Developmentally Appropriate Curriculum : Best Practices in Early Childhood Education

by Kostelnik, Marjorie J.; Soderman, Anne K.; Whiren, Alice Phipps

• ISBN13: 9780130496584
• ISBN10: 0130496588
• Edition: 3rd
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Prentice Hall

Summary

This book brings together the best information available on developing an integrated, holistic approach to curriculum and instruction for children age three to eight in such formal group settings as childcare, pre-school, and the early elementary grades. Concentrating as much on the "how" of curriculum development as on the "what and why," the authors present numerous examples and practical, research-based guidelines--organized by developmental domain--for translating theory into best practice that accommodates age-appropriateness, individual differences, and social and cultural diversity. For childcare, pre-school, and early elementary grades instructors.

Author Biography

Alice Phipps Whiren is a professor in the Department of Family and Child Ecology, College of Human Ecology, Michigan State University.

Table of Contents

Introduction	1	(2)
A Good Beginning Is Essential	2	(1)
What Is Early Childhood Education?	2	(1)
Children and Families Differ in Early Childhood Education	2	(2)
Early Childhood Programs Serve a Diverse Population of Children and Families	3	(1)
Families Are Children's First Teachers	4	(1)
Early Childhood Programs Vary in Structure and Scope	4	(2)
Early Childhood Professionals Come to the Field in Many Ways	6	(1)
What Makes Someone an Early Childhood Professional?	7	(1)
How Does Program Quality Affect Early Childhood Education?	7	(2)
Quality Makes a Difference	8	(1)
What Do High-Quality Programs Look Like?	8	(1)
Looking Toward the Future	9	(2)
PART 1 FOUNDATIONS OF EARLY CHILDHOOD EDUCATION	11	(52)
Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children	13	(26)
Why is There a Need for DAP?	14	(1)
The Early Childhood Profession Responds	15	(1)
What It Means to Be Developmentally Appropriate	15	(3)
DAP Is Age Appropriate	16	(1)
DAP Is Individually Appropriate	16	(1)
DAP Is Socially and Culturally Appropriate	16	(1)
The Essence of Developmental Appropriateness	17	(1)
General Practices Typically Associated with DAP	18	(1)
It Requires Judgment to Determine Developmental Appropriateness	19	(1)
DAP Has Historic Roots	20	(1)
There Is Empirical Support for Developmentally Appropriate Programs	20	(5)
Cognitive Outcomes	22	(1)
Social Outcomes	23	(1)
Let Us Consider Diversity	23	(1)
DAP Has Its Critics	24	(1)
What Does the DAP Debate Mean for Early Childhood Practitioners?	25	(1)
DAP Programs Vary in Structure and Content	25	(8)
The High/Scope Approach to Early Childhood Education	26	(2)
The Reggio Emilia Approach to Early Childhood Education	28	(3)
The Monstessori Approach to Early Childhood Education	31	(2)
Myths Associated with DAP	33	(3)
Implications of DAP for Professional Practice	36	(1)
Implications	37	(1)
Summary	37	(2)
Principles of Development and Learning: Implications for Effective Teaching	39	(24)
Educators Need to Know About Child Development and Learning	40	(1)
Principles of Child Development	41	(5)
Children Develop Holistically	41	(1)
Child Development Occurs in an Orderly Sequence	42	(1)
Child Development Proceeds at Varying Rates Within and Among Children	43	(2)
New Development Is Based on Previous Development	45	(1)
Development Has Both Cumulative and Delayed Effects	45	(1)
Principles of Childhood Learning	46	(8)
Children Are Active Learners	46	(1)
Children's Learning Is Influenced by Maturation	46	(1)
