Developmentally appropriate practice for early childhood programs
1 / 21


  • Uploaded on

DEVELOPMENTALLY APPROPRIATE PRACTICE FOR EARLY CHILDHOOD PROGRAMS. Essential Questions : . What is developmentally appropriate practice? What factors should be considered when planning developmentally appropriate curricula? . Developmentally appropriate practice is based on:.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Essential questions l.jpg
Essential Questions PROGRAMS:

  • What is developmentally appropriate practice?

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

Developmentally appropriate practice is based on l.jpg
Developmentally appropriate practice is based on: PROGRAMS

  • John Dewey’s vision of schools preparing students to think and reason for a democratic society


  • The idea that children learn from play, as supported by many child development theories

Early childhood curriculum includes l.jpg
Early childhood curriculum includes: PROGRAMS

  • Activities, experiences, and interactions with others

  • The planned and the unplanned

  • Materials, equipment, and arrangement of rooms, facilities, and spaces

Slide5 l.jpg

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 ensuredevelopmentally 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 children’s backgrounds

    • Inclusive curriculum

    • Infusion of multicultural content

Content l.jpg
Content process, context, and teacher.

  • The subject matter that is taught; what children should learn

  • Reflects the interests, needs, and experiences of children

Process l.jpg
Process process, context, and teacher.

  • Activities used so that learning takes places

  • Time schedule and/or calendar showing when learning takes place

Context l.jpg
Context process, context, and teacher.

  • Why learning activities are chosen

  • To fit program philosophy and goals, cultural backgrounds of children, family and community influences

Teacher l.jpg
Teacher process, context, and teacher.

  • Observes and evaluates children’s developmental levels

  • Creates the curriculum, plans activities, and provides materials

Slide11 l.jpg

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.

Slide12 l.jpg

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.

Slide13 l.jpg

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.

Slide14 l.jpg

Curriculum is adapted for those who are ahead as well as those who need additional help. Teachers recognize that children’s different background and experiences mean that they do not learn the same things at the same time in the same way.

Slide15 l.jpg

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.

Slide16 l.jpg

The classroom is decorated with children’s original artwork, their own writing with invented spelling, and stories dictated by children to teachers.

Slide17 l.jpg
Teachers read books to children individually or in small groups throughout the day, not just at group story time.

Slide18 l.jpg

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.

Slide19 l.jpg
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.

Slide20 l.jpg
Children have an opportunity to play outside every day. Outdoor play is never sacrificed for more instructional time.

Slide21 l.jpg

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.