Developmentally Appropriate Practice Curriculum and Development in Early Education

by Gestwicki, Carol

• ISBN13: 9781401898168
• ISBN10: 1401898165
• Edition: 3rd
• Format: Paperback
• Copyright: 2006-03-08
• Publisher: Wadsworth Publishing

Summary

Developmentally Appropriate Practice: Curriculum and Development in Early Education, 3e is a thoughtful and comprehensive reference that is now even more effective with the addition of several new features and enhanced content. The book takes a topical approach and assumes some basic child development knowledge/experience, and is intended as a guide for thoughtful consideration of classroom and caregiver practices. In the first section, developmentally appropriate practice is discussed and explored, including an in-depth, extended section on the theory and research of play. Subsequent sections address environments such as physical, social/emotional, and cognitive/language. The coverage of these important environments is comprehensive and individually addresses appropriate practice for all early childhood age groups. The fifth section moves into a discussion of making changes for the teachers and caregivers and how to gain support for those changes. Well-known curriculum approaches are also explored in-depth, allowing the reader to understand how these approaches fit into the principles of developmentally appropriate practice. Some new features include What Would You Do?” and Think About It” sections that encourage further thought and discussion, as well as current reference and reading suggestions to allow the reader to continue the learning process on their own.

Table of Contents

Preface	vii
Acknowledgments	xi
About the Author	xii
SECTION ONE Defining Developmentally Appropriate Practice	3	(88)
Guest Editorial	2	(2)
David Elkind
Defining Developmentally Appropriate Practice	4	(30)
What Is the Position Statement on Developmentally Appropriate Practice?	8	(4)
Basic Principles of Development	12	(5)
Results of Developmentally Appropriate versus Inappropriate Practice	17	(5)
Considering Some Misunderstandings about Developmentally Appropriate Practice	22	(12)
Understanding Play: Its Importance in Developmentally Appropriate Practice	34	(26)
What Is Play?	35	(1)
Categories of Play	36	(2)
Social Stages of Play	38	(2)
Play and Development	40	(5)
Play as Developmentally Appropriate Curriculum	45	(3)
Conditions That Support Play	48	(4)
Issues Involving Play	52	(8)
Planning for Developmentally Appropriate Curriculum	60	(31)
What Is Curriculum?	61	(5)
Integrated Curriculum and the Standards Movement	66	(2)
The Cycle of Planning	68	(9)
What Is Emergent Curriculum?	77	(2)
Strategies for Planning for Emergent Curriculum	79	(5)
What about Planning Forms?	84	(1)
Changing the Planning Process	85	(6)
SECTION TWO Developmentally Appropriate Physical Environments	91	(96)
Guest Editorial	90	(2)
James Greenman
Developmentally Appropriate Physical Environments: For Infants	92	(18)
The Nature of Babies	93	(1)
What Do Babies Need?	94	(1)
Environment to Nurture Trust	94	(7)
Environment to Nurture Attachment
Environment to Nurture Mobility
Environment for the Senses
Environment for Language
Rethink the Traditional	101	(2)
Outdoors for Infants	103	(1)
Health and Safety	104	(1)
Materials for Infant Rooms	105	(1)
Schedule Considerations	106	(1)
Things Not Seen in a Developmentally Appropriate Environment for Infants	107	(3)
Developmentally Appropriate Physical Environments: For Toddlers	110	(19)
What Are Toddlers Like?	111	(1)
What Do Toddlers Do?	112	(1)
What Do Toddlers Need?	113	(7)
Environment to Support Autonomy
Environment for Separateness
Environment for Movement
Environment for Self-Help Skills	120	(4)
Environment for Sensorimotor Exploration
Schedule and Transition Considerations	124	(2)
Things Not Seen in a Developmentally Appropriate Environment for Toddlers	126	(3)
Developmentally Appropriate Physical Environments: For Preschoolers	129	(32)
What Are Preschoolers Like?	130	(2)
What Do Preschoolers Do?	132	(1)
What Do Preschoolers Need?	132	(17)
Dimensions of Environments
Environment for Initiative
Environment for Creativity
Environment for Learning through Play
Outdoor Play
Environment for Self-Control
Schedules for Preschoolers	149	(4)
The Kindergarten Dilemma	153	(3)
Things Not Seen in a Developmentally Appropriate Physical Environment for Preschoolers	156	(5)