Children's Learning Is Influenced by the Environment	47	(1)
Children's Learning Is Influenced by Early Dispositions and Perceptions	48	(1)
Children Learn Through a Combination of Physical Experience, Social Interaction, and Reflection	49	(2)
Children's Learning Styles Differ	51	(2)
Children Learn Through Play	53	(1)
What Are the Contexts of Childhood Development and Learning?	54	(2)
The Biological Context	54	(1)
The Immediate Context	55	(1)
The Socioeconomic Context	55	(1)
The Sociocultural Context	55	(1)
Contextual Relationships and Impacts	55	(1)
The Overarching Principle of Developmental Direction	56	(4)
Simple to Complex	56	(1)
Known to Unknown	57	(1)
Self to Other	57	(1)
Whole to Part	57	(1)
Concrete to Abstract	57	(1)
Enactive to Symbolic	58	(1)
Exploratory to Goal Directed	58	(1)
Inaccurate to More Accurate	59	(1)
Impulsive to Self-Controlled	60	(1)
Summary	60	(3)
PART 2 SETTING THE STAGE FOR LEARNING	63	(172)
Planning and Implementing Effective Small-Group Activities	65	(26)
Why Plan?	66	(1)
Characteristics of Effective Planning	67	(1)
Teachers as Planners	67	(2)
Planning Basics	69	(1)
Creating Developmentally Appropriate Plans	69	(4)
Domain	70	(1)
Activity Name	70	(1)
Intermediate Objective	71	(1)
Immediate Objectives	71	(1)
Content	71	(1)
Materials	72	(1)
Procedures	72	(1)
Simplifications	72	(1)
Extensions	72	(1)
Evaluation	72	(1)
Developmentally Appropriate Teaching Strategies	73	(1)
Which Teaching Strategies Are Best?	74	(1)
Common Teaching Strategies	74	(8)
Sensory Engagement	74	(1)
Environmental Cues	75	(1)
Task Analysis	75	(1)
Scaffolding	76	(1)
Guided Practice	76	(1)
Invitations	77	(1)
Behavior Reflections	77	(1)
Paraphrase Reflections	77	(1)
Modeling	77	(1)
Effective Praise	78	(1)
Telling, Explaining, and Informing	78	(1)
Do-It Signals	79	(1)
Challenges	79	(1)
Questions	80	(1)
Silence	81	(1)
Combining Strategies to Promote Learning in Different Ways	82	(6)
Exploratory Play	82	(1)
Guided Discovery	82	(1)
Problem Solving	83	(1)
Discussions	84	(1)
Demonstrations	85	(1)
Direct Instruction	85	(3)
Making and Implementing Plans	88	(1)
Summary	89	(2)
Planning and Implementing Effective Whole-Group Activities	91	(28)
Planning Effective Group Times	93	(2)
The Opening	93	(1)
The Body	94	(1)
The Closing	94	(1)
Group-Time Transitions	94	(1)
Writing Group-Time Plans	95	(1)
Group-Time Preparations and Strategies	96	(2)
Location	96	(1)
Focus	96	(1)
Pace and Variety	97	(1)
Materials	97	(1)
Preparation	97	(1)
Active Involvement	97	(1)
Group-Time Teaching Methods	97	(1)
Preparation of Other Adults for Supporting Group-Time Learning	98	(1)
Variations on Standard Group-Times	98	(4)
Greeting Time	98	(1)
Planning Time	99	(1)
Storytelling Time	99	(1)
Music Time	100	(1)
Read-Aloud Time	100	(1)
Class Meetings	100	(1)
Brainstorming Groups	100	(1)
Minilessons	101	(1)
Author's Chair	102	(1)
Reporting Time	102	(1)
Common Questions Practitioners Ask About Whole-Group Instruction	102	(3)
Adaptation of Whole-Group Instruction for Children of Different Ages and Abilities	105	(1)
Pitfalls to Avoid During Group-Time Planning	105	(5)
Failing to Prepare Adequately	105	(3)
Relying on Whole-Group Instruction to Meet Objectives Better Addressed in Smaller Groups	108	(1)
Selecting Inappropriate Materials	109	(1)
Incorporating Too Many Routinized Activities	109	(1)
Waiting Too Long to Engage Children in Active Learning	109	(1)
Allowing Group-Times to Go on Too Long	110	(1)
Field Trips	110	(6)
Field Trip Planning	110	(4)
Field Trip Day	114	(1)
After the Field Trip	115	(1)
Field Trip Example	116	(1)
Field Trip Alternatives	116	(1)
Summary	116	(3)
Organizing Space, Materials, Time, and Children's Groups	119	(38)
