HD 341 1st Edition Lecture 4 Outline of Last Lecture I Democratic Life Skills II Jean Piaget brief Outline of Current Lecture II Developmentally Appropriate Practice III National Association for the Education of Young Children IV 3 Core Considerations V 12 Principles of Child Development and Learning That Inform Practice VI 5 Guidelines for DAP VII Framework for Decision Making Current Lecture Developmentally Appropriate Practice NAEYC National Association for the Education of Young Children 1987 position statement on developmentally appropriate practice developed as to provide clear interpretation of quality in early childhood practice and in response to the growing trend to push down curriculum and teaching methods appropriate for older learners to kindergarten and preschool 1997 revision in response to critiques within the field teacher as a decision maker developmental goals and challenging and achievable consideration of social and cultural context framework was created to have teachers make decisions on what they do in the classroom state standards were coming into play this was an answer to that recognizing diversity of families and cultures within education children are raised within social and cultural context 2007 revision in response to the changing context in which early childhood programs operate growing role of public schools increasing focus on narrowing the achievement gap identifying the key components of quality programs disconnect between language used in the early childhood programs vs public schools closing the achievement gap in early childhood became more well known o prior to this there wasn t a big focus on it o politicians started to care quality of childcare programs is mediocre at best o average or below average in quality These notes represent a detailed interpretation of the professor s lecture GradeBuddy is best used as a supplement to your own notes not as a substitute o this caused NAYEC to keep revising their mission statements Excellence and equity quality programs do we have equity for children Intentionality and effectiveness everything we do must be intentional and we must measure its effectiveness Continuity and change understanding that we bring with us a rich tradition and knowledge base on how children learn look at new research and make adjustments Joy and learning completely interwoven in early childhood children are joyful and play have internal motivation to learn new things we need to keep that in the forefront of our mind as we create new programs for children 3 Core Considerations 1 What is known about child development and learning 1 referring to knowledge of age related characteristics that permits general predictions about what experiences are likely to best promote learning and development 1 we know that children have ages and stages children develop sequentially 2 fundamental things we know b What is known about each child as an individual i referring to what practitioners learn about each child that has implications for how best to adapt and be responsive to that individual variation 1 eternal motivation to learn something temperament 2 attachment 3 learning development can vary b What is known about the social and cultural contexts in which children live i referring to the values expectations and behavioral and linguistic conventions that shape children s lives at home and in their communities that practitioners must strive to understand in order to ensure that learning experiences in the program or school are meaningful relevant and respectful for each child and family 12 Principles of Child Development and Learning that Inform Practice 1 all the domains of development and learning physical social emotional and cognitive they are important and closely interrelated 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 as well as at uneven rates across from different areas of a child s individual functioning a physical development can take a backseat then accelerate again later b the reason we don t like to label a child as special needs early it s difficult to tell because development is uneven 4 Development and learning result from a dynamic and continuous interaction of biological maturation and experience a nature and nurture b nurture can change nature and vice versa 5 early experiences have profound effects both cumulative and delayed on a child s development and learning and optimal periods exist for certain types of development and learning to occur a language development has a vital stage 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 relationships with peers a attachment theory b infants spending a lot of time away from parents has huge implications on attachment 8 Development and learning occur in and are influenced by multiple social and cultural contexts a home culture and school culture needs to fit together 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 and interactions are effective in supporting all these kinds of learning 10 Play is an important vehicle for developing self regulation as well as for promoting language cognition and social competence 11 Development and learning advance when children are challenged to achieve at a level just beyond their current mastery and also when they have many opportunities to practice newly acquired skills a practice to get better at a skill b internally motivated 12 Children s experiences shape their motivation and approaches to learning such as persistence initiative and flexibility in turn these dispositions and behaviors affect their learning and development a Erikson and 8 stages of man theory trust vs mistrust etc b this is exactly what Erikson is talking about c mistrust shame doubt guilt are all very dangerous to a child s development because they will not take risks to try new things Mariners Star community of learners teaching curriculum assessment families 5 Guidelines for DAP creating a caring community of learners o teaching citizenship teaching to enhance development and learning o curriculum