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The document provides an overview of developmentally appropriate practice for early childhood education programs. It defines developmentally appropriate practice as curriculum based on knowledge of children's ages, abilities, interests and backgrounds. It also lists the basic components of early childhood curriculum as content, process, context and teacher. The document then discusses different approaches to curriculum planning, including content-centered, project-based, thematic and emergent approaches. It concludes by listing questions to consider when planning developmentally appropriate curricula, such as the characteristics of learners and intended learning outcomes.

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33 views

3 01notesweebly

The document provides an overview of developmentally appropriate practice for early childhood education programs. It defines developmentally appropriate practice as curriculum based on knowledge of children's ages, abilities, interests and backgrounds. It also lists the basic components of early childhood curriculum as content, process, context and teacher. The document then discusses different approaches to curriculum planning, including content-centered, project-based, thematic and emergent approaches. It concludes by listing questions to consider when planning developmentally appropriate curricula, such as the characteristics of learners and intended learning outcomes.

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Copyright
© © All Rights Reserved
Available Formats
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COURSE:

EarlyChildhood UNIT
EducationII7112 B

ESSENTIAL
STANDARD:
OBJECTIVE:

3.00
3.01

DEVELOPMENTALLYAPPROPRIATEPRACTICE
FOREARLYCHILDHOODPROGRAMS

B5 16%

Analyzeearlychildhoodcurriculabasedon
developmentallyappropriatepractice.

B2 5%

Understanddevelopmentallyappropriatepracticeand
factorstoconsiderfordevelopmentallyappropriate
curricula.

EssentialQuestions
:
Whatisdevelopmentallyappropriatepractice?
Whatfactorsshouldbeconsideredwhenplanningdevelopmentallyappropriatecurricula?
UNPACKEDCONTENT
Developmentallyappropriatepracticeisbasedon:

JohnDeweysvisionofschoolspreparingstudentstothinkandreasonforademocraticsociety
Theideathatchildrenlearnfromplay,assupportedbymanychilddevelopmenttheories

Developmentallyappropriatepracticeemphasizesknowingchildrenwell:

Theirages,abilities,andinterests
Strengthsandweaknesses
Culturalandsocialbackground

Earlychildhoodcurriculumincludes:

Activities,experiences,andinteractionswithothers

Theplannedandtheunplanned

Materials,equipment,andarrangementofrooms,facilities,andspaces
TwentyguidelinesendorsedbytheNationalAssociationfortheEducationofYoungChildren
(NAEYC)andtheNationalAssociationofEarlyChildhoodSpecialistsinStateDepartmentsof
Educationhelpensure

developmentallyappropriatepractice
.
Guidelinesareinquestionform
andmaybeusedasachecklistforcurriculumandprogramdevelopers.Threebasic
characteristicsof
developmentallyappropriatecurriculum
(NAEYC)are:

Ageappropriatenessprogramcurriculabasedonnormaldevelopmentwithinanage
span

Individualappropriateness

Individualratesofgrowth

Uniquelearningstyles

Respectforindividualchildren

Socialandculturalappropriateness

Meaningful,relevant,andrespectfulofchildrensbackgrounds

Inclusivecurriculum

Infusionofmulticulturalcontent
Basiccomponentsofearlychildhoodcurriculumarecontent,process,context,andteacher.

Content

Thesubjectmatterthatistaughtwhatchildrenshouldlearn
Reflectstheinterests,needs,andexperiencesofchildren


OBJECTIVE: 3.01

B2 5%

Understanddevelopmentallyappropriatepracticeandfactors
toconsiderfordevelopmentallyappropriatecurricula.
UNPACKEDCONTENT

Basiccomponentsofearlychildhoodcurriculum(continued)

Process

Activitiesusedsothatlearningtakesplaces
Timescheduleand/orcalendarshowingwhenlearningtakesplace

Context

Whylearningactivitiesarechosen
Tofitprogramphilosophyandgoals,culturalbackgroundsofchildren,familyand

communityinfluences
Teacher

Observesandevaluateschildrensdevelopmentallevels
Createsthecurriculum,plansactivities,andprovidesmaterials

Approachestocurriculumplanning
Wheredoescurriculumcomefrom?