Organizing the Physical Environment	120	(5)
Safety	120	(1)
Comfort	121	(1)
Space	122	(1)
Sound	123	(1)
Equipment and Material Size	123	(1)
Mobility	123	(1)
Attractiveness	123	(1)
Storage	124	(1)
Why Use Learning Centers?	125	(1)
Characteristics of Effective Early Childhood Learning Centers	125	(2)
Examples of Centers	127	(1)
Language Arts Center	128	(5)
Creative Arts and Construction Center	129	(1)
Science and Collections Center	129	(1)
Math and Manipulative Materials Center	130	(1)
Blocks Center	130	(1)
Pretend-Play Center	131	(1)
Large-Group Center	131	(1)
Sand and Water Centers	132	(1)
Outdoor Nature Center	132	(1)
Commercial Playground Centers	133	(1)
Other Centers	133	(1)
Dealing with Implementation Issues	133	(5)
Getting Started	133	(1)
Structuring Self-Sustaining Centers	134	(1)
Deciding How Many Centers to Make Available	134	(1)
Monitoring Children's Use of Centers	135	(1)
Evaluating Skill Development	135	(3)
Organizing Physical Space in the Classroom	138	(1)
Organizing Outdoor Environments	138	(1)
Adjusting the Physical Environment	138	(5)
Adding to the Environment	138	(3)
Removing Something from the Environment	141	(1)
Altering the Environment	141	(2)
Selecting Materials for Each Curricular Domain	143	(1)
General Guidelines for the Selection and Use of Materials	144	(2)
Using the Same Materials for Many Purposes	145	(1)
Organizing Time into a Schedule	146	(4)
Routines	147	(1)
Pace	147	(1)
Variety	147	(2)
Balance	149	(1)
Adaptation of the Schedule	149	(1)
Integration	149	(1)
Schedule Preparation: A Guide	149	(1)
Sample Schedules	150	(3)
Preprimary Schedule	150	(1)
Kindergarten Schedule	151	(1)
First-Grade Schedule	152	(1)
Organizing the Children	153	(2)
Homogeneous Groups	153	(1)
Heterogeneous Groups	153	(2)
Summary	155	(2)
Promoting Self-Discipline in Children	157	(24)
What Children Need to Know	158	(1)
What Self-Discipline Is	159	(1)
How Self-Discipline Evolves	159	(2)
The Earliest Days (No Regulation)	159	(1)
Adherence (External Regulation)	159	(1)
Identification (Shared Regulation)	160	(1)
Internalization (Self Regulation)	161	(1)
When the Roots of Self-Discipline Form	161	(1)
Degrees of Self-Discipline Among Children and Within the Same Child	161	(1)
Developmental Influences on Self-Discipline	162	(3)
Emotional Development	162	(1)
Cognitive Development	163	(2)
Language Development	165	(1)
Memory Skills	165	(1)
How Experience Influences Self-Discipline	165	(2)
Modeling	165	(1)
Attribution	166	(1)
Instruction	166	(1)
Consequences	166	(1)
How Adult Discipline Styles Influence Children's Self-Discipline	167	(7)
The Uninvolved Teaching Style	167	(1)
The Permissive Teaching Style	168	(1)
The Authoritarian Teaching Style	168	(1)
The Authoritative Teaching Style	169	(1)
Adoption of an Authoritative Approach to Child Guidance	169	(5)
The Relationship Between Authoritative Teaching and Developmentally Appropriate Practice	174	(1)
Authoritative Teaching and the Importance of Teamwork Among Staff	175	(1)
Questions Adults Ask About Promoting Self-Discipline in Children	176	(3)
Why Can't I Just Say ``No'' and Be Done with It?	176	(1)
What If I Am the Only Teacher in the Room?	177	(1)
Shouldn't Children Already Know How to Behave by the Time They Get to Kindergarten and First and Second Grade?	177	(1)
How Can We Promote Consistency Between the Way Guidance Is Handled in the Early Childhood Setting and How It Is Addressed at Home?	178	(1)
What Can Be Done When Conflicts Exist Between the Teacher's and Parents' Approaches to Discipline?	178	(1)
What About Sending Rule Violators to the Administrator's Office?	179	(1)
