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Understanding Developmentally
Appropriate Practices
- What are the three principle components associated with developmentally appropriate practices?: Age appropriateness, individual appropriateness, and social/culture appropriate- ness
- What are the three critical challenges impacting early childhood?: - Addressing ditterences in school success and achievement
- Integrating and aligning preschool and elementary school programming
- Improving teacher preparation, professional development and ongoing support
- Age appropriateness: Considering what is typical for a child within a given age group
- Individual appropriateness: Considering the needs of each child as a unique individual
- This morning, 18-month-old Dominique enjoyed the watercolor activity so much she painted the paper, herself, and the table! When Ms. Alyssa noticed the mess, she quickly took her paper
2 / 29 away and placed it on the counter to dry. After she washed up Dominique, she led her to another area to wait while everyone else finished. When the paint was dry, Ms. Alyssa cut Dominique's picture into a whale shape for her to take home that afternoon. Her mother was excited to see what her daughter had made and to hear all about whales and the sea animals they talked about that day...... What is this an example of?: Age appropriateness
- Social/cultural appropriateness: Considering the social and cultural contexts in which children grow and live
- Nate is 2 years and 9 months old and has just transitioned into the preschool classroom. His preschool teachers do not allow pacifiers in the classroom, because preschoolers are "big kids" now. Nate, however, still needs to take his pacifier, but only at nap time. Over the past week, they have noticed he is cranky and having behavior issues, especially in the afternoons....................................................................................................What is this an example of?: Individual appropriateness
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- Sandra is 20 months old. She sits in the corner playing with a shape-sorter toy for about five minutes when she looks up and notices Jacquie playing with a doll near the book area. She goes over to the book area, picks up a book and looks at it for a few minutes. She then throws it on top of a pile of ripped books on the floor. She wanders aimlessly around the room for five minutes, looking at the empty tables and shelves pushed up against the wall. Finally, she climbs on the table until Ms. Sheila shouts for her to get down.: The teachers need to understand the developmental needs of exploring toddlers and provide the materials and experiences that help engage them in many activities. Toddlers, especially, need to move around and climb. An appropriate place for her to climb would be outside equipment made for toddlers, or an indoor climber safely placed in the corner. Additional duplicate materials, such as books, pretend- play toys, telephones, blocks, cars, push/pull toys, sorters, and puzzles, are necessary. Most importantly, children need to actively be engaged in play activities with their teachers. Adults should not be busy doing other tasks while children are in their care.
- The adult must be consciously aware of the decisions they make about:: - Varying their teaching strategies to be more appropriate for the group and individual children
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- Preplanning and organizing the environment with learning goals and objectives in mind
- Meeting children where they are and helping them reach challenging and achievable goals
- Juan, 8 months, lies on his stomach and stretches his hand out in front of him and tries to touch Shakira's hair. She is just a few inches from his reach. Ms. Dwana shouts from the rocking chair, "John, leave her alone! She doesn't want you to touch her head." Juan turns and looks at Ms. Dwana, lays his head down, and begins to cry. Juan's mother walks in at the same time and asks Ms. Rosa, in Spanish, what Juan had done to cause Ms. Dwana to shout at him.: It is age and individually appropriate for Juan to reach and grasp. By laying him on the floor next to Shakira, he can begin to explore his surroundings and he shows he is interested in his friend. It would be more appropriate to have Ms. Dwana, or another caregiver, seated on the floor next to the children to help guide them in their natural exploration. Because Juan's family speaks another language, it might also be helpful to have someone who knows and understands Spanish in the classroom, or at least have a few phrases the caregivers can use to reinforce his home language.
- T/F: Developmentally Appropriate Practice means waiting until a child is ready to acquire new skills.: False
- Kamisha is a 3-year-old child with autism who attends a part-
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- 4-year-old Brian is playing in the sand with trucks and blocks. Mrs. Keely knows he rarely seeks others to play with him. He prefers to play by himself. Mrs. Keely doesn't seem to think this is a problem, because he will be going to kindergarten in the fall and he will have to do his work by himself anyway.- : Children progress through many stages of development during the preschool years. It is extremely important that children learn to be with and play with other children and adults. Social interaction sometimes can be encouraged and fostered by inviting children to play with toys and materials together. Adults play a major role in modeling quality play and language experiences. Age, individual temperament, and interests must also be considered while encouraging social interactions.
- T/F: Developmentally appropriate classrooms are largely unstructured to encourage free exploration.: False
- T/F: Teachers should have an understanding of child growth and develop- ment.: True
- T/F: Recognizing and adapting practices based on the cultural background of each child is a Developmentally Appropriate Practice.: True
- T/F: Developmentally Appropriate Practice activities should be
8 / 29 intentional, challenging, and achievable.: True
- T/F: The classroom must be a welcome environment for everyone's cultural background.: True
- T/F: When we use Developmentally Appropriate Practice, it means there is only one right way to teach a skill.: False
- T/F: Developmentally Appropriate Practice is a curriculum.: False
- Describe the need for quality care:
- Identify structural and process indicators of quality child care:
- Structural indicators: ...are things that are "regulable," meaning they can be monitored and are impor- tant for providing consistent care. 27..............................Process indicators: are what programs "do" to help promote development through specific activities and intentional practices. Process indicators are observable interactions.
- T/F: A child's age, personality, temperament, and family history are all factors that affect his/her development.: True
- What are some common concerns parents may have about leaving their child in child care?: Have I failed as a parent? Will my child be safe?
