WorldCat Identities

Katz, Lilian G. (Lilian Gonshaw) 1932-

Overview
Works: 269 works in 523 publications in 4 languages and 9,187 library holdings
Genres: Conference papers and proceedings  Case studies  Abstracts  Bibliography 
Roles: Author, Editor, Other, Type designer
Classifications: LB1027.43, 372.136
Publication Timeline
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Most widely held works about Lilian G Katz
 
Most widely held works by Lilian G Katz
Engaging children's minds : the project approach by Lilian G Katz( Book )

22 editions published between 1988 and 2014 in English and Japanese and held by 1,429 WorldCat member libraries worldwide

"Why has the Project Approach proven to be so successful for engaging young children intellectually and supporting their capacities to think, predict, hypothesize, reason, and express their natural curiosity? Simply put, because project work provides meaningful contexts in which children can readily apply and perceive the usefulness of their growing academic skills. This book provides a brief history and overview of the Project Approach and a thorough explanation of how to better use this method proficiently in a wide range of educational contexts. This book is intended for teachers, early childhood practitioners, caregivers, and student teachers. Readers will learn how to apply this approach to engage children's interest and facilitate their intellectual development. The book's chapters articulate the processes and benefits of the Project Approach, identify and detail the three phases of project work, and provide specific suggestions for implementing each phase. The importance of documenting children's work to record the story of their investigation and findings is also discussed." -- Publisher's description
Young investigators : the project approach in the early years by Judy Harris Helm( Book )

15 editions published between 2000 and 2016 in English and Chinese and held by 1,259 WorldCat member libraries worldwide

"This compelling book illustrates how all children, even those considered "at-risk," may benefit from the exploratory and child-initiated nature of project investigations in order to achieve mastery of basic literary skills. It also presents student-initiated learning as a starting point for dynamic and responsive teaching. The story of how projects emerge, develop, and culminate is told through a combination of teacher interviews and vivid accounts of classroom practce. Building upon inclusionary and child-centered practices, the authors offer a much-needed perspective on the pre-primary years." "Key features: an emphasis on how teachers solve the practical problems of doing projects with young children, including selecting topics, organizing the classroom, setting up field visits, encouraging children to represent what they are learning, and involving parents; chapters written from practice and include a plan of action that enables teachers to take their first step toward following childrens' interest; photos of children engaged in projects, including some in full color; examples of children's art and writing; and classroom materials; and a step-by-step guide for teachers to use in guiding and documenting projects."--Jacket
The case for mixed-age grouping in early education by Lilian G Katz( Book )

11 editions published between 1989 and 1991 in English and held by 487 WorldCat member libraries worldwide

Mixed-age grouping of children in schools and child care centers is explored
Fostering children's social competence : the teacher's role by Lilian G Katz( Book )

8 editions published between 1997 and 2003 in English and Chinese and held by 412 WorldCat member libraries worldwide

Socially competent children are better able to learn and thrive in the classroom. Drawing from research ... offer principles and strategies to guide teachers in strengthening children's social competence ... identify common classroom practices that undermine children's social development, and ... suggest methods that teachers will find more effective
Ethical behavior in early childhood education by Lilian G Katz( Book )

11 editions published between 1978 and 1993 in English and held by 322 WorldCat member libraries worldwide

This booklet contains two essays on ethics for early childhood educators. The first essay discusses the meaning of a code of ethics, the importance of a code of ethics for working with preschool children, ethical conflicts in day care and preschool work, and steps which may be taken to help early childhood workers resolve these conflicts. Ethical issues involving parents, children, colleagues and employing agencies are discussed in some detail. The second essay recommends that the National Association for the Education of Young Children (naeyc) assume leadership in developing a professional code of ethics for early childhood educators, and proposes an initial code of ethics for early childhood educators. The code of ethics consists of principles related to three primary commitments: to each child as an individual, to each family as a unique constellation of people, and to oneself and the profession. In addition, codes of ethics for administrators/directors and policy/decision makers are included, as the ethical behaviors of teachers and other staff personnel are influenced by the perspective of these individuals. (Cm)
Early childhood education : what research tells us by Lilian G Katz( Book )

2 editions published in 1988 in English and held by 281 WorldCat member libraries worldwide

Talks with teachers of young children : a collection by Lilian G Katz( Book )

6 editions published between 1995 and 2007 in English and Chinese and held by 258 WorldCat member libraries worldwide

Expanding on previous collections, this book compiles 16 essays on pedagogical and child development issues stimulated by interaction with teachers, child caregivers, and early childhood teacher educators during the preceding 20 years. The essays were written in response and reaction to particular educational events or contexts that were especially provocative; these circumstances are described in introductions to each of the essays. The essays are divided into two parts: those in the first part address the developmental aspects of young children and their disposition for learning; those in the second section cover specific issues of teaching young children and of early childhood education as a professional field. The 16 essays are: (1) "What is Basic for Young Children?"; (2)"Distinctions between Self-Esteem and Narcissism: Implications for Practice"; (3) "Dispositions: Definitions and Implications for Early Childhood Practice"; (4) "Assessing the Development of Preschoolers"; (5) "Condition with Caution"; (6) "Education or Excitement?"; (7) "Pedagogical Issues in Early Childhood Education"; (8) "Five Perspectives on the Quality of Early Childhood Programs"; (9) "Teachers in Preschools: Problems and Prospects"; (10) "Mothering and Teaching: Some Significant Distinctions"; (11) "The Professional Preschool Teacher"; (12) "The Developmental Stages of Teachers"; (13) "Early Childhood Programs and Ideological Disputes"; (14) "The Nature of Professions: Where is Early Childhood Education?"; (15) "Ethical Issues in Working with Young Children"; and (16) "Helping Others with Their Teaching." Contains an author and a subject index. (Hth)
Talks with teachers : reflections on early childhood education by Lilian G Katz( Book )

