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HDFS 3420- Lesson 9

Terms in this set (47)

See pages 280-281 in your textbook. (The following is adapted from Figure 9.14 on page 281.)

Core Considerations in Developmentally Appropriate Practice

1) Knowledge to Consider in Making Decisions
In all aspects of working with children, early childhood practitioners need to consider these three areas of knowledge: (1) What is known about child development and learning, especially age-related characteristics; (2) What is known about each child as an individual; and (3) What is known about the social and cultural contexts in which children live.
2) Challenging and Achievable Goals
Keeping in mind desired goals and what is known about the children as a group and individually, teachers plan experiences to promote children's learning and development.

Principles of Child Development and Learning That Inform Practice:
1) All the domains of development and learning—physical, cognitive, and social—are important, and they are linked.
2) Many aspects of children's learning and development follow well-documented sequences, with later abilities, skills, and knowledge building on those already acquired.
3) Development and learning proceed at varying rates from child to child, and at uneven rates across different areas of a child's individual functioning.
4) Development and learning result from the interaction of biology and experience.
5) Early experiences have strong effects—both cumulative and delayed—on children's development and learning; optimal periods exist for certain types of development and learning.
6) Development proceeds toward greater complexity, self-regulation, and symbolic or representational capacities.
7) Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive peer relations.
8) Development and learning occur in and are influenced by multiple social and cultural contexts.
9) Always mentally active in seeking to understand the world around them, children learn in a variety of ways; a wide range of teaching strategies can be effective in guiding children's learning.
10) Play is an important context for developing self-regulation and for promoting language, cognition, and competence.
11) Development and learning advance when children are challenged to achieve at a level just beyond their current mastery and when they are given opportunities to practice newly acquired skills.
12) Children's experiences shape their motivation and approaches to learning, such as persistence, initiative, and flexibility; in turn, these characteristics influence their learning and development.

Guidelines for Developmentally Appropriate Practice:
1) Creating a Caring Community of Learners
Each member of the community should be valued by the others; relationships are an important context through which children learn; practitioners ensure that members of the community feel psychologically safe.
2) Teaching to Enhance Development and Learning
The teacher takes responsibility for stimulating, directing, and supporting children's learning by providing the experiences that each child needs.
3) Planning Curriculum to Achieve Important Goals
The curriculum is planned to help children achieve goals that are developmentally appropriate and educationally significant.
4) Assessing Children's Development and Learning
In developmentally appropriate practice, assessments are linked to the program's goals for children.
5) Establishing Reciprocal Relationships with Families
A positive partnership between teachers and families benefits children's learning and development.