Developmentally Practices Essay Example

for children; rather, it requires a sensitivity and understanding of the children, their parents, and developmentally appropriate practices. As teachers plan developmentally appropriate activities, they should ask three questions: Is this activity right for a child this age?

Is this activity right for this child? Does this activity match the social and cultural contexts in which the children in this class live? (Bredekamp & Copple, 1997). Schwein-hart and Weikart (1998) found in their research that a developmentally appropriate curriculum is beneficial for children living in poverty. Everything teachers plan and do should focus on the individual child. They tailor, adjust, and adapt the curriculum to fit each child in the program, rather than expecting children to fit the program (Elkind, 1987).

It is imperative in a developmentally appropriate perspective that the curriculum and teaching methods be age appropriate, individually appropriate, and culturally appropriate (Bredekamp & Copple, 1997). This means considering and understanding similarities within an age group, and also recognizing each child’s individual differences. In a developmentally appropriate classroom, children are allowed to progress at their own rate, and both the curriculum and teaching strategies are relevant for all the children in the classroom.

Thus, a great deal of flexibility is required, but this does not mean a total lack of structure and academics; rather, it means that the structure and academics of the program are based on individual and group needs and current understanding of child development (Raines, 1997). Children should be encouraged to engage fully in each stage of development. Their learning should be a pleasant and fascinating journey, with their motivation for learning emerging from their “natural curiosity and desire to make sense of their

world” (Hart, Burts, & Charlesworth, 1997, p. ).

Teachers, viewed as facilitators, play an active role in helping children to construct their knowledge and understanding (Raines, 1997). Recognizing the diversity in rates of intellectual attainment and mental abilities requires constant accommodation and flexibility on the part of the teacher (Elkind, 1996). Teachers thus need to view the early childhood age range as a continuum rather than as separate grade levels. Playing with a wide selection of equipment allows children to explore and develop confidence and independence skills.