Summary	179	(2)
Evaluating and Guiding Children's Progress by Using Authentic Assessment	181	(24)
The Changing Face of Early Childhood Assessment	182	(1)
Responsible Early Childhood Assessment and Evaluation	183	(2)
Examining the Evaluator's Subjectivity---Objectivity and Skills	184	(1)
Obtaining the Child's Best Response	184	(1)
Choosing an Evaluation Setting	184	(1)
Determining the Timing of the Evaluation	184	(1)
Selecting Data Collection Strategies and Tools	185	(1)
Standardized Testing: What Part Should It Play in Evaluating Children's Progress?	185	(2)
Placement of Young Children on the Basis of Test Results	187	(1)
The Concept of Authentic Assessment	187	(1)
Strategies for Authentic Assessment in the Early Childhood Classroom	188	(10)
Screening and Readiness Procedures	189	(1)
Structured and Nonstructured Observation	189	(5)
Oral Reading Tests: Running Records	194	(2)
Teacher--Child Miniconferences	196	(1)
The Ecomap	196	(1)
Self-Appraisal by the Child	197	(1)
Organization and Use of Authentic Assessment and Evaluation Data: Portfolios and Student-Led Conferences	198	(5)
Portfolios: Matching Assessment with How Children Learn	200	(1)
Student-Led Conferences: Bringing Parents and Others into the Process	201	(2)
Summary	203	(2)
Strengthening Developmentally Appropriate Programs Through Family Involvement	205	(30)
The Changing Nature of Family Involvement in Early Childhood Education	206	(3)
Children Benefit from Family Involvement	209	(1)
Family Members Benefit from Family Involvement	209	(1)
Program Benefits from Family Involvement	209	(1)
Barriers to Family Involvement	210	(1)
Characteristics of Effective Family Involvement	211	(3)
Collaboration	212	(1)
Variety	212	(1)
Intensity	213	(1)
Individuation	214	(1)
Effective Family Involvement Techniques	214	(18)
Establishing Relationships with Families	214	(3)
Gathering Information from Families	217	(3)
Keeping Families Informed	220	(1)
Establishing Two-Way Communication Between Families and the Program	221	(5)
Integrating Families into the Program	226	(2)
Involving Men in Early Childhood Programs	228	(1)
Providing Family Education	229	(2)
Facilitating Family-to-Family Support	231	(1)
Summary	232	(3)
PART 3 THE CURRICULUM	235	(164)
The Aesthetic Domain	241	(26)
Aesthetics Defined	242	(1)
The Arts Defined	243	(1)
Scope of This Chapter	243	(1)
Aesthetic Education for Young Children	243	(2)
Importance of Aesthetic Learning	245	(1)
Relationship Between Aesthetic Learning and Knowing	245	(3)
Physical Knowledge in Aesthetic Learning	246	(1)
Logical-Mathematical Knowledge in Aesthetic Learning	246	(1)
Representational Knowledge in Aesthetic Learning	246	(1)
Social-Conventional Knowledge in Aesthetic Learning	246	(1)
Metacognition in Aesthetic Learning	246	(2)
Children's Acquisition of a Fundamental Knowledge Base for Aesthetic Development	248	(2)
Development of Aesthetic Preferences	248	(1)
Development of Musical Interests	248	(1)
Development of Vocal Music (Singing) Behaviors	248	(1)
Development of Instrumental Music Interests	249	(1)
Development of Creative Movement and Dance Interests	249	(1)
Development of Creative Visual Art Expression	249	(1)
Development of Enactment or Dramatic Behaviors	250	(1)
Aesthetic Learning and the Teacher's Role	250	(1)
Current Educational Issues	251	(2)
Teaching the Arts Without Special Training	251	(2)
Teaching the Arts by Using Adult-Designed Products	253	(1)
Responding to Children's Creative Products	253	(1)
Goals and Objectives	253	(2)
Intermediate Objectives	254	(1)
Teaching Strategies	255	(6)
Approaches to Teaching the Arts	261	(1)
Activity Suggestions	262	(3)
