ED352160 PS020951
Title: Reaching Potentials: Appropriate Curriculum and Assessment
for Young Children. Volume 1.
Author(s): Bredekamp, Sue, Ed.; Rosegrant, Teresa, Ed.
Author Affiliation: National Association for the Education
of Young Children, Washington, DC.(FGK56164)
Pages: 186
Publication Date: 1992
Report No: NAEYC-225
ISBN: 0-935989-53-6
Available from: EDRS Price MF01 Plus Postage. PC Not Available
from EDRS.
Availability: National Association for the Education of Young
Children, 1509 16th St., N.W., Washington, DC 20036-1426 ($7 prepaid).
Language: English
Document Type: Collected works--General (020); Guides--Non-classroom
(055)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEAPR1993
The purpose of this book is to operationalize--that is, make meaningful--the
Guidelines for Appropriate Curriculum Content and Assessment, developed
jointly by the National Association for the Education of Young Children
(NAEYC) and the National Association of Early Childhood Specialists
in State Departments of Education (NAESC/SDE) in 1991. The guidelines
were designed to address two basic problems: the "early childhood
error" (inadequate attention to the content of the curriculum)
and the "elementary error" (overattention to curriculum
objectives, with less attention to the individual child). The document
focuses on ways in which children, teachers, and administrators,
as well as curriculum and assessment tools, can reach or be used
to their full potential. The first section, on reaching potentials
through appropriate curriculum and assessment, includes four chapters:
(1) "Reaching Potentials: Introduction," by S. Bredekamp
and T. Rosegrant; (2) "Guidelines for Appropriate Curriculum
Content and Assessment in Programs Serving Children Ages 3 through
8," a position statement of the NAEYC/NAECS/SDE; (3) "Reaching
Potentials through Appropriate Curriculum: Conceptual Frameworks
for Applying the Guidelines," by S. Bredekamp and T. Rosegrant;
and (4) "Reaching Potentials through Appropriate Assessment,"
by T. W. Hills. The next section, on reaching individual potentials,
includes: "Reaching Individual Potentials through Transformational
Curriculum," by T. Rosegrant and S. Bredekamp; "Planning
and Implementing Transformational Curriculum," by T. Rosegrant
and S. Bredekamp; and "Reaching Potentials of Children with
Special Needs," by M. Wolery, P. S. Strain, and D. B. Bailey,
Jr. The third section, on reaching potentials of all children, includes:"
Reaching Potentials through Antibias, Multicultural Curriculum,"
by L. Derman-Sparks; "Reaching Potentials of Minority Children
through Developmentally and Culturally Appropriate Programs,"
by B. T. Bowman; "Reaching Potentials Through Bilingual Education,"
by Liz Wolfe; and "Reaching Potentials in a Multilingual Classroom:
Opportunities and Challenges," by T. Rosegrant. The final section,
on reaching the potentials of teachers and administrators, includes:
"Two Primary Teachers Learn and Discover through a Process
of Change," by D. W. Burchfield and B. C. Burchfield; and "The
Process of Change: The Redwood City Story," by L. Espinosa.
A 105-item bibliography is included. (SLD)
Descriptors: *Academic Achievement; Bilingual Education;
*Child Development; Cultural Awareness; *Curriculum Development;
Early Childhood Education; *Educational Assessment; Educational
Change; Educational Objectives; Guidelines; Limited English Speaking;
Minority Group Children; Multicultural Education; Special Needs
Students; *Student Evaluation; *Young Children
Identifiers: *Developmentally Appropriate Programs; Redwood
City School District CA; Transformational Curriculum
