Essay On Exploratory Learning

That’s one of them. Good job. What body part do we use in order touch things?

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 practice (DAP), was designed to ensure that youngsters are provided optimal development and learning. This is done by teachers working with young children wherever a child is developmentally and working with them in both a group setting and as individuals. When working with children, the teacher needs to make sure that all children are meeting achievable and challenging goals. The NAEYC developed twelve principles of ensure that children are being provided DAP (“Developmentally Appropriate Practice,” 2009).

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.

The NAEYC statement on developmental practice indicates change and continuity and change in the early childhood education field is vital due to the fact that their main commitment is excellence and equity. Nevertheless, all new knowledge gained over time has been advanced and increased. This means that with understanding, it has allowed us to revise and refine ideas for promoting children's development and learning. With developmentally appropriate practice, meeting and enabling the children are required. This means that teachers should get to know them well and push them to reach goals that may be a challenge but are achievable for them.

Developmentally appropriate practices, sometimes known as DAP, is the study of how young children develop and learn in effective environments. It is designed to promote young children’s optimal learning and development. Teachers meet the children in there stage of development and help them meet their appropriate guidelines. In DAP teachers must know about child development and learning, what is individually appropriate, and what is culturally important to the children.

In 2015 the American Federal Government received 3.176 trillion dollars in taxes (‘whitehouse.gov’, 2015). In the same fiscal year, the American Federal Government spent 3.759 trillion dollars. Those trillions were collected by its Internal Revenue Service which is governed by Internal Revenue Code. The Internal Revenue Code is 74,608 pages long. For comparison the New American Edition of the Holy Bible is 1,900 pages. American taxpayers don’t want tax professionals; American taxpayers need tax professionals who specialize in navigating the current labyrinth that is the IRC. Americans are obligated to pay for the services the government provides. There’s an old saying about “a fool and his money”. Americans may be some the most charitable people in history, but they would be foolish not to protect themselves from overpaying taxes. It is virtuous to attempt to save the wealth one has generated in ones lifetime in order to secure prosperity for their families and posterity.

1. Developmentally appropriate practice as defined by NAEYC is a “framework of principles and guidelines for best practice in the care and education of young children, birth through age 8. Children cannot perform tasks that they are not yet developmentally capable of doing and teachers have to be aware of this. One would not expect a one year old child to be able to write their name, not only because they are not cognitively able to understand this task, but also because their fine motor skills have not developed enough to hold a writing instrument. Therefore, most adults would realize this task is not developmentally appropriate. A kindergarten teacher, for example, can able to expect his or her students to know why it is necessary as

Your children are your pride and joy. As they get older, you start considering a return to the job market. While you want to reenter the job market, you now have a time gap on your resume. In reality, this time gap can actually be a benefit if you use it right. If you format your resume properly, you can turn your family life into an advantage.

While some children were playing “house” others were taking part in constructive play. In this stage, toddlers have a deep understanding of what various objects can do and will now try to build things with the toys and everyday objects they find around them. One child had a box of blocks and was building a train track. Once he finished he assembled a line of trains to ride along the track he had just built. He repeatedly made noises that trains usually make such as “choo-choo.” Other children were interlocking Lego blocks and creating various structures while some were playing with play-dough and sculpting

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.

"Developmentally-appropriate practice, often shortened to DAP, is an approach to teaching grounded both in the research on how young children develop and learn and in what is known about effective early education" (DAP, 2013, NAEYC).The NAEYC (National Association for the Education of Young Children) makes the principles of developmentally-appropriate practice one of its cornerstones. Developmentally-appropriate practice ensures that children do not become frustrated or bored with what they learn. It enables students to successively build upon past knowledge without any gaps. It ensures that learning remains fun and engaging: very young children are not forced to memorize facts, sit in their desks for too long, or otherwise taxed beyond the emotional and intellectual limits of their present capacities. All children can learn, but depending on the developmental stage of the child, the ways in which the learning process takes place must often be altered. It must also be remembered that not all children are functioning at their chronological age: some may need additional support while others may be more advanced. It is necessary for the teacher to understand each student's limits and strengths, developmentally.

Prior to the study, the researcher identified preferred social interactions and tangible items that might function as reinforcer. For the social interactions, pictures of the experimenter and the child engaging in these interactions were taken with a digital camera and for the tangible items, pictures of the tangible item were also taken to be used in a preference assessment. Pictures were then printed in color onto 7.62 x 12.7-cm cardstock paper. A multiple stimulus without replacement preference assessment was conducted to determine preferences for the interactions and tangible items (DeLeon & Iwata, 1996). Then a reinforcer assessment was conducted to determine whether the interactions and tangible items functioned as reinforcers for the child. A multi-element within a reversal single-subject experimental design was used for the reinforcer assessment (Graff & Gibson, 2003).

“Some toys have a powerful influence on children’s thinking, interaction with peers, and creative expression.” (Prof. Trawick-Smith) The environment around a child has an incredible impact on their development. From a home setting, to a park setting to a school setting a child is constantly learning. Many studies have been done to determine how individual toys can affect a child because it is important for parents and educators to be informed. Even though many adults have their own idea of what is a good instrument for their child's growth, research and test can help point the way.

Design A single subject design was be implemented in this quantitative study. In order to establish a baseline, there was one week of no treatment. At this time, off task behaviors were charted (listing, seat on task, throwing chairs, throwing self on floor, vocal grunts). Once baseline data had been collected and analyzed to determine the frequency and duration of the behaviors, three weeks of treatment followed. The treatment involved the implementation of a teacher designed picture exchange communication system that incorporated actual pictures of objects in the subject’s classroom and school environment. Boardmaker, software program created by Mayer-Johnson, was used for the development of some of the pictures symbols. The treatment was implemented throughout the three hours the student was in class. During the second week of the study, researcher introduced a picture communication system to student. Researcher started by introducing a picture of his preferred toy (toys). In the morning, when subject got off the bus, researcher had subject’s favorite toy car along with the picture of his toy car. When subject refused to sit on the bench and began with outbursts and throwing self on floor, researcher showed the students the toy car. Researcher then showed subject picture of toy car. Researcher gave subject picture of toy car. Researcher then had subject hand her the picture of the toy car before she gave him the actual toy car. For circle time, researcher introduced