...Developmentally Appropriate Teaching Strategies In the Steinhardt School of Culture, Education and Human Development (2008) it describes the management of a classroom has “to those activities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur” (Martin & Sugarman, p.9, 1993) (Steinhardt School of Culture, Education, and Human Development, 2008). In the class of culturally diverse children , the teacher has to receptive and appreciative of the diverse cultures which is represented by the students. The first challenge most teachers do not appreciate the fact that their culture is not necessary the right approach to situations or even lives. They will endeavor to conform the students or children to their own beliefs, which will inturn the students in a rebellious classroom, full on insuborination and indiscipline. The main perspective article explains by Southern Poverty Law Center in reference to a quote by one high school student which the student quoted by expressing his disappointment of the teacher at his school “think they know what’s wrong with us. But they don’t know. If people want to helpus, they have to see what we’ve been through, not from what their own experiences tell them” (Southern Povery Law Center, 2014). In this paper it says that many schools in the United States that the teaching staff are all middle aged, middle class, and monolingual and that they intend to represent or teach highly diversified...
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...Goal/Objective : Children learn the dangers of fire | Materials Needed: · plate · candle, & matches · play dough · jar & colored | Process and Teaching Strategies · Use playdough to stand candle up in the middle of the plate, then pour colored water around the candle. Teacher then lights the candle and talks to children about the danger of matches and fire. Put the jar over the candle and watch the flames disappear| How is this activity developmentally appropriate? It teaches children they should only handle with an adult | Resource II - Language and Literacy | Activity: Learning to write your name |Age Group: 3 year olds | Goal/Objective : help child write his/ her name | Materials Needed: · chalk · sidewalk· | Process and Teaching Strategies · Let the child see his/her name. Make marks everywhere. Provide a vertical writing surface. Give fingers a workout. Hunt for letters| How is this activity developmentally appropriate? It gives the child a chance to write and see their name spelled out | Resource II - Creative Arts | Activity: Foot Tracing|Age Group: 3 year olds | Goal/Objective : Team work | Materials Needed: · drawing paper· crayons· markers | Process and Teaching Strategies · Give each child a partner and take turns tracing each others foot | How is this activity developmentally appropriate? Gives the opportunity to interact with one another | Resource II - Fine Motor (indoor acitivty)| Activity: Cut...
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...Developmentally Appropriate Teaching Strategies Monica Santo SOC 312: Child, Family, & Society Instructor: Jeanette Maxey July 13, 2015 Developmentally Appropriate Teaching Strategies Teachers in today’s classrooms have a challenging position in making sure to use developmentally appropriate teaching strategies with culturally diverse children. Not all children learn and understand information in the same way especially, when coming from different cultures. Developmentally appropriate practice (DAP) teaching strategies can aid teachers in helping children meet certain learning goals. Teachers can select a DAP teaching strategy that is suitable with the particular culturally diverse classroom to help every child learn. Although DAP teaching strategies are effective for culturally diverse children, teachers may encounter challenges when utilizing a teaching strategy. Stereotyping is a challenge that teachers may encounter when ensuring teaching strategies are developmentally appropriate for culturally diverse children. Teachers should not make decisions about a child such as who the child is or their abilities based on their culture. Teachers may compare one child to another when the children share the same cultural background and then assume that using the same teaching strategy will be effective for all children from that same culture. A teacher should not base a child’s abilities or weaknesses on the culture of the child. Even positive stereotyping does not get...
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...Developmentally Appropriate Teaching Strategies Brenda Harris SOC 312 Child, Family & Society Yvette Morelori July 3, 2016 Developmentally appropriate practices refers to the concept that the teaching strategies should support children’s individual needs and interests according with what they are physically and mentally ready to learn (Jaruszewicz, 2013). Starting in the home, children get their mentality and ideals through acknowledging, encouragement, giving assistance and direction from the adult figure that they are in contact with at the time. The ways in which children learn and develop will ultimately affect how they process the messages they receive from their microsystems, thus play a role in their attitudes and beliefs (Bojczyk, Shriner, & Shriner, 2012). In Piaget’s second stage of developmental the preoperational stage children begin to develop their own attitudes and beliefs about the world around them (Bojczyk, Shriner, & Shriner, 2012). Children are continuously learning in the preoperational stage and learning to find their own way. Parents are critical agents of intentional socialization by explicitly teaching children specific beliefs and values that are part of the family’s cultural and religious values (Bojczyk, Shriner, & Shriner, 2012). Each of the strategies for teaching in a culturally diverse classroom go hand in hand so that if one of the strategies do not work you can use another to fit the children’s needs. Different...
