Woodland Community College
- Page ID
- 325197
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Field Experience Practicum in ECE
- Field Experience Practicum in Early Childhood Education guides students in applying theory to practice through hands-on experience in early learning settings. Grounded in the Project Approach and relationship-based teaching, the text emphasizes observation, documentation, reflection, and collaboration with children, families, and colleagues. Designed for practicum students, it integrates coursework with real-world application and professional growth.
- Front Matter
- 1: Practical Guidance for New Teachers and Practicum Students
- 2: The Wonder of Inquiry- Why Projects Matter
- 3: From Themes to Projects- What’s the Difference?
- 4: Phase I- Beginning the Project- From Curiosity to Investigation
- 5: Phase II– Developing the Project
- 6: Phase III– Concluding the Project
- 7: Lesson Planning for Project Work
- 8: Integrating Curriculum, Literacy, and Family Engagement in the Project Approach
- 9: Using the Project Approach with Specific Populations
- 10: Documentation- Making Learning Visible
- 11: Mentoring Student Teachers and Adult Learners
- 12: From Planning to Practice
- 13: Reflecting, Sharing, and Celebrating Learning
- 14: Caring for the Self- Mindful Presence in Reflective Teaching
- Back Matter
- Leadership and Adult Supervision in ECE
- Leadership and Adult Supervision in Early Childhood Education explores the relational and ethical work of supervising, mentoring, coaching, and leading adults in early care and education settings. Grounded in the NAEYC Code of Ethical Conduct, the text emphasizes ethical decision-making, reflective practice, and relationship-based leadership. Designed for students and emerging leaders, it integrates theory with real-world application in adult supervision and professional practice.
- Front Matter
- 1: Overview on Supervision, Mentoring, Coaching, and Leadership
- 2: The NAEYC as the ECE Foundation and the Code of Ethical Responsibilities to Children
- 3: The Code of Ethical Responsibilities to Families
- 4: Ethical Responsibilities to Colleagues and Employers
- 5: Ethical Responsibilities to Community, Society, Personnel, and Regulatory Agencies
- 6: Ethical Responsibilities to Adult Educators
- 7: Ethical Responsibilities to Practicum Sites
- 8: Leadership Thinking and Types of Styles
- 9: Mentorship Theories in Education
- 10: Leading Ethical Change
- 11: Practical Wellness and Mindful Presence
- 12: Empathy, Morality, and Critical Pedagogy
- Back Matter
- Social-Emotional Development in Early Childhood
- Social-emotional development is at the heart of children’s learning, relationships, behavior, and well-being. This textbook explores emotional development, attachment, self-regulation, empathy, resilience, play, friendships, behavior, positive guidance, supportive environments, and family partnerships. Designed for early childhood educators, it connects developmental theory and research with practical, relationship-based strategies for supporting young children and families.
- Front Matter
- 1: What Is SEL and Why It Matters in Early Childhood
- 2: Attachment and Relationships
- 3: Temperament
- 4: Self-Regulation
- 5: Trauma, Stress, and Resilience
- 6: Emotional Development
- 7: Empathy and Moral Development
- 8: Social Development
- 9: Conflict Resolution
- 10: Understanding Children's Behavior
- 11: Guidance
- 12: Creating Emotionally Supportive Environments
- 13: Partnering with Families to Support Social and Emotional Learning (SEL)
- 14: The Teacher’s Role and Emotional Intelligence
- 15: Teacher Well-Being and Self-Care
- Back Matter