 Selecting Toys, Equipment, and Educational Materials . . . . . 182 Selection Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Using Technology in the Classroom . . . . . . . . . . . . . . . . . . . . 193 Selecting Safe Toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Safe Playgrounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196