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...Effects of Michigan Common Core State Standards on Developmentally Appropriate Practices in Early Childhood Classrooms Effects of Michigan Common Core State Standards on Developmentally Appropriate Practices in Early Childhood Classrooms Introduction As an early childhood teacher in 2013, I am constantly feeling challenged and overwhelmed by mandated curriculum from the State of Michigan. With the recent implementation of Michigan Common Core State Standards, I began to feel the pressure of teaching curriculum that the children do not seem to understand. I began to wonder why? Is it because I failed to deliver the lesson? Is it due to concepts being too difficult? Are the standards appropriate for all learners and where they are in their development? During my career spanning over twenty years, I have believed and am dedicated to providing a classroom environment that is developmentally appropriate for my early learners. I believe the problem is that Michigan's Common Core State Standards are causing early childhood teachers to teach in ways that are not developmentally appropriate. These beliefs brought me to this topic and caused me to ponder if others feel the way I do. Are the Common Core State Standards mandated by the state of Michigan are creating early childhood classrooms that are not developmentally appropriate as perceived by myself and my colleagues. I believe that early childhood classrooms should be free of mandates from the...
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...Purdue Lesson Plan Form Teacher Name: Jessica Oertel Resources: Teaching Sport Concepts and Skills Unit: Bocce Ball Skills: knocking the opponents ball away from the jack Equipment Needed: 3 bocce ball sets Grade: 9 # of students: 16 Lesson #: 2 Safety: Students will stand behind the thrower when they are throwing the bocce ball to the jack. Be aware of the other game. Pre-requisite Skills: Throwing to a target Technology: Stop watch (time task and games), HRM Teaching Style: Tactical games Global Goal: SWBAT knock away the opponents ball from the jack. Indiana Standards: Applies the terminology associated with exercise and participation in selected individual performance activities, dance, net/wall games, target games aquatics, and/or outdoor pursuits appropriately (S2.H1.L1) Exhibits proper etiquette, respect for others and teamwork while in engaging in physical activity and/or social dance (S4.H2.L1) Lesson Objectives: Cognitive (1), Affective (1), Psychomotor (1) Assessment for each objective must be included | Time | Lesson Focus and Transitions/ Extensions/ Applications/Assessments (introduction to closure) (include adaptations for students with special needs) | Organization (Draw set up) | Refinements/Cues | | 15 sec. | WISG you can begin your activity. When I say freeze you must put down your equipment and you have 5 seconds to hustle into me. CFU: What happens WISG? What happens when I say freeze? | Set #1TS S S SS S ...
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...Developmentally appropriate practices (DAP) describe an approach to education that focuses on the child as a developing human being and lifelong learner. This approach recognized the child as an active participant in the learning process; a participant who constructs meaning and knowledge through interaction with others, friends and family, materials and environment (Houser, D. & Osborne, C). Developmentally appropriate practices require teachers to make decisions in the classroom by combining their knowledge of child development with an understanding of the individual child to achieve desired and meaningful outcomes (Houser, D. & Osborne, C). Research shows that developmentally appropriate practices ensure success in the early grades (Novella, R.). The approach fosters active participation by the child in the learning process. In this process of learning, the teacher acts as the facilitator and guides the child through the activities of the day, in order to reach an outcome the child feels is meaningful. The NAEYC has supportive evidence that suggests that the success or failure of a child in his or her early stages in school could predict the outcome of how they perform later in school (Houser, D. & Osbourne, C). This is why there is so much importance placed upon developmentally appropriate practices. Teachers need to realize that teaching methods do have an effect on how students academically develop later in life. An adaptation from the Developmentally Appropriate Practices...