Summary	265	(1)
Appendix	266	(1)
The Affective Domain	267	(20)
Children's Developing Self-Awareness and Sense of Competence	268	(2)
Children's Acquisition of a Fundamental Knowledge Base for Affective Development	270	(1)
Children's Stress Reactions in Response to Overwhelming Emotional Demands	271	(1)
Promotion of Healthy Self-Esteem in the Early Learning Environment	272	(2)
Variations in Personality Development	274	(1)
Current Educational Issues	275	(2)
Including Affective Education in the Curriculum	275	(1)
Having Professional Competence	275	(1)
Debating About Touch in Early Childhood Settings	275	(1)
Meeting the Needs of Children with Special Needs	276	(1)
Acquiring Self-Esteem: Can It Be Taught or Must It Be Developed?	277	(1)
Evaluating Emotional Growth	277	(1)
Goals and Objectives	277	(1)
Intermediate Objectives	277	(1)
Teaching Strategies	278	(3)
Activity Suggestions	281	(3)
Summary	284	(3)
The Cognitive Domain	287	(26)
Cognitive Maturation	289	(3)
Contributions of Neuroscience to Understanding Children's Cognitive Development	289	(3)
Theoretical Contributions of Jean Piaget and Lev Vygotsky	292	(3)
Piagetian Characteristics of Preoperational and Concrete Operational Thought	293	(1)
Vygotskian Perspectives	294	(1)
Children's Acquisition of a Fundamental Knowledge Base for Cognitive Development	295	(5)
The Young Child as Scientist	296	(3)
The Young Child as Mathematician	299	(1)
National Expectations and Standards	300	(1)
Current Educational Issues	301	(2)
Goals and Objectives	303	(2)
Intermediate Objectives for General Cognition	303	(1)
Intermediate Objectives for Science	303	(1)
Intermediate Objectives for Mathematics	304	(1)
Teaching Strategies	305	(2)
Activity Suggestions	307	(5)
General Cognition Activities	307	(1)
Science Activities	308	(2)
Mathematics Activities	310	(2)
Summary	312	(1)
The Language Domain	313	(28)
Oral Language Development	314	(3)
Red Flags in Speech and Early Language Development	315	(2)
Children's Acquisition of Literacy: Connections Among Oral Language, Phonological Awareness, and Emerging Reading	317	(6)
Theoretical Perspectives About ``Readiness''	319	(2)
Developmentally Appropriate Enhancement of Children's Phonological Awareness	321	(1)
A Balanced Literacy Program	322	(1)
Integration of Language Experiences Across the Curriculum	323	(1)
Current Educational Issues	324	(5)
Goals and Objectives	329	(2)
Intermediate Objectives for Listening and Viewing	329	(1)
Intermediate Objectives for Speaking	329	(1)
Intermediate Objectives for Writing	329	(1)
Intermediate Objectives for Reading	330	(1)
Teaching Strategies	331	(3)
Activity Suggestions	334	(4)
Listening and Viewing Activities	334	(1)
Speaking Activity	335	(1)
Writing Activities	336	(1)
Reading Activities	337	(1)
Summary	338	(3)
The Physical Domain	341	(30)
Physical Activity	342	(12)
Importance of Physical Activity	342	(1)
Principles of Motor Development	343	(1)
Fundamental Motor Skills	343	(1)
Perceptual-Motor Skills	344	(4)
Fine-Motor Skills	348	(4)
Movement Concepts	352	(1)
Physical Activity of Children Who Have Special Needs	353	(1)
Health, Safety, and Nutrition	354	(4)
Fitness	354	(1)
Comprehensive Health Curriculum	355	(1)
Selected Health Topics	355	(3)
Current Educational Issues	358	(3)
Goals and Objectives	361	(1)
Intermediate Objectives	361	(1)
Teaching Strategies	361	(4)
Gross- and Fine-Motor Skills	361	(2)
Perceptual-Motor Skills	363	(1)
Health, Nutrition, and Safety	364	(1)
Activity Suggestions	365	(4)
Summary	369	(2)
The Social Domain	371	(28)
Social Skill Development	373	(5)
Children's Friendships	374	(3)
Prosocial Behavior: Acting Positively Toward Others	377	(1)
