Engagement of Every Child in the Preschool Classroom Paperback - 2007 - 1st Edition
by R. A. McWilliam; Amy Casey Hutcherson
From the publisher
How engaged are your students? Making some simple adjustments in the classroom environment could be the key to increasing children's levels of active engagement and preventing behavior problems caused by restlessness and boredom during transitions between activities. This extremely practical, accessible book offers a strong, evidence-based approach to promoting engagement in preschoolers. Readers will find detailed, concrete strategies--field tested in more than 30 preschools--to help them
- reduce wasted time and misbehavior during down time and transitioning from one thing to another
- make the most of natural learning opportunities and encourage developmental goals
- maximize classroom efficiency and engagement with included diagrams of classroom set-up suggestions
- assess child functioning in daily routines to ensure progress
- write functional classroom goals with tips and problem-solving suggestions for implementing interventions
- integrate therapy into classroom routines so teachers and therapists can learn from each other
This much-needed book has a highly structured format that teachers can easily follow to create an optimal learning environment and foster goal-oriented behavior in any preschool classroom--with or without children with special needs. Each user-friendly section serves up key points, examples of real-world situations, discussion questions, and room for writing down notes and ideas. Engagement of Every Child in the Preschool Classroom gives early childhood educators the tools and know-how for successfully launching lifelong learners.
See how this product helps strengthen Head Start program quality and school readiness.
- Title Engagement of Every Child in the Preschool Classroom
- Author R. A. McWilliam; Amy Casey Hutcherson
- Binding Paperback
- Edition number 1st
- Edition 1
- Pages 192
- Volumes 1
- Language ENG
- Publisher Brookes Publishing Company, U.S.A.
- Date 2007-11
- Illustrated Yes
- ISBN 9781557668578 / 1557668574
- Weight 1.22 lbs (0.55 kg)
- Dimensions 10.92 x 8.46 x 0.47 in (27.74 x 21.49 x 1.19 cm)
- Library of Congress subjects Classroom management - United States, Education, Preschool - United States
- Library of Congress Catalog Number 2007036523
- Dewey Decimal Code 372.21
- Reference and Research Bk News, 05/01/2009, Page 205
About the author
Robin McWilliam is the originator of the Routines?Based Model, implemented in 10 countries and many states in the U.S. He is a professor of special education at The University of Alabama, where he founded and directs the Evidence?based International Early Intervention Office (EIEIO). He is also the founder and leader of the RAM Group, an international community of practice fostering the Routines?Based Model. He has formerly been a professor of pediatrics at Vanderbilt University Medical Center, a senior scientist at the Frank Porter Graham Child Development Institute, and a professor of education at the University of North Carolina at Chapel Hill. Dr. McWilliam's research centers on infants, toddlers, and preschoolers with and without disabilities, with a specific focus on child engagement, service delivery models, and collaboration with families. He has provided consultation, training, and technical assistance across the United States and in some countries overseas on providing early intervention in natural environments and on the Engagement Classroom Model. His Routines-Based Interview (RBI) is a widely used method of assessing families' needs and developing individualized family service plan (IFSP) outcomes and individualized education program (IEP) goals.Ms. Casey is the Project Coordinator for two engagement grants, Improving Engagement in Preschoolers With Disabilities and The Engagement Classroom: Developing a Model for Inclusion, at the Vanderbilt Center for Child Development at Vanderbilt University Medical Center. She trains preschool teachers on developing classroom schedules, using incidental teaching, and rating children's engagement.
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