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...According to recent research, young children are enthusiastic about learning and emphasis should be placed on skills that foster early literacy and language development (LaRocque & Darling ,2008). Research suggests best practice when teaching young children literacy skills is to connect previous or background knowledge in order to reach the developmental domains of language, concepts, social, emotional and motor skills. In addition, kindergarten children should be introduced to emergent literacy skills that include phonological awareness, print awareness and vocabulary (LaRocque & Darling, 2008). This can be achieved through various environmental characteristics such as print rich classrooms, literacy rich centers and circle times. These characteristics foster literacy as well as language rich experiences for all children as well as those who come from disadvantage backgrounds. In order for meaningful literacy learning to take place, children must link the newly learned knowledge to their own cultural or family experiences (LaRocque & Darling, 2008). This essay will identify three developmentally appropriate instructional strategies for all young children as well as those with diverse learning needs. The first literacy instructional strategy appropriate for young children is small group instruction that includes three to five children for approximately twenty to thirty minutes. Small group instruction is teacher directed and includes specific letter study and fine motor skills practice...
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...Appropriate Classroom Environment Taheera Clark Administration of Early Childhood Ed. Programs ECE312 Professor Toro January 16, 2012 Developmentally Appropriate Practices are based on research that proves overwhelmingly that quality early childhood experiences foster optimal development of the whole child. The classroom serves as a developmentally appropriate learning environment which supports children’s initiatives to explore, investigate, observe and experiment, while allowing for appropriate risk taking within safe boundaries. In a developmentally appropriate classroom, assessment of young children is ongoing, authentic, and purposeful. Observational assessment shows children’s progress over time, while work samples and documentation of students’ work help to guide the curriculum plan. Teachers adapt instruction to the developmental needs and learning styles of the students; results of assessment are used to improve and individualize instruction. Teachers create an intellectually engaging, responsive environment to promote each child’s learning and development. This environment fosters self-esteem, self-concept and social competence. The following guidelines describe aspects of a developmentally appropriate environment: * The classroom contains areas in which children can select and plan their activities. * The classroom has areas for quiet and active social interactions. * The classroom contains clearly labeled areas with words and pictures to encourage...
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...NAME: ARNEJO, MURIELLE ANNE C. BEED-ECEIII 1.Reflected diary-A reflective journal is a means of recording ideas, personal thoughts and experiences, as well as reflections and insights a student have in the learning process of a course. In addition to the demands of a typical written assignment (e.g. able to give definition on concepts, demonstrate basic understanding of course materials), reflective journal requires the students to think more deeply, to challenge their old ideas with new incoming information, to synthesize the course materials they have learnt into their personal thoughts and philosophy, and also to integrate it into their daily experiences and future actions. The benefits of the reflective learning process are usually accumulated over a period of time, in which the students usually show a series of developmental changes, personal growth and changes in perspectives during the process. 2.journal-journal is an academic magazine published on a regular schedule. It contains articles written by experts in a particular field of study, based on research or analysis that the author, or authors, did. That research might include case studies in the medical field, primary source research in the field of history, or literature analysis. Journal articles are written for experts or students of that particular field who have an advanced field-specific vocabulary and knowledge. A personal record of occurrences, experiences, and reflections kept on a regular basis;...
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...It May Concern: I would like to express my concern in this letter as a parent of one of the children in the Kindergarten class at your school. I am disturbed about the use of mandated textbook curriculum you for the Kindergarten students in the development of their literacy skills. I have a strong disagreement and feel that this text-book curriculum is not developmentally appropriate for the children in Kindergarten. In my opinion, Developmentally Appropriate Practice (DAP) is more suitable since it involves doing things in much better way. The age of the children ask that they have classes that will promote and support the development of wide range of abilities and interests of children through the conduct of relevant activities that optimized fun in learning. In support to the increasing quantity of human brain development, early childhood professionals should adapt innovative and appropriate means to address children’s learning and assist them in the best possible ways to become successful in cognitive, social, physical and emotional aspects. Jaruszewicz (2012) reported that various instructional materials and strategies are encourage in using DAP. Children have the chance to be creative and free to move aroundto to move around the classroom as much as they want. They are also free to write in their books rather than in already drawn books. Aside from that, children are able to learn through experience and understand themselves. These experiences include: writing, skill instruction...
