Chapter Ten. Creating Developmentally Appropriate Classrooms. The Importance of Age and Developmental Status. Rationale for Developmentally Appropriate Practice.
Developmentally appropriate practice (DAP): involves providing learning environments, instructional content, and pedagogical practices that are responsive to the major attributes and salient needs and interests of a given life period in order to facilitate continuing developmental progress
Developmentally appropriate practices result from decisions about the education and well-being of children based on three important kinds of knowledge:
What is known about child development and learning
What is known about the strengths, interests, and needs of each individual child
What is known about the social and cultural contexts in which children live
Cognitive developmental theory (Jean Piaget)
Psychosocial development (Erik Erikson)
Constructivist theory (Lev Vygotsky)
Cognitive development (Jerome Bruner)Theoretical Basis for Developmentally Appropriate Practice
Motivation to learn comes from the fact that children’s cognitive structures are constantly challenged.
The constructivist view differs from the traditional view of readiness by emphasizing that cognitive readiness is not determined simply by biological maturation.
Developmental domains refers to aspects of development that progress more-or-less at the same time, if not at the same rate:
Milestones (e.g., first words, independent walking) and transitions from one stage to another can be influenced by many factors:
Much of the story of human development must be written in light of cultural influences in general and of the particular persons, practices, and paraphernalia of one’s culture. And chief among these, of course, in any complex culture, will be such educational institutions as apprenticeships or formal schools.