Socialization: Children's Behavior and Adult Expectations	378	(1)
Social Responsibility	379	(3)
Valuing Diversity	379	(2)
Becoming Environmentally Aware	381	(1)
Social Studies	382	(3)
Goals for Social Studies	383	(2)
Social Studies in the Classroom	385	(1)
Relationship Between the Social Domain and Cognition	385	(1)
Current Educational Issues	386	(2)
Understanding the Relationship Between Social Development and Social Studies	386	(1)
Teaching Peace: The Classroom and Beyond	386	(1)
Embracing Diversity: Interpretations and Misinterpretations	386	(1)
Determining How the Social Domain Fits into the School Day	387	(1)
Goals and Objectives	388	(1)
Intermediate Objectives	388	(1)
Teaching Strategies	388	(3)
Activity Suggestions	391	(5)
Summary	396	(3)
PART 4 INTEGRATING CURRICULUM	399	(60)
Integrating Curriculum Through Pretend and Construction Play	401	(30)
Characteristics of Play	402	(12)
Elements of Pretend Play	403	(1)
Types of Pretend Play	404	(3)
Construction Play	407	(1)
Types of Construction Projects	408	(1)
Comparison of Construction and Other Related Activities	409	(2)
Construction and Materials of Choice	411	(1)
Independence of Materials from the Ideas They Represent	411	(1)
Individual Differences in Children's Pretend and Construction Play	412	(2)
Pretend and Construction Play Across the Curriculum and in Development	414	(5)
Cognitive Domain	415	(1)
Aesthetic Domain	415	(1)
Affective Domain	416	(1)
Language Domain	416	(1)
Physical Domain	417	(1)
Social Domain	417	(2)
Integration of Multiple Domains	419	(1)
Teachers' Questions Regarding Pretend and Construction Play	419	(5)
Promotion of Play Skills	424	(4)
Customary Strategies to Enhance Play	425	(3)
Summary	428	(3)
Integrating Curriculum by Using Themes and Projects	431	(28)
What Theme Teaching Is	432	(1)
How Themes Contribute to Children's Concept Development	433	(1)
Conceptual Development	433	(1)
Link Between Concepts and Themes	433	(1)
Additional Benefits for Children	433	(1)
Teachers' Benefits	434	(1)
Program Effects	434	(1)
Focusing on Content	435	(1)
Focusing on Process	435	(1)
Integrating Content and Process	435	(1)
Negative Aspects of Theme Teaching	435	(2)
Principles of Effective Theme Teaching	437	(1)
How to Create Thematic Units	437	(15)
Exploring Sources of Ideas	437	(1)
Considering Essential Theme Criteria	438	(2)
The Project Approach	440	(2)
Creating an Information Base	442	(1)
Developing Activity Ideas	442	(1)
Making a Plan	443	(1)
Implementing the Theme	444	(3)
Adapting ``Apples in the School Yard'': An Apple Theme	447	(5)
Common Questions About Themes and Projects	452	(5)
Must Every Activity Relate to the Theme?	452	(1)
How Long Does a Typical Thematic Unit or Project Last?	452	(1)
Is There a Difference Between Planning Themes for 3- and 4-Year-Olds and Planning Themes for 6- to 8-Year-Olds?	452	(1)
How Do I Use Themes and Projects with So Much Required Content to Cover?	453	(1)
Is Repeating a Theme Ever Appropriate During the Year?	454	(1)
What About Repeating Themes from One Program Level to the Next?	454	(1)
Is There One Best Way to Cover Particular Concepts?	454	(1)
What About Having All My Themes and Projects Revolve Around Holidays?	455	(1)
How Do I Know That Children Are Developing More Sophisticated, Complex Concepts?	456	(1)
Summary	457	(2)
Appendix: Sample Lesson Plans	459	(8)
References	467	(18)
Name Index	485	(6)
Subject Index	491

Excerpts