Developedbydirectors,teachers,aides,parents,andcurriculumspecialists

Providedintheformofpreplannedcurriculumunits
Advantages:Helpfultostaff,savestimeandmoney
Disadvantages:Maynotmatchchildrensneeds,maylimitteachers
andleadtofrustration

Howareassessmentsusedtoplancurriculum?Assessmentsareusedto:

Providedataaboutwhatchildrenalreadyknowandcando

Identifystudentsneedsandinterests

Assesschildrensprogressovertime

Whatapproachesareusedwhenplanningcurriculum?
Note:Eventhoughthesefourapproachesaredescribedseparately,keepinmindthat
combinationsorhybridsofapproachesarealsoused.

Contentandprocesscenteredapproach
Addressesallsixdomainsofchilddevelopment(PLACES)
Basedonchildrensdevelopmentalneedsandinterests
Basiclearningmaterialsandphysicalenvironmentarekey
Includesbothdirectandindirectlearning
Usesteachablemoments

Projectsapproach
Childrendoindepthinvestigationsofspecifictopics
Projectsallowchildrentoexploreindevelopmentallyappropriateways
Example:ReggioEmiliaApproach

Thematicapproach
Curriculumactivitiesbasedonacentraltopicortheme
Themeschosenbyteacher,notnecessarilybasedonchildrensinterests

Emergentcurriculumapproach
Achildcenteredapproachanalternativetothemebasedcurricula
Curriculumemergesfromchildrensinterestsandexperiences

OBJECTIVE: 3.01

B2

5
%

Understanddevelopmentallyappropriatepracticeandfactors
toconsiderfordevelopmentallyappropriatecurricula.
UNPACKEDCONTENT

Whatquestionsshouldbeconsideredwhenplanningcurriculum?
Whattoteach

Istheinformation/skillworthknowing/doing?
Istheinformation/skilltestable/measurable?
Istheinformation/skilldevelopmentallyappropriate?

Intendedoutcomesandobjectives

Whatarethedesiredoutcomes?
Whatobjectivesandlearningactivitieswillhelpchildrenreachtheseoutcomes?
Dotheseobjectivessupportprogramgoals?
Dotheseobjectivesallowchildrentouseavarietyoflevelsof

thinkingremember,understand,apply,analyze,evaluate,andcreate?
Balanceoflearningactivities

Doactivitiessupportalldomainsofdevelopment(PLACES)?
Arebothstructuredandunstructuredactivitiesincluded?
Arebothindoorandoutdooractivitiesincluded?
Arebothactiveandquietactivitiesincluded?

Characteristicsoflearners

Atwhatratedothesechildrenwork?
Howdothesechildrenmakedecisions?
Whataretheattentionspansofthesechildren?
Whatarethelearningstylesofthesechildren?

Fieldsensitiveliketoworkwithothers,assist,andfollowmodels
Fieldindependentliketoworkontheirown,trynewthings,befirst
Visuallearnersdependonsenseofsightforlearning
Auditorylearnerslearnbestthroughhearing

Whatarethemultipleintelligencesofthesechildren?

B
odilykinesthetictheabilitytousethebodyorbodyparts
I
nterpersonaltheabilitytounderstandandrelatewithotherpeople
N
aturalisttheabilitytoseedifferencesamonglivingthings
M
usicaltheabilitytothinkinmusic,recognizeandrememberpatterns
I
ntrapersonaltheabilitytounderstandoneself,onesstrengthsand
limitations
L
inguistictheabilitytouselanguagetoexpressandunderstandmessages

L
ogicalmathematicaltheabilitytounderstandsystemsandmanipulate
numbers
S
patialtheabilitytocomprehendtheworldofspace

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