7 editions published in 1977 in English and held by 257 WorldCat member libraries worldwide

This book is a collection of 10 papers discussing aspects of teacher development and working with children. "Teachers' Developmental Stages" outlines four developmental stages in teachers' professional growth, and suggests implications for teacher training. "Teachers in Preschools: Problems and Prospects" discusses child-adult relationships and problems in adult-child relationships, in the context of larger public issues. "Inservice Training: The Advisory Approach", evaluates the experiences of inservice advisors providing individualized help to elementary school teachers. "The Enabling Model for Early Childhood Programs" describes a non-prescriptive approach to helping communities implement their early childhood programs. "Challenges to Early Childhood Educators" focuses on four principles of teaching which apply to the education of both children and adults. "Early Childhood Programs and Ideological Disputes" discusses the functions, consequences and implications of ideological conflicts in early childhood education. "Program Planning in Early Childhood" discusses guidelines and goals. "Children's Needs for Optimum Development" is concerned with factors contributing to the healthy psychological development of children. "Condition with Caution" examines the use of behavior modification in light of the complex origins of children's behavior. "Education or Excitement" suggests that encouraging children's sustained involvement and interest is more important than providing momentary excitement. (Sb)
Reflections on the Reggio Emilia approach by Lilian G Katz( Book )

11 editions published between 1994 and 1995 in English and held by 230 WorldCat member libraries worldwide

What should be learned in kindergarten? by Lilian G Katz( Book )

1 edition published in 1993 in English and held by 181 WorldCat member libraries worldwide

Current research and perspectives in open education; [selected papers] by AA E/K/N/E National Research Conference on Open Education( Book )

4 editions published between 1972 and 1973 in English and held by 149 WorldCat member libraries worldwide

Twins in school : what teachers should know by Lilian G Katz( Book )

1 edition published in 1998 in English and held by 119 WorldCat member libraries worldwide

Issues in selecting topics for projects by Lilian G Katz( Book )

1 edition published in 1998 in English and held by 118 WorldCat member libraries worldwide

The teacher's role in the social development of young children by Lilian G Katz( Book )

3 editions published in 1991 in English and held by 114 WorldCat member libraries worldwide

The preschool and kindergarten years are the best time to help children establish a positive cycle in their social relations. Teachers and caregivers can provide models of interactive skills, set patterns for class interaction, and provide help to children who are in the process of acquiring and strengthening social understanding and skills. The purpose of this paper is to describe the many ways that teachers can contribute to young children's social development. One of the main themes throughout this discussion is the importance of teachers speaking to children warmly and directly, using matter-of-fact, straightforward speech. The first section offers a brief discussion of what is meant by social competence and how it develops; content focuses on four components of social competence and six influences on its development. The second section presents general teaching strategies for helping children achieve social competence, addressing optimal teacher intervention, social difficulties as opportunities for teaching, respect for children's feelings, and 13 aspects of authentic communication. The third section describes 12 specific teaching strategies for helping childen overcome social difficulties, including four related to fostering social understanding and eight related to strengthening interactive skills. The fourth section addresses some curriculum issues that are related to fostering social growth in young children, including balancing individual and group activities, deciding among curriculum approaches, and selecting appropriate types of materials and activities. A list of 65 references is included. (Rh)
Another look at what young children should be learning by Lilian G Katz( Book )

2 editions published in 1999 in English and held by 112 WorldCat member libraries worldwide

Academic redshirting and young children by Lilian G Katz( Book )

1 edition published in 2000 in English and held by 108 WorldCat member libraries worldwide

Assessing young children's social competence by Diane E McClellan( Book )

1 edition published in 2001 in English and held by 107 WorldCat member libraries worldwide

Otra perspectiva sobre lo que los ninos deben estar aprendiendo = Another look at what young children should be learning by Lilian G Katz( Book )

3 editions published in 2000 in Spanish and held by 25 WorldCat member libraries worldwide

Curriculum disputes in early childhood education by Lilian G Katz( Book )

2 editions published in 1999 in English and held by 17 WorldCat member libraries worldwide

Evaluando la competencia social en los ninos = Assessing young children's social competence by Diane E McClellan( Book )

2 editions published in 2001 in Spanish and held by 16 WorldCat member libraries worldwide

 
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Young investigators : the project approach in the early years
Alternative Names
Katz, Lilian G.

Katz, Lilian G. 1932-

Katz, Lilian Gonshaw 1932-

Lilian Katz British academic

카츠, 릴리언 G. 1932-

캐츠, 릴리안 G. 1932-

캐츠, 릴리언 G. 1932-

カッツ, リリアン

Languages
Covers
Young investigators : the project approach in the early yearsFostering children's social competence : the teacher's roleTalks with teachers of young children : a collection