Every adult needs a child to teach. It's the way adults learn. --Anonymous What are developmentally appropriate practices, and how effective are they? How can we create the best programs for young children? As early childhood educators, what is our role in shaping children's educational experiences? What is the child's role? What is the role of the family and community? How can we tell if children are actually learning? Questions such as these are typically asked by early childhood professionals-in-training as well as by seasoned practitioners in the field. Our work with students and increasing numbers of educators probing for answers indicated the need for a comprehensive guide to support the exploration, planning, and implementation of developmentally appropriate programs. Thus, our goal in writingDevelopmentally Appropriate Curriculum: Best Practices in Early Childhood Educationwas to bring together the best information currently available for developing an integrated approach to curriculum and instruction in the early years. We also hoped to bridge the worlds of child care and early education, as well as those of preprimary and primary programs. The resulting volume addressesearly childhood professionals-in-training and professionals working in formal group settings with young children from 3 to 8 years old.We realize that early childhood education spans birth to age 8 years; however, we see infancy and toddlerhood as unique ages within this period, requiring specialized knowledge beyond the scope of this text. For this reason, we did not focus on infants or toddlers in our discussions. We believe the information in this book will be valuable to both novices and master practitioners. The o ideas in this text have been extensively field-tested and found to be effective. All are designed to give you a cohesive view of the"what," "why," and "how" of developmentally appropriate practices. Finally, we have had many years of experience working directly with young children and their families and with educators in preprimary and primary settings. We have been in urban, suburban, and rural programs; large-medium and small classes; public, private, not-for-profit, and profit-seeking organizations; half- and full-day programs; preschool classes; and the elementary grades. Currently, all of us are actively engaged in educating young children and/or the professionals who work with them. DISTINCTIVE FEATURES OF THIS TEXT Developmentally Appropriate Curriculum: Best Practices in Early Childhood Educationoffers instructors and readers several unique features that increase reader understanding and skill development: The text addresses the classroom as an ecosystem. This ecosystem includes contributions by children and adults, the physical and social environments, and contextual factors leading to learning. The concept of developmentally appropriate practices is pervasive throughout the volume. Each chapter addresses principles of age appropriateness, individual appropriateness, and socio cultural appropriateness. This book spans the early childhood years from 3 to 8. It provides a comprehensive, cohesive approach that results in greater continuity for children and practitioners. Each chapter progresses clearly from theory and research to practice. We use developmental domains to address the early childhood curriculum. Doing so helps practitioners better understand the link between child development and program implementation. Every curriculum chapter includes sample activities. The text addresses individual curricular domains as well as curriculum integration. Detailed directions facilitate the application of developmentally appropriate practices. We demonstrate the interaction of developmental goals, developmentally appropriate practices, and re