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...theme into an engaging story that can be shared with children and families. Choose one of the following themes for your storybook: 1. 1. Engaging in Physical Activity 2. Nutritious Eating 3. Illness/Infection Prevention 4. Staying Healthy in School 5. Staying Healthy at Home Once you have selected your theme, you will use either Storybird or PowerPoint to design and share your story. The story/presentation will discuss the chosen theme by presenting at least five teaching points to children in a developmentally appropriate, creative, and engaging way. These could be facts from the textbook, ideas, strategies, or information that are important to understand. For example, you may wish to include a page on how to wash hands. Washing hands would be a teaching point that you want them to understand. This may include the recommended steps to proper hand washing, and may also include pictures, sounds, or audio to help engage children. Be as creative as you’d like, but be sure to include at least five teaching points related to your theme. The storybook or PowerPoint should be 10 to 15 pages/slides in length (not including the title and reference pages/slides). You will include two to three scholarly sources to support your theme. Be sure to cite these in APA format on the reference page. Paste the link to your Storybird onto a Word document for submission or upload your PowerPoint in the assignment...
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...focuses on effective education-based collaboration strategies for special educators who have multiple roles and serve numerous functions when designing and implementing developmentally appropriate and challenging learning experiences for students with a disability. As the special educator job is multifaceted, additional focus is on formulating a team-centered framework that provides academic support for various service delivery models. Additionally, candidates will learn how to effectively collaborate through verbal, written, and digital communication with collaborative transition team members who enable students to meet 21st century standards post-high school completion. This course is designed to examine effective collaborative relationships in various educational settings and analyze ways to create a collaborative school culture that promotes professional growth and leadership. Candidates will assess proactive problem solving strategies used during school-based conflict that effectively communicate and collaborate with parents, school personnel, resource specialists, and community transition specialists. This includes identifying and evaluating personal strengths and weaknesses in conflict resolution and recognizing verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members. Additionally candidates will learn how to formulate instructional delivery strategies and curriculum material that address 21st century...
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...presentation designed for a parent meeting. The goal is to inform parents of how your program aligns curriculum plans with early learning standards, educate parents on Developmentally Appropriate Practice (DAP), provide examples of specific curriculum/activity plans, share assessment strategies, and advocate for the importance of play and socialization in young children’s learning. Your PowerPoint presentation must include: An introduction to early learning standards and the program’s vision for young children’s learning Identification of developmentally appropriate practices for teaching young children An overview of a lesson plan for each of the following: Literacy Math Science Creative Arts Details outlining the importance of play and socialization in young children’s learning, growth, and development Assessment strategies for the assessment of children’s learning, growth, and development Resource list to include a list of books, web pages, and/or other resources used to plan curriculum Summary of the importance of early learning standards and well-planned activities, and how these foster young children’s learning Preparing the Final Project You are encouraged to creatively address the material using graphics, visuals, charts, and/or graphs as appropriate. Slides should be d...
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...This paper will discuss developmentally appropriate methodologies in teaching language and literacy to young children across a developmental curriculum. Also to be discussed will be the aspects/knowledge of language, language diversity and Theoretical Perspectives. There is now evidence that it is never too early to teach a child. Through research it has been discovered that the infant even before he/she is born can hear sound and as we know that is how we acquire language, by hearing spoken words. According to Otto (2010), language development begins when language speakers assume that an infant is a participating partner in conversational settings, even though it is months before the child is able to begin using conventional words. In an article written by Dr. Carmelita Lomeo-Smrtic,Ph.D, she wrote that “Teaching children to become literate members of society is a daunting task, often relegated to the elementary teacher. However, research on teaching children to become literate suggests that this process must begin well before kindergarten. Research suggests that children are primed for learning language in utero. Also from the Otto text, “research on children’s perception of speech and the development of the auditory system in utero has determined that the fetus can perceive sounds beginning with the 25th week of gestation and at the 35th week a fetus’s hearing acuity is at a level similar to an adult’s (2010). Knowing all...
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