Developmentally Appropriate Curriculum

Developmentally Appropriate Practices (DAP) is a method of teaching that is based on the research about how young children grow and learn and includes standards for high quality care and education for young children. The National Association for the Education of Young Children (NAEYC) established these guidelines more than 20 years ago. Authors Gordon and Browne state, “The DAP approach stresses the need for activity-based learning environments and is based on what we know about children through years of child development research and what we observe of their interests, abilities, and needs” (40). The three core components of DAP are: 1) what is known about child development and learning, 2) what is known about each child, and 3) what is known about social and cultural contexts in which children learn. A DAP classroom is a busy classroom where students are engaged and interacting physically with objects and persons. This classroom is full of materials, activities, and direct interactions that lead the student into active learning. The observations for this report were conducted at the Laredo Community College Camilo Prada Early Child Development Center in the blue classroom.

2. Utilize the curriculum to plan developmentally appropriate activities that promote learning and development for preschoolers and toddlers.

In order to respond this question, we must first review the history of Developmentally Appropriate Practice (DAP) and Early Childhood Education (ECE). Although ECE has been around since the creation of kindergarten in the 1800’s, the decade of the 1980’s was an important period for ECE. “By the 1980’s, meta-analysis of the well-designed US projects offered compelling evidence on the positive outcomes of [early childhood education and intervention]” (Woodhead, 2007). Therefore, there was much pressure to improve the state of education, including ECE. “The decade of the 1980’s saw numerous calls for widespread school reform, with changes recommended in teacher education, graduation requirements, school structure, and accountability measures” (S. Bredekamp, R.A. Knuth, L.G. Kunesh, and D.D. Shulman, 1992). At this time, there was an increasing concern about the quality of early childhood education for the influx number of families that needed it. This led the National Association for the Education of Young Children (NAEYC) to “begin planning a national voluntary accreditation system for early childhood programs”(NAEYC, 2014). With this planning came a need for a more specific description with regards to accreditation guidelines. Therefore, NAEYC issued a formal statement defining DAP.

Several issues are discussed in the NAEYC position statement about Developmentally Appropriate Practice (DAP). The section points out three main areas that policymakers have addressed because they realize how important these areas are to an early elementary child.

When working with young children, it is sometimes difficult to determine if they have special needs or they are developmentally behind. I have a toddler in my class who was born premature. All of the new girls think he is the youngest in the classroom (he is actually the second to oldest) and needs the most help. When this child gets upset, he tends to rock himself back and forth and scream. I have been asked numerous times if I think that this is a sign of autism. Considering I have worked with him for well over six months and he does not show any signs of developmental delays or learning issues, I have come to the conclusion that this is just his way of comforting himself. This is a prime example of why it is so important to know the children

Throughout the last 60 years or so, the High Scope curriculum has been proven to be successful through research studies and everyday successes for the children who become a part of the program. This curriculum incorporates developmentally appropriate activities, curriculum content, approaches, and environment to support a child focused atmosphere and active learning. Because of the daily routine, active participation, and learning centers; the child gains a sense of self direction and independence as they become comfortable with the routine and get the chance to make their own choices and find out their interests. Using key development indicators the teachers are able to make assessments about the child and figure out where they are

The comprehensive curriculum and assessment is guided by early childhood learning and program standards. A strong sense of principle and values produces goals that supports children as individuals and members of the family cultures and communicates partnerships with families. Implementing the correct curricula that is properly planned challenging, engaging developmentally appropriate that promotes positive outcomes for young children. When the young children are being assessed the assessment must be valid and reliable. Assessing young children’s strengths, progression and needs. By using assessments methods that are developmentally appropriate for young children. (Naeyc,

INNOVATE AND PREPARES CURRICULUMS for both indoor and outdoor activities for program participation and increase development. Delineated lesson plans that meet physical, social, emotional, and cognitive needs while being apprehensive of the different age levels and special requirements. Experience as a CY.03 Target Level for more than 6 years with all facets of childcare education and teaching. Bilingual with a broad study in Spanish to work cooperatively and guide subordinates. Implemented a safe environment for students and staff making it conducive for learning.

