000			03732cam a22003618a 4500
005			20150623165227.0
008			040302s2004 nyu b 001 0 eng
010			_a 2004002729
020			_a0415331099 (pbk. : alk. paper)
020			_a0415331080 (hardback : alk. paper)
040			_aDLC _beng _cDLC _dDLC
042			_apcc
050	0	0	_aLB1139.23 _b.P474 2004
060			_bPT
082	0	0	_a372.21 _222
084			_a372.21 _bPT
100	1		_aPerry, Rosemary.
245	1	0	_aTeaching practice for early childhood _h[Book :] _ba guide for students / _cRosemary Perry.
250			_a2nd ed.
260			_aLondon ; New York : _bRoutledgeFalmer, _cNY.2004.
263			_a0408
300			_a214.P. ; _c23 cm.
504			_aIncludes bibliographical references and index.
505	0		_aTeaching practice in early childhood settings -- What is teaching practice? -- Teaching practice : becoming professional -- Teaching practice : opportunities for learning -- Preparing for teaching practice -- Ways of knowing and understanding children -- Teachers and children : building relationships -- The nature of observation -- What can be observed when getting to know children? -- Using observations in curriculum decision making -- Some questions about observations -- The role of observation in assessing children's learning -- Early childhood curriculum -- The nature of curriculum -- Examples of curriculum work -- Curriculum work : embedded in a set of beliefs -- Developing knowledge and beliefs about children, learning and teaching -- Factors influencing early childhood curriculum -- Achieving curriculum goals -- A framework for decision making -- Creating physical environments for learning and teaching -- Organizing the physical environment : what's involved? -- Considering the messages and effects of the physical organization -- Linking beliefs about learning and teaching with organizational decisions -- Being prepared -- Creating socially secure environments for learning and teaching -- Welcoming and celebrating diversity -- Building caring and cooperative relationships -- Fostering a sense of independence and responsibility in children -- Engendering a sense of fairness -- Promoting problem solving and conflict resolution -- Guiding behaviour -- Becoming a teacher and a researcher of teaching -- Developing your own knowledge about teaching -- Developing and refining practical skills -- Using research to grow as a teacher -- Gaining the most from the teaching practice experience -- Building effective working relationships in early childhood settings -- Becoming familiar with organizational structures, roles and relationships -- Promoting partnerships with families -- Setting personal goals for teaching practice -- Developing professionalism -- Stories from beginning teachers : what's the reality? -- Kylie's story : 'working in a community-based centre is really for me' -- Janine's story : 'that first day I realized I was totally responsible' -- Suzanne's story : 'a major high for me was that I survived' -- Amy's story : 'we are like a prep class so there is emphasis on transition to school' -- Kate's story : 'what I learnt most about this year was how to work with other people' -- Brittany's story : 'five years down the track I might be where I want to be, at a place where my philosophy and practice meet'.
521			_aAll Ages.
650		0	_aEarly childhood education.
650		0	_aEarly childhood teachers _xTraining of.
856	4	1	_3Table of contents only _uhttp://www.loc.gov/catdir/toc/ecip0415/2004002729.html
856	4	2	_3Publisher description _uhttp://www.loc.gov/catdir/enhancements/fy0651/2004002729-d.html
001			0000025475
003			0000
942			_cBK
999			_c14158 _d14158