Developmentally Appropriate Practice free pdf ebook was written by Cabraham on January 08, 2005 consist of 21 page(s). The pdf file is provided by 123child.com and available on pdfpedia since April 06, 2012.
developmentally
appropriate
practices
with young
children
“show me and i forget;
teach me and i remember;
involve..for flexibility, with no “right” or “wrong” outcome?
encourage active learning..with
non-napping child
small, quiet “naptime
boxes”
art, music, science are all
at designated times...
Developmentally
Appropriate
Practices
with Young
Children
“Show me and I forget;
Teach me and I remember;
Involve me and I learn.”
Benjamin Franklin
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Yes, but is it
developmentally
appropriate?
When planning classroom curriculum for young children, it is
important to factor in the wide spectrum of abilities and interests of
children, as well as activities that are based on the way in which
we know children learn. As more and more research becomes
available on brain development, we, as early childhood
professionals, respond by changing and evolving in how we work
with children, and in our approaches to best assist them in reaching
their full potentials – cognitively, socially, physically, and
emotionally. “Developmentally Appropriate Practice” is more
about doing things
better
– not “right” or “wrong.”
To assist you in your planning, the following are questions to
assess how appropriate an activity may be…
Does the activity:
Allow children to participate at their own level?
Allow for flexibility, with no “right” or “wrong” outcome?
Encourage active learning through participation?
Encourage exploration and thinking?
Allow for socialization and interaction with others?
Enable children to learn through their senses?
Allow children to experience things “hands-on”?
Give children choices?
Foster children’s positive feelings about themselves?
Respect individual differences and cultural diversity?
Lend itself to being adapted if beneficial?
Acknowledge the physical needs of children?
Reflect the goals and philosophy of the center?
What
wouldn’t
you see in a
D.A.P. Classroom?
Dittos as art activities
“Rote” learning &
memorization
Waiting, lining up
Most activities teacher -
directed & large group
Forced participation
Activities with “right” &
“wrong” outcomes
All adult-oriented décor
What
would
you see in a
D.A.P. Classroom?
Open-ended art
Hands-on experiences with
real objects
Self-help skills/autonomy
Small group activities,
based on interest
Children offered choices
Successful participation
at any skill level
“Ownership” of the room
by the children reflected
Flexibility
Problem-solving
Rigidity
Compliance with adult
the only choice
Teacher frustrated with
non-napping child
Art, music, science are all
at designated times only
Small, quiet “naptime
boxes”
Media tables, easels open,
art/music/science accessible
Developmentally Appropriate
Activities and Practices are:
Based on what we know about how young
children learn
Relevant to children’s life experiences
Based on the children’s current knowledge and
abilities
Respectful of cultural and individual differences
and learning styles
Responsive to the interests and needs of the
children
Focused on the learning process, not the end
product
Thought provoking - stimulating and challenging
the minds of young children
Based on the philosophy that children are
competent and trustworthy, and can make good
decisions if given the opportunity and practice
How do we tell children…
…this is a good place to be?
…that this is
their
classroom?
…that this is a place that they can trust?
…that they can be by themselves if they
need to?
…that this is a safe place to try out ideas
and explore?
…that they are valued and respected?
From this…
to this.
SHIFTING TO BETTER CHOICES:
Example:
Better Activity:
Children color a beach ditto
Shells placed in the Sand Table
All must participate in a game
An elaborate 2 hour “graduation
ceremony” at the end of the year
Children are intrigued by the
construction going on outside,
but it isn’t the theme of the week
All children are doing art at
the table as a group
Children watch a video
on dinosaurs
The teacher has cut frogs out
of construction paper for art
Introduction of math concepts
with flashcards
Children have lost interest in the
book, but there are 6 more pages
Children are expected to do at
least one page of writing letters,
then can play when finished
15 children are lined up at the
sink to wash hands for snack
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What is the Teacher?
What is the teacher?
A guide, not a guard.
What is learning?
A journey, not a destination.
What is discovery?
Questioning the answers,
not answering the questions.
What is the process?
Discovering ideas,
not covering content.
What is the goal?
Open minds,
Not closed issues.
What is the test?
Being and Becoming,
Not remembering and reviewing.
What is the school?
Whatever we choose to make it.
- Alan A. Glatthorn
In the Developmentally
Appropriate Classroom, Children:
Create… rather than duplicate.
Move… rather than wait.
Attempt to solve their own problems… rather than tell the
Teacher, to have her solve them.
Speak… rather than listen passively.
Explore their interests… rather than just learning about what
the Teacher thinks they should learn
Make choices… rather than just being told.
Make their own lines… instead of coloring within the
Teacher’s lines.
Write their own books… rather than fill in workbooks.
Create art… rather than do pre-planned crafts.
Decide… rather than passively submit.
Learn through experience… rather than by rote.
Appreciate the process… rather than the end product.
Ask questions… rather than being told facts by adults.
Then
- Figure out the answers… rather than being told
facts .
Learn and Use skills that are of interest and meaningful…
rather than vague, abstract concepts that have no real
significance to them.
Have a schedule based on their needs… not the needs of the
adults or the program.
Adapted from “The Butterfly Garden” by Sandra Crosse
What Can Children Learn From
Self-Serve, Family-Style Meals?
To utilize social skills, and to use language to get their
needs met
Increased dexterity and small muscle development
To associate quantities of food with their level of
physical hunger
Enhanced self-esteem from experiencing independence,
and more control of their choices
Math skills: quantities, counting, measuring, comparing,
mentally dividing the amount of food by how many children,
one-to-one correspondence, etc
Problem-solving – figuring out who has the potatoes
instead of just yelling for the Teacher
Cooperation
Responsibility
Eye-hand coordination
Culture – exposure to how some families eat meals
Patience (and a more relaxed focus)
Language development
Manners
To be a more active participant in the process, and in
their environment
ca02
How to implement family-style meals:
- Implementing family-style, self-serve meals is something that
you will need to discuss and coordinate with the Director and Cook.
(Some Health Departments have specific regulations on this.)
- All classrooms will need to have enough serving bowls for each
table to get every menu item, eliminating unreasonable waiting times.
- Start “slowly” with items that are logically single quantity – like
rolls or oranges – where children take only one and then pass them.
- Do a great deal of speaking with the children about this change -
how and why, the concept of passing food, appropriate quantities, etc.
- Incorporate some pouring and scooping activities into your
lesson plans for additional practice and skill-building.
What If’s…
You have a child that
will serve himself a disproport-
ionate amount of food
Start the main dishes so
that he is “last”; talk to
him in terms of a math
problem (division)
The usual “Can we eat yet?
Can we eat yet? Can we eat yet?””
“Does everyone have
everything on their
plates? Look and see.”
(problem-solving)
Have extra serving
spoons at hand;
respectful reminders
Children put the serving spoon
in their mouth
Meals take more time
Watch to ensure that
children are “passing”;
Encourage children to
remind friends politely
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