Starting with Character focuses on character development in infants, toddlers, and twos. This guide provides everything needed for preparing the environment, creating routines, and evaluating individual learning styles. Lesson plans and steps for creating new lessons are provided, as well as guides for evaluating children's progress. Facilitate the development of key character traits in children: caring, honesty, integrity, respect, responsibility, and self-discipline.
Cathy Waggoner has worked in the field of education since 1989 with experience as a child care director and administrator at the Promethean Foundation.
Martha Herndon, PhD, has worked as both an ECE educator and researcher since 1975.
Activities and lessons for building good character through play in infants, toddlers, and twos.
| Acknowledgments |
|
ix | |
| Introduction |
|
1 | (2) |
|
Chapter 1 What Is Good Character? |
|
|
3 | (12) |
|
Character Develops through Interactions |
|
|
5 | (1) |
|
Be Sensitive to Developmental Stages |
|
|
6 | (1) |
|
|
|
7 | (1) |
|
Character Traits to Support in Young Children |
|
|
7 | (6) |
|
|
|
8 | (1) |
|
|
|
9 | (1) |
|
|
|
10 | (1) |
|
|
|
11 | (1) |
|
|
|
12 | (1) |
|
|
|
12 | (1) |
|
Why Teach Good Character? |
|
|
13 | (1) |
|
|
|
14 | (1) |
|
Chapter 2 Character Development in the First Three Years |
|
|
15 | (6) |
|
Traditional Views on Moral Development |
|
|
15 | (1) |
|
New Insights and Perspectives |
|
|
16 | (1) |
|
The Social-Emotional Potential in Infants |
|
|
16 | (2) |
|
Character Potential Grows in Toddlers and Twos |
|
|
18 | (1) |
|
The Importance of Healthy Relationships in the Early Years |
|
|
19 | (1) |
|
|
|
19 | (2) |
|
Chapter 3 How Can We Support Character Development in Young Children? |
|
|
21 | (10) |
|
Modeling and Demonstrating |
|
|
22 | (1) |
|
|
|
22 | (2) |
|
Safe, Secure Environments |
|
|
24 | (1) |
|
Consistent Routines and Environments |
|
|
25 | (1) |
|
|
|
26 | (2) |
|
|
|
28 | (1) |
|
|
|
29 | (2) |
|
Chapter 4 Play as a Strategy for Supporting Good Character |
|
|
31 | (16) |
|
|
|
32 | (1) |
|
|
|
33 | (1) |
|
|
|
33 | (1) |
|
Representational Thinking |
|
|
34 | (1) |
|
Understanding Cause and Effect |
|
|
34 | (1) |
|
|
|
35 | (1) |
|
Valuable Areas of Play for Character Development |
|
|
35 | (6) |
|
|
|
35 | (1) |
|
|
|
36 | (1) |
|
|
|
37 | (1) |
|
|
|
37 | (1) |
|
|
|
38 | (1) |
|
Puzzles and Manipulatives |
|
|
39 | (1) |
|
|
|
40 | (1) |
|
High-Quality Play Environments |
|
|
41 | (2) |
|
Presenting the Activities |
|
|
43 | (1) |
|
Character Traits and Objectives (Table) |
|
|
44 | (3) |
|
Chapter 5 Character-Building Activities for Infants and One-Year-Olds |
|
|
47 | (24) |
|
Chapter 6 Character-Building Activities for Toddlers |
|
|
71 | (26) |
|
Chapter 7 Character-Building Activities for Two-Year-Olds |
|
|
97 | (30) |
| Alphabetical Listing of Activities |
|
127 | (4) |
| Bibliography of Children's Literature |
|
131 | (2) |
| References |
|
133 | |
Cathy Waggoner has worked in the field of education since 1989 with experience as a daycare director and now an administrator at the Promethean Foundation. Her work with young children has focused on character development and the importance of providing quality preschool for all children.
Martha Herndon, PhD, has worked as both an ECE educator and researcher since 1975. Martha received her PhD in Individual and Family Behavior from the University of Tennessee, USA, with a focus on developing programs and optimal environments for children and families.
