CREATIVE ACTIVITIES AND CURRICULUM FOR YOUNG CHILDREN, Twelfth Edition, is written for anyone who wants to deepen their understanding of creative and aesthetic development, the importance of arts experiences in childhood, supporting creativity in children, expanding creative approaches to teaching and integrating creativity across the curriculum. Whether you're an early childhood teacher, caregiver or administrator or a pre-service or in-service pre-K to Grade 5 teacher, this text is an invaluable resource you can turn to again and again. Covering a wide range of content areas encountered in early childhood and elementary classrooms, the text promotes creativity in children and encourages you to exercise your own creativity. The research-based theoretical foundation is applied through hundreds of practical activities. Updated throughout, the Twelfth Edition features research into theories of brain development and their application to daily practice, new topics in the Spotlight and Think About It features, recommendations for children&#65533;s books that support activities and exploration and current information regarding the use of digital technology. The authors have more thoroughly integrated culturally responsive practice throughout the text, including broader consideration of how to accommodate and adapt activities and experiences for children with special needs or non-typical development. In addition, chapters have been reorganized to reflect a more natural sequence of topics to help you master even complex concepts more readily.

Creative Activities and Curriculum for Young Children (MindTap Course List)

Education & Teaching

Howard, Rebecca

MAYESKY, MARY

Schools & Teaching

Cengage Learning'

Math and Science for Young Children

Charlesworth, Rosalind

The recent cases of Doris Kearns Goodwin and Kaavya Viswanathan demonstrate that plagiarism is a hot-button issue. It is also pervasive, occurring in universities, four-year colleges, community colleges, and secondary schools. In graduate programs, international classrooms, and multicultural classrooms. In writing centers and writing-across-the-curriculum programs. In scholarly publications and the popular media. How do we understand a literacy practice that is simultaneously so abhorred and so present in the lives of both beginning and advanced writers, students, and Pulitzer Prize winners? Pluralizing Plagiarism offers multiple answers to this question - answers that insist on taking into account the rhetorical situations in which plagiarism occurs. While most scholarly publications on plagiarism mirror mass media's attempts to reduce the issue to simple black-and-white statements, the contributors to Pluralizing Plagiarism recognize that it takes place not in universalized realms of good and bad, but in specific contexts in which students' cultural backgrounds often play a role. Teachers concerned about plagiarism can best address the issue in the classroom - especially the first-year composition classroom - as part of writing pedagogy and not just as a matter for punishment and prohibition. Pluralizing Plagiarism opens a productive dialogue about what is at stake in plagiarism - one that approaches the topic with students rather than for or about them. Leading the way toward curricular reform, its contributors take student work seriously and, therefore, encourage teachers to take student writing and learning seriously.

Pluralizing Plagiarism: Identities, Contexts, Pedagogies

History

Robillard, Amy

Africa

Heinemann

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