Developmentally Appropriate Practice

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...

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Developmentally Appropriate Practice pdf




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: April 06, 2012
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: Cabraham
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Developmentally Appropriate Practice - page 1
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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Developmentally Appropriate Practice - page 2
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?
Developmentally Appropriate Practice - page 3
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 Practice - page 4
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
Developmentally Appropriate Practice - page 5
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?
Developmentally Appropriate Practice - page 6
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 _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________
Developmentally Appropriate Practice - page 7
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
Developmentally Appropriate Practice - page 8
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
Developmentally Appropriate Practice - page 9
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
Developmentally Appropriate Practice - page 10
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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