HD 341 1st Edition Lecture 4 Outline of Last Lecture I. Democratic Life SkillsII. Jean Piaget (brief)Outline of Current Lecture II. Developmentally Appropriate PracticeIII. National Association for the Education of Young ChildrenIV. 3 Core ConsiderationsV. 12 Principles of Child Development and Learning That Inform PracticeVI. 5 Guidelines for DAPVII. Framework for Decision MakingCurrent LectureDevelopmentally Appropriate PracticeNAEYCNational Association for the Education of Young Children1987position statement on developmentally appropriate practice developed as to provide clear interpretationof 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 1997revision 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 context2007revision 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 knowno prior to this, there wasn’t a big focus on ito politicians started to care- quality of childcare programs is mediocre at besto average or below average in qualityThese 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 statementsExcellence and equity- quality programs- do we have equity for children?Intentionality and effectiveness- everything we do must be intentional and we must measure its effectivenessContinuity and change- understanding that we bring with us a rich tradition and knowledge base on how children learn- look at new research and make adjustmentsJoy 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 children3 Core Considerations1. What is known about child development and learning1. referring to knowledge of age-related characteristics that permits general predictions about what experiences are likely to best promote learning and development1. we know that children have ages and stages, children develop sequentially2. fundamental things we knowb. What is known about each child as an individuali. referring to what practitioners learn about each child that has implications for how best to adapt and be responsive to that individual variation1. eternal motivation to learn something, temperament2. attachment3. learning development can vary b. What is known about the social and cultural contexts in which children livei. 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 family12 Principles of Child Development and Learning that Inform Practice1. all the domains of development and learning - physical, social, emotional, and cognitive - they are important and closely interrelated2. many aspects of children’s learning and development follow well documented sequences, with later abilities, skills, and knowledge building on those already acquired3. development and learning proceed at varying rates from child to child, as well as at uneven ratesacross from different areas of a child’s individual functioninga. physical development can take a backseat, then accelerate again laterb. the reason we don’t like to label a child as special needs early, it’s difficult to tell becausedevelopment is uneven4. Development and learning result from a dynamic and continuous interaction of biological maturation and experiencea. nature and nurtureb. nurture can change nature, and vice versa5. 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 occura. language development has a vital stage6. 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 peersa. attachment theoryb. infants spending a lot of time away from parents has huge implications on attachment8. Development and learning occur in and are influenced by multiple social and cultural contextsa. home culture and school culture needs to fit together9. 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 learning10. Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence11. 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 skillsa. practice to get better at a skillb. internally motivated12. 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 developmenta. Erikson and 8 stages of man theory, trust vs mistrust, etcb. this is exactly what Erikson is talking aboutc. mistrust, shame, doubt, guilt are all very dangerous to a child’s development because they will not take risks to try new thingsMariners Star- community of learners- teaching- curriculum- assessment- families5 Guidelines for DAP- creating a caring community of learnerso