10 / 29 Provide opportunities for open dialog and two-way communication. Parents value and depend on your professional knowledge and experience. Be careful not to come across as a know-it-all, instead be genuine and trustworthy. Respect parents' preferences, choices and concerns for their children. Be considerate of their thoughts and dreams for their child and reassure them you are here for them. Identify the parents' strengths and weaknesses. Stay on neutral ground, leaving strong emotions out as much as possible. Keep in mind, the most important thing is that children need caring adults, at home and at school, who have their best interests at heart.
- Information parents can provide to caregivers: Health and growth history Relationship with other family members Family history (divorce, separation, remarriage, sources of family stress) Child's likes/dislikes Eating/sleeping trends at home Allergies/medical information Family culture/lifestyle
- Information caregivers can provide to parents: Interaction with other
11 / 29 children Progression in development Child's interests How they slept and ate while in care Diapering/potty information What the child did during day Information about the child's friends
- Ali Mohammed is a 4-year-old in your room. You very rarely see the mother because Ali's 18-year-old brother comes to pick him up every day. Whenever you see Ms. Mohammed, she is dressed in beautiful flowing dresses and seems very nice, but quiet. You can't understand why she won't come in and spend time with the baby! Super caregiver, what can you do?: Invite her into the room with the older brother. Use the family's customs in your room (food, music, dress and dance). Make sure the child's culture is reflected in the room through pictures or toys.
- T/F: It is unnecessary to form partnerships with uncooperative families.: False
13 / 29 negotiate conflict during various stages. Each stage of development lays foundational patterns that influence a person's ability to resolve conflict throughout life.
- Intellectual/Cognitive development theories focus on: children developing an intel- lectual understanding of their world. Children interact with materials and people in the environment to construct knowledge. Children are naturally curious about the world around them and they learn best when they are stimulated and interested in what they are doing.
- Maslow identified the following needs, in this priority order:: Physical (Basic) Needs Safety and Security (Comfort) Belongingness and Love (Social) Self- Esteem Self-Actualization (People cannot become everything they are capable of becoming until all needs are met.)
- Physi cal Air to breathe Shelter to protect Water to drink
14 / 29 Food to eat Clothes to wear: Examples Rest, sleep Food, water, formula Shelter, heat, beds Health care Employment or income Clothes
- Comfort and Safety Safety Security Stability: Examples Transportation Neighborhood Safe relationships (not domestic violence or abuse) Child care
- Social Belonging
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- Self-Actualizing Fulfill one's life with purpose and meaning Being all that one is able to be: Examples Spirituality Personal emotional response Refinement of interpersonal skills (empathy, communication, relating) Enhancement of understanding of relationships with child(ren), family, community, self
- Providing cribs that meet Florida's safety standards for infants to nap in is an example of which one of Maslow's principles?: Physical
- Changing an infant's diaper is an example of which one of Maslow's princi- ples?: Physical
- Singing quiet songs before naptime is an example of which one of Maslow's principles?: Emotional
- Comforting a crying child while you clean and bandage a scrape or scratch is an example of which one of Maslow's principles?: Both physical and emotional
- Sitting on the floor with a toddler who is playing is an example of which one of Maslow's principles?: Emotional
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- Giving water to a thirsty child is an example of which one of Maslow's principles?: Physical
- Teaching toddlers to wash their hands is an example of which one of Maslow's principles?: Physical
- Spending time with children on an individual level, such as holding or rocking an infant is an example of which one of Maslow's principles?: Emotional
- Talking to toddlers about favorite foods during mealtime is an example of which one of Maslow's principles?: Both physical and emotional
- Comforting a crying infant is an example of which one of Maslow's princi- ples?: Emotional
- Think about Developmentally Appropriate Practice that caregivers can pro- vide children to support each level of Maslow's hierarchy.: Children need breakfast in the morning and nutritious meals throughout the day to be able to play, grow and learn A predictable routine is necessary so children know what to expect and feel safe Each child needs responsive adults who encourage and support them as they develop the skills they need Children need to experience success
19 / 29 Encourage initiative. Draw attention to accomplishments by identifying what they have done versus general statements (I see you painted the whole page vs. I like your painting). Allow children to correct their own mistakes. If they spill their milk, do not shame them. Let them feel success by allowing them to clean it up with your assistance.
- What are Piaget stages of intellectual development?: Sensiorimotor Preoperational Concrete Operational Formal Operations
- Sensorimotor (birth to approximately 2 years): Children learn through sensory perception and motor activity.
- Preoperational (2 years to 7 years): Children are bound by what they experience directly and not by what they think. Children begin to use symbols (one thing that represents another). For example, using sand to make a cake. Children are egocentric; their thinking centers on themselves. They can't see things from another point of
20 / 29 view or from another perspective. For example, they do not realize that when they stand in front of the TV, no one else can see it.
- Concrete-Operational (7 years to 11 years): Children become more rational in their thinking. For example, realizing that Santa Claus probably doesn't exist.
- Formal Operations (11 years and beyond): The final stage of cognitive development, in which thinking becomes very abstract. Children think beyond the present and think about ideal situations.
- Piaget thought children create their own knowledge individually, by interact- ing with their environment. Vygotsky extended this thought by stating children create knowledge by interacting with their AND through , their culture and the use of language. One of the most important concepts of Vygotsky's theory is that there are varying developmental levels of ability.: environment' social interactions
- Two developmental levels of ability according to Vygosky:: The ability to do something with help or assistance
