Developmentally Appropriate Teaching Strategies Korianne Shafer SOC312: Child Family & Society (BMF1441A) Art Tolentino October 27, 2014 Developmentally Appropriate Teaching Strategies Diversity encompasses numerous characteristics including socio-economic background, ethnicity, special needs, gender, and giftedness (Cazden, 2001). Today, classrooms are getting more varied and diverse with students from diverse linguistic and cultural backgrounds, and students with a disability. It
SOC 312 Week 3 DQ,Developmentally Appropriate Teaching and Quiz Purchase here http://chosecourses.com/soc-312-week-3-dqdevelopmentally-appropriate-teaching-and-quiz Description SOC 312 (Child Family and Society) Week 3 Week 3 DQ 1 Motivators You are a preschool teacher. Describe a situation in which you would use an extrinsic reward to motivate a preschooler. Discuss how these motivators could result in learned helplessness. Now give examples and
Learning Experiences RC II-1 Science / Sensory - Sand Table Age group Is 4 to 5 years old. Intended Goals -Weight -Properties of matter Materials and processes / teaching strategies -Bucket -Different in size -Sand -Texture of sand -Smell of sand -Facilitate This activity is developmentally appropriate for this age group because it teaches the children many things such as weight and properties of matter. It also teaches the children the smell and texture of the sand. This
green sand, spoons, green plastic/glass gems, foam shamrocks, gold coins, mini cauldrons, a rainbow, and a few magnifying glasses. Teaching Strategies: Use the rice or sand to hide the objects, with the spoons and magnifying glasses have the kids look for the leprechaun’s gold, or find four leaf clovers. Developmentally Appropriate: This activity is appropriate for 5-year-olds it helps children learn manage their emotions, touch with the senses and teaches cooperation and conflict resolution
Developmentally appropriate practice is based on knowledge about how children develop and learn, what is known about the needs of individual children in a particular group, and on knowledge of both the social and cultural contexts in which children live. (Bredekamp & Copple, 1997, pp. 8–9) Developmentally appropriate teaching means that we approach children from where they are and not from where we think they ought to be. Developmentally appropriate practice (DAP) suggests recognizing the
is a time of change, growth, and opportunity. According to NAEYC, developmentally appropriate teachers “must balance kindergartners’ varying abilities and needs while making sure that the curriculum fits appropriately between preschool and first grade”(NAEYC). Many kindergarten programs focus on school readiness in their classroom, which unfortunately pressures their classes to resemble a primary classroom, rather than an appropriate kindergarten. Teachers should offer inviting, well-organized classrooms
ready to learn. However, there was much debate about what and how readiness was determined. This brief dissertation describes the standards movement and its relation to developmentally appropriate practices (DAP), identifies and explains my position in regards to these approaches, and identifies a particular instructional strategy that reinforces early learning standards. The Standards Movement The standards movement emerged during former President Bill Clinton’s presidency in 1989 to ensure that
What are the characteristics of a developmentally appropriate environment for preschoolers? How do teachers aid in the development of preschoolers? According to Developmentally Appropriate Practices (DAP) teachers can design an environment by incorporating; “five areas that are important to the teacher’s role: creating a caring community of learners, teaching to enhance development and learning, planning curriculum to achieve important goals, assessing children’s development and learning, and establishing
The teaching philosophy of exceptional children: My teaching career has been spent learning how to provide appropriate support, guidance, patience, & understanding, as well as to enhance academic growth & success, for all students. My purpose as a teacher is to enrich and inspire the lives of young students with moderate/intensive needs by providing access to information instead of functioning as the primary source of information for students to flourish. My teaching methods will be to create an
Standard 2: Teaching and Learning 1. Describe your evidences: What are they? In what context were they created and/or used? The first artifact attached for Standard Two: Teaching and Learning, is a presentation of classroom management procedures. The presentation includes rules, a daily schedule, daily routines, and behavior management strategies. This presentation also informs the students of emergency procedure protocol. The students are given the teacher’s expectations of their behavior throughout