Developmentally Appropriate Practice : Curriculum and Development in Early Education

by Gestwicki, Carol

• ISBN13: 9780766800311
• ISBN10: 0766800318
• Edition: 2nd
• Format: Paperback
• Copyright: 1998-08-19
• Publisher: Wadsworth Publishing

Summary

This new edition offers practical guidance for implementing developmentally appropriate practices for children from birth through age eight. It includes clear discussions and examples of what is best practice to nurture development of the whole child. Current issues such as readiness, whole language, multi-age grouping, and cultural diversity are addressed with an emphasis on child-centered curriculum. The application of theory to real situations, dialogues and interactions give direction to educators, caregivers, administrators and parents.

Table of Contents

Preface	ix	(2)
Acknowledgments	xi	(2)
About the Author	xiii
SECTION ONE Defining Developmentally Appropriate Practice	xiv
CHAPTER 1 What It Is	2	(17)
Background of the Guidelines	3	(3)
Developmentally Appropriate Practice--What Is It?	6	(2)
Basic Principles of Development	8	(3)
Avoiding Misunderstandings about Developmentally Appropriate Practice	11	(8)
CHAPTER 2 What It Is Not	19	(15)
Reasons for Developmentally Inappropriate Practice	20	(3)
Contrasting Developmentally Inappropriate and Appropriate Practice	23	(5)
Results of Developmentally Appropriate vs. Inappropriate Practice	28	(6)
CHAPTER 3 Understanding Play: Its Importance in Developmentally Appropriate Practice	34	(14)
What Is Play?	35	(1)
Categories of Play	35	(2)
Social Stages of Play	37	(1)
Play and Development	38	(4)
Conditions That Support Play	42	(6)
CHAPTER 4 Planning for Developmentally Appropriate Curriculum	48	(16)
Why Not Traditional Planning?	49	(3)
What Is Curriculum?	52	(1)
What Is Emergent Curriculum?	53	(2)
Strategies for Planning for Emergent Curriculum	55	(5)
What about Planning Forms?	60	(1)
Changing the Planning Process	60	(4)
SECTION TWO Developmentally Appropriate Physical Environments	64	(68)
CHAPTER 5 For Infants	66	(14)
The Nature of Babies	67	(1)
Environment to Nurture Trust	68	(2)
Environment to Nurture Attachment	70	(2)
Environment to Nurture Mobility	72	(1)
Environment for the Senses	72	(2)
Environment for Language	74	(1)
Rethink the Traditional	74	(1)
Outdoors for Infants	75	(1)
Health and Safety	75	(1)
Materials for Infant Rooms	76	(1)
Schedule Considerations	77	(1)
Things Not Seen in a Developmentally Appropriate Environment for Infants	77	(3)
CHAPTER 6 For Toddlers	80	(15)
What Are Toddlers Like?	81	(1)
What Do Toddlers Do?	82	(1)
What Do Toddlers Need?	83	(1)
Environment to Support Autonomy	84	(1)
Environment for Separateness	85	(2)
Environment for Movement	87	(1)
Environment for Self-Help Skills	88	(1)
Environment for Sensorimotor Exploration	89	(2)
Schedule and Transition Considerations	91	(1)
Things Not Seen in a Developmentally Appropriate Environment for Toddlers	92	(3)
CHAPTER 7 For Preschoolers	95	(19)
What Are Preschoolers Like?	96	(1)
What Do Preschoolers Do?	97	(1)
What Do Preschoolers Need?	98	(1)
Dimensions of Environments	99	(2)
Environment for Initiative	101	(2)
Environment for Learning through Play	103	(2)
Outdoor Play	105	(1)
Environment for Self-Control	106	(1)
Schedules for Preschoolers	107	(2)
Transitions	109	(2)
Things Not Seen in a Developmentally Appropriate Physical Environment for Preschoolers	111	(3)
CHAPTER 8 For Primary-Aged Children	114	(18)
What Are Primary-Aged Children Like?	115	(1)
What Do Primary-Aged Children Do?	116	(1)
What Do Primary-Aged Children Need?	117	(1)
Differences in Physical Environments for Primary-Aged Children	118	(1)
Environment for a Sense of Industry	119	(5)
Environment for Literacy	124	(1)
Environment for Relationships	125	(1)
Schedule	126	(1)
After School Child Care	127	(3)
Things Not Found in Developmentally Appropriate Primary Classrooms	130	(2)