Developmentally Appropriate Physical Environments: For Primary-Aged Children	161	(26)
What Are Primary-Aged Children Like?	162	(3)
What Do Primary-Aged Children Do?
What Do Primary-Aged Children Need?	165	(1)
Differences in Physical Environments for Primary-Aged Children	166	(12)
Environment for a Sense of Industry
Environment for Literacy
Environment for Relationships
Schedule	178	(1)
What about Recess?	179	(2)
After-School Childcare	181	(2)
Things Not Found in Developmentally Appropriate Primary Classrooms	183	(4)
SECTION THREE Developmentally Appropriate Social Emotional Environments	187	(100)
Guest Editorial	186	(2)
Caroline Pratt
Developmentally Appropriate Social/Emotional Environments: For Infants	188	(17)
Social/Emotional Issues in Infancy	189	(4)
Developmentally Appropriate Interaction Practices	193	(12)
Respect
Sensitivity of Responsiveness
Close Physical Contact
Repetition and Consistency
Recognition of Limitations
Developmentally Appropriate Social/Emotional Environments: For Toddlers	205	(22)
Social/Emotional Issues of Toddlerhood	206	(3)
Developmentally Appropriate Interaction with Toddlers	209	(18)
Fostering Autonomy
Fostering Emotional Development
Developmentally Appropriate Social/Emotional Environments: For Preschoolers	227	(35)
Social/Emotional Issues of the Preschool Years	228	(2)
Prosocial Behavior versus Aggression	230	(1)
Helping Preschoolers with Emotional Control	231	(8)
Nurturing Individual Identity	239	(14)
Guidance Toward Self-Control	253	(9)
Developmentally Appropriate Social/Emotional Environments: For Primary-Aged Children	262	(25)
Social/Emotional Issues for the Primary Years	263	(2)
Implications for Teachers Planning Social/Emotional Environments	265	(12)
Helping Primary-Aged Children with Moral Development	277	(2)
Helping Primary-Aged Children with Emotional Growth	279	(8)
SECTION FOUR Developmentally Appropriate Cognitive/Language/Literacy Environments	287	(110)
Guest Editorial	286	(2)
John Holt
Developmentally Appropriate Cognitive/Language/Literacy Environments: For Infants	288	(22)
Understanding Sensorimotor Intelligence	290	(20)
Language Development
Principles for Cognitive Development
Materials Appropriate at Various Stages
Appropriate Adult Roles to Nurture Cognitive Growth
Nurturing Language Development
Unsupportive Cognitive/Language Environments
Developmentally Appropriate Cognitive/Language/Literacy Environments: For Toddlers	310	(21)
Understanding Toddler Cognitive Development	311	(2)
Developmentally Appropriate Cognitive Environments	313	(4)
Burton White on Toddler Education
Principles of Teaching Toddlers
Planning	317	(10)
Unsupportive Cognitive/Language/Literacy Environments	327	(4)
Developmentally Appropriate Cognitive/Language/Literacy Environments: For Preschoolers	331	(32)
Preoperational Thinking	332	(2)
Teachers' Roles in Providing for Play	334	(14)
Language/Literacy Environments	348	(15)
Early Literacy
Group Time
Unsupportive Language/Literacy Environments
Developmentally Appropriate Cognitive/Language/Literacy Environments: For Primary-Aged Children	363	(34)
Preoperational and Concrete Operational Thinking and Developmentally Appropriate Practice	365	(32)
Other Aspects of Readiness for School Learning Tasks
Cognitive/Language/Literacy Goals of Primary Education
Components of Developmentally Appropriate Cognitive/Language Environments
Assessment versus Standardized Testing
SECTION FIVE Steps Toward More Developmentally Appropriate Practice	397	(58)
Guest Editorial	396	(2)
Howard Gardner
Helping Teachers Change to More Appropriate Practice	398	(14)
Change Is Difficult	399	(13)
A Plan for Change
Helping Families and Communities Understand Developmentally Appropriate Practice	412	(17)
Reciprocal Relationships with Families	413	(3)
Facilitating Understanding of Developmentally Appropriate Practice	416	(3)
Key Issues	419	(2)
Principles for Enlisting Support	421	(2)
Strategies to Resolve Issues with Parents and the Community	423	(6)
A Consideration of Various Curriculum Models	429	(26)
The Montessori Approach---History and Philosophy	430	(3)
The Bank Street Approach---History and Philosophy	433	(4)
The Reggio Emilia Approach---History and Philosophy	437	(6)
High/Scope Approach---History and Philosophy of the Model	443	(3)
The Creative Curriculum---History and Philosophy	446	(9)
Glossary	455	(6)
Index	461