DEVELOPMENTALLY APPROPRIATE PRACTICE FOR EARLY CHILDHOOD PROGRAMS

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DEVELOPMENTALLY APPROPRIATE PRACTICE FOR EARLY
CHILDHOOD PROGRAMS
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Essential Questions

• What is developmentally appropriate practice?
• What factors should be considered when planning
  developmentally appropriate curricula?

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Developmentally appropriate practice is based on

• John Deweys vision of schools preparing students
  to think and reason for a democratic society
• http//www.schooltube.com/video/43074/John-Dewey
• The idea that children learn from play, as
  supported by many child development theories

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Early childhood curriculum includes

• Activities, experiences, and interactions with
  others
• The planned and the unplanned
• Materials, equipment, and arrangement of rooms,
  facilities, and spaces

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Twenty guidelines endorsed by the National
Association for the Education of Young Children
(NAEYC) and the National Association of Early
Childhood Specialists in State Departments of
Education help ensure developmentally appropriate
practice. Guidelines are in question form and
may be used as a checklist for curriculum and
program developers. Three basic characteristics
of developmentally appropriate curriculum (NAEYC)
are

• Age-appropriateness---program curricula based on
  normal development within an age span
• Individual appropriateness
• Individual rates of growth
• Unique learning styles
• Respect for individual children
• Social and cultural appropriateness
• Meaningful, relevant, and respectful of
  childrens backgrounds
• Inclusive curriculum
• Infusion of multicultural content

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Basic components of early childhood curriculum
are content, process, context, and teacher.
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Content

• The subject matter that is taught what children
  should learn
• Reflects the interests, needs, and experiences of
  children

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Process

• Activities used so that learning takes places
• Time schedule and/or calendar showing when
  learning takes place

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Context

• Why learning activities are chosen
• To fit program philosophy and goals, cultural
  backgrounds of children, family and community
  influences

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Teacher

• Observes and evaluates childrens developmental
  levels
• Creates the curriculum, plans activities, and
  provides materials

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• If your child is between the ages of 3 and 6 and
  attends a child care center, preschool, or
  kindergarten program, the National Association
  for the Education of Young Children (NAEYC)
  suggests you look for these 10 signs to make sure
  your child is in a good classroom.

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Children spend most of their time playing and
working with materials or other children. They do
not wander aimlessly, and they are not expected
to sit quietly for long periods of time.
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Teachers work with individual children, small
groups, and the whole group at different times
during the day. They do not spend all their time
with the whole group.
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Curriculum is adapted for those who are ahead
as well as those who need additional help.
Teachers recognize that childrens different
background and experiences mean that they do not
learn the same things at the same time in the
same way.
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Children have access to various activities
throughout the day. Look for assorted building
blocks and other construction materials, props
for pretend play, picture books, paints and other
art materials, and table toys such as matching
games, pegboards, and puzzles. Children should
not all be doing the same thing at the same time.
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The classroom is decorated with childrens
original artwork, their own writing with invented
spelling, and stories dictated by children to
teachers.
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Teachers read books to children individually or
in small groups throughout the day, not just at
group story time.
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Children learn numbers and the alphabet in the
context of their everyday experiences. The
natural world of plants and animals and
meaningful activities like cooking, taking
attendance, or serving snack provide the basis
for learning activities.
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Children work on projects and have long periods
of time (at least one hour) to play and explore.
Worksheets are used little if at all.
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Children have an opportunity to play outside
every day. Outdoor play is never sacrificed for
more instructional time.
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Children and their parents look forward to
school. Parents feel secure about sending their
child to the program. Children are happy to
attend they do not cry regularly or complain of
feeling sick.