List of Figures

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Page ID: 64344

Heather Bridge, Lorraine Melita, and Patricia Roiger
State University of New York Corland via Milne Publishing

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CHAPTER 2

Fig 2.1: The teaching challenge: children’s socio-dramatic play was inadequate

Fig 2.2: Implementing the talking time strategy

Fig 2.3: The impact of talking time on children’s socio-dramatic play

Fig 2.4: Children interact and make props for socio-dramatic play

CHAPTER 3

Fig 3.1: The teaching challenge: Children’s play is undeveloped in the science area

Fig 3.2: Examples of explorer kits

Fig 3.3: Children explore magnification materials

Fig 3.4: Children explore light using X-rays and the light box

Fig 3.5: Educator supports child’s exploration at the light box

CHAPTER 4

Fig 4.1: The teaching challenge: Sam’s overly active behavior

Fig 4.2: Sam on the trampoline in the fitness center

Fig 4.3: After using the fitness center, Sam regulates his own behavior

Fig 4.4: Sam engaged in calm purposeful play.

CHAPTER 5

Fig 5.1: The teaching challenge: children rarely used the sensory table

Fig 5.2: Child makes a boat to use at the sensory table

Fig 5.3: Children use their boats at the sensory table

Fig 5.4: Children choose and vote on the materials to add to the sensory table

Fig 5.5: Children use a collection of new materials

CHAPTER 6

Fig 6.1: Managing the difficult behavior of 3-year-old boys

Fig 6.2: The 5 Finger Method of Conflict Resolution

Fig 6.3: The Feelings Chart gives ten options for expression

Fig 6.4: Educator uses the Guidance Plan to help child problem-solve

Fig 6.5: Child uses feelings chart to express emotion

CHAPTER 7

Fig 7.1: Individual learning needs were not during morning meeting

Fig 7.2: Child leading the game, “If I were a king”

Fig 7.3: An educator’s observation of a child’s mathematical understanding

Fig 7.4: Children play alphabet game, matching a picture to an initial sound card