SECTION THREE Developmentally Appropriate Social/Emotional Environments	132	(76)
CHAPTER 9 For Infants	134	(12)
Social/Emotional Issues in Infancy	135	(2)
Developmentally Appropriate Interaction Practices	137	(1)
Respect	138	(1)
Sensitivity of Responsiveness	139	(1)
Close Physical Contact	140	(1)
Repetition and Consistency	141	(1)
Recognition of Limitations	142	(4)
CHAPTER 10 For Toddlers	146	(18)
Social/Emotional Issues of Toddlerhood	147	(2)
Developmentally Appropriate Interaction with Toddlers	149	(15)
CHAPTER 11 For Preschoolers	164	(26)
Social/Emotional Issues of the Preschool Years	165	(2)
Developmentally Appropriate Social/Emotional Interaction	167	(1)
Implications for Teachers	168	(2)
Gender Identity	170	(1)
Cultural and Racial Identity	171	(2)
Friendship	173	(2)
Teaching Prosocial Behavior	175	(2)
Guidance Toward Self-Control	177	(4)
Helping Preschoolers with Emotional Control	181	(9)
CHAPTER 12 For Primary-Aged Children	190	(18)
Social/Emotional Issues for the Primary Years	191	(3)
Implications for Teachers Planning Social/Emotional Environments	194	(3)
Self-Esteem	197	(2)
Thoughts about Games with Rules, and Competition vs. Cooperation in Developmentally Appropriate Classrooms	199	(2)
Thoughts about Mixed-Age Groupings	201	(1)
Helping Primary-Aged Children with Moral Development	202	(2)
Helping Primary-Aged Children with Emotional Growth	204	(4)
SECTION FOUR Developmentally Appropriate Cognitive/Language Environments	208	(88)
CHAPTER 13 For Infants	210	(17)
Understanding Sensorimotor Intelligence	212	(1)
Language Development	213	(1)
Principles for Cognitive Development	214	(4)
Materials Appropriate at Various Stages	218	(2)
Appropriate Adult Roles to Nurture Cognitive Growth	220	(1)
Nurturing Language Development	221	(4)
Unsupportive Cognitive/Language Environments	225	(2)
CHAPTER 14 For Toddlers	227	(18)
Understanding Toddler Cognitive Development	228	(2)
Language Development	230	(1)
Developmentally Appropriate Cognitive Environments	230	(2)
Principles of Teaching Toddlers	232	(1)
Planning	233	(1)
Materials and Activities for Sensorimotor Learning	234	(5)
Principles of Teaching Language to Toddlers	239	(2)
Group Time for Toddlers?	241	(1)
Unsupportive Cognitive/Language Environments	242	(3)
CHAPTER 15 For Preschoolers	245	(26)
Preoperational Thinking	246	(2)
Play As Developmentally Appropriate Curriculum	248	(2)
Integrated Curriculum	250	(2)
Teachers' Roles in Providing for Play	252	(10)
Summary of Developmentally Appropriate Preschool Cognitive Environments	262	(1)
Language Environments	262	(1)
Whole Language	263	(1)
Components of an Appropriate Preschool Language Environment	264	(7)
CHAPTER 16 For Primary-Aged Children	271	(25)
Preoperational and Concrete Operational Thinking and Developmentally Appropriate Practice	272	(1)
Other Aspects of Readiness for School Learning Tasks	273	(1)
Readiness	274	(2)
Cognitive/Language Goals of Primary Education	276	(2)
Components of Developmentally Appropriate Cognitive/Language Environments	278	(12)
Assessment vs. Achievement Testing	290	(6)
SECTION FIVE Steps Toward More Developmentally Appropriate Practice	296	(47)
CHAPTER 17 Helping Teachers Change to More Appropriate Practice	298	(11)
Change is Difficult	299	(1)
A Fifteen-Point Plan for Change	300	(9)
CHAPTER 18 Helping Parents and Communities Understand Developmentally Appropriate Practice	309	(13)
Reciprocal Relationships with Families	310	(2)
Facilitating Understanding of Developmentally Appropriate Practice	312	(1)
Teacher Attitudes	313	(2)
Key Issues	315	(1)
Principles for Enlisting Support	316	(2)
Strategies to Resolve Issues with Parents and the Community	318	(4)
CHAPTER 19 A Look at Programs Based on Developmental Principles	322	(21)
The Municipal Infant-Toddler Centers and Preschools of Reggio Emilia	323	(9)
The GOLD Program in Scarborough, Maine	332	(11)
Index	343