The education of the young mind is an important step in preparing the child for future learning experiences. The evolution of early childhood education has changed how adults and parents view the importance of offering stimulating and exciting opportunities to the very young. Early childhood Education offers the young child learning experiences that benefit them throughout their educational career. They soon embark on a whole new world of learning. These children are not only experiencing standard brain growth, but verbal and physical skills as well. Early childhood education teachers use a variation of techniques for instructing. They use lesson plans, worksheets, and even teacher resources for these young minds.

Developmental readiness is a crucial aspect of everyone’s life irrespective of age or strata. This developmental readiness focuses on physical, mental, attitudinal readiness of the individual, where a transition from one age group to another is successful. Time warping? Adults? Me? - Not likely – but it happened.  Time warping describes the time span from one age group to another, which may or may not be successful, depending on the ‘readiness’ of the individual.

The sole principle of the curriculum program is to identify the learning styles of the children, and strengthen them through learning activities that spark their interests. This is to help the children become enthusiastic learners. The content areas covered within the Creative Curriculum are: literacy, math, science, social studies, the arts, and technology. Educators of the curriculum are well-qualified and are trained to possess the ability to provide positive classroom management, build analytical skills and relationship skills. The role of the teacher is to guide the learning process. With a student-to-teacher ratio of 7:1,the teachers are there to observe and evaluate the progress of the children. The

This proposed phenomenological and quantitative study will look into the relationship between an internet based computer program intervention and a curriculum based intervention to increase student fluency among third grade students. The participants of the study will be eighteen struggling third grade students reading below third grade level in a low socioeconomic (Title I) school, in Weatherford Independent School District. The research will be conducted over a period of four weeks. During this timeframe, students will be working daily on either Istation, the internet-based intervention or AIMSweb, a teacher-led, curriculum based intervention to compare fluency results between the two intervention programs. There will be eight male and eight

There are several implications that must be taken into consideration when lesson planning for children. The main thing to take into consideration is any Individual Educational Plans (IEP’s) that are currently in place. The second thing to take into consideration are the students needs. It is very important to use surveys and open communication in order to get to know about a student’s home life; some of the students are from broken homes, therefore, this may affect the children’s school life and academics because of the varying routines at home, and/or the lack of attention or support that the children may not be getting. Another implication that may affect a student’s school life is their socio-economic status. Students may be going home to parent(s) or guardian(s) who work two or even three jobs, odd hours, and sometimes have limited understanding of academic areas. Other implications that may affect a student’s school life are the educational background, personal interests, natural abilities and different learning styles.

The need for developmental education is on the rise due to the changes in rigor in secondary and postsecondary institutions. Many students enter college unprepared academically so; many students need to take developmental coursework. Chung (2005) explains in this article how developmental education theories and practices are needed to help postsecondary students. Chung provides insight to the learning theory and approaches that would help those students become successful in school while taking into account the diverse students and their specific needs. There were two distinct approaches which were explained by Chung which are the theory-oriented approach and practice- oriented approach. Chung’s goal in his article was to “challenge conventional interpretations of theory and the relationship between the theory and practice” (pg. 3, 2005).

During student teaching, and my coursework at Iowa State, my area of strength on the teaching standards would be the subject matter specialization. The coursework for elementary education requires future teachers to take classes in all core subjects, my strongest core subject happens to be math. I have an understanding of the central concepts behind the math material in each grade, and that helps make learning experiences meaningful for all students. The content of math is easier for me to help instruct students that do not understand the material, and students that have mastered the material, more than the other core subjects. My strength in the math content has to do with two other teaching standards, instructional strategies & methods of teaching. Throughout my student teaching experience, I have used a variety of strategies to encourage students to use creative thinking, problem solving, and performance skills. This can only happen with knowing the different methods of teaching to use, I will use my evidence from my 8th grade math classroom. These lessons were effective for my 8th grade class, but might not be as effective for a younger, or older classroom.