Thursday, March 19, 2009
Developmentally Appropriate Practice...
The National Association for the Education of Young Children has long been the leading voice in defining, disseminating, and recognizing best practice in the care and education of children, birth through age 8. In 2009, the Association released the much-anticipated third edition of its principles and guidelines for teachers and others in the field of early childhood education. These principles and guidelines describe what we call “Developmentally Appropriate Practice” — that is, teaching practices that ensure that young children learn and develop to their fullest potential. Well grounded in the research on child development and educational effectiveness, and carefully reviewed by experts, Developmentally Appropriate Practice serves as a fundamental guide for all who work with young children.
So, what is Developmentally Appropriate Practice? Well, obviously it is the practice of what is developmentally appropriate for children...
• Developmentally appropriate practice requires both meeting children where they are—which means that teachers must get to know them well—and enabling them to reach goals that are both challenging and achievable.
• All teaching practices should be appropriate to children’s age and developmental status, attuned to them as unique individuals, and responsive to the social and cultural contexts in which they live.
• Developmentally appropriate practice does not mean making things easier for children. Rather, it means ensuring that goals and experiences are suited to their learning and development
and challenging enough to promote their progress and interest.
• Best practice is based on knowledge—not on assumptions—of how children learn and develop. The research base yields major principles in human development and learning (this position statement articulates 12 such principles). Those principles, along with evidence about curriculum and teaching effectiveness, form a solid basis for decision making in early care and education.
Read the NAEYC position paper, then go to view the Developmentally Appropriate Practice video program that is currently availabe to view for FREE online through April 30th. Be aware that the video is about an hour long, but is very interesting and full of useful information.
Why is Developmentally Appropriate Practice important?
Because your moment-by-moment actions and interactions with children are the most powerful determinant of learning outcomes and development. Curriculum is very important, but what the child's teacher does is paramount. Both child-guided and teacher-guided experiences are vital to children’s development and learning. Developmentally appropriate programs provide substantial periods of time when children may select activities to pursue from among the rich choices you have prepared. In addition to these activities, children ages 3–8 benefit from planned teacher-guided, interactive small-group and large-group experiences. Effective teachers are intentional in their use of a variety of approaches and strategies to support children’s interest and ability in each learning domain. Quality caregivers provide significant learning in play, routines, and interest areas, along with carefully planned curriculum that focuses children’s attention on a particular concept or topic. Further, skilled teachers adapt curriculum to the group they are teaching and to each individual child to promote optimal learning and development.
To ensure that providers can continue to provide care and education of high quality, we must be well prepared and participate in ongoing professional development. Following Developmentally Appropriate Practice will help to assure that we are providing quality care. This should be a goal for everyone in this profession!
The National Association for the Education of Young Children has long been the leading voice in defining, disseminating, and recognizing best practice in the care and education of children, birth through age 8. In 2009, the Association released the much-anticipated third edition of its principles and guidelines for teachers and others in the field of early childhood education. These principles and guidelines describe what we call “Developmentally Appropriate Practice” — that is, teaching practices that ensure that young children learn and develop to their fullest potential. Well grounded in the research on child development and educational effectiveness, and carefully reviewed by experts, Developmentally Appropriate Practice serves as a fundamental guide for all who work with young children.
So, what is Developmentally Appropriate Practice? Well, obviously it is the practice of what is developmentally appropriate for children...
• Developmentally appropriate practice requires both meeting children where they are—which means that teachers must get to know them well—and enabling them to reach goals that are both challenging and achievable.
• All teaching practices should be appropriate to children’s age and developmental status, attuned to them as unique individuals, and responsive to the social and cultural contexts in which they live.
• Developmentally appropriate practice does not mean making things easier for children. Rather, it means ensuring that goals and experiences are suited to their learning and development
and challenging enough to promote their progress and interest.
• Best practice is based on knowledge—not on assumptions—of how children learn and develop. The research base yields major principles in human development and learning (this position statement articulates 12 such principles). Those principles, along with evidence about curriculum and teaching effectiveness, form a solid basis for decision making in early care and education.
Read the NAEYC position paper, then go to view the Developmentally Appropriate Practice video program that is currently availabe to view for FREE online through April 30th. Be aware that the video is about an hour long, but is very interesting and full of useful information.
Why is Developmentally Appropriate Practice important?
Because your moment-by-moment actions and interactions with children are the most powerful determinant of learning outcomes and development. Curriculum is very important, but what the child's teacher does is paramount. Both child-guided and teacher-guided experiences are vital to children’s development and learning. Developmentally appropriate programs provide substantial periods of time when children may select activities to pursue from among the rich choices you have prepared. In addition to these activities, children ages 3–8 benefit from planned teacher-guided, interactive small-group and large-group experiences. Effective teachers are intentional in their use of a variety of approaches and strategies to support children’s interest and ability in each learning domain. Quality caregivers provide significant learning in play, routines, and interest areas, along with carefully planned curriculum that focuses children’s attention on a particular concept or topic. Further, skilled teachers adapt curriculum to the group they are teaching and to each individual child to promote optimal learning and development.
To ensure that providers can continue to provide care and education of high quality, we must be well prepared and participate in ongoing professional development. Following Developmentally Appropriate Practice will help to assure that we are providing quality care. This should be a goal for everyone in this profession!
// posted by Tammy Wachter @ 6:36 AM 
