Note:Subject:EC110/EEC1202 Section 02 Early Childhood Education Curriculum and I

Question

Note:Subject:EC110/EEC1202 Section 02 Early Childhood Education Curriculum and Instruction but I choose Psychology to be easy.

For this assignment, write a 2-page paper that does the following: Define Developmentally Appropriate Practice. Create descriptions of two early education scenarios that do demonstrate the use of Developmentally Appropriate Practice. Explain how the scenarios meet DAP. Then create two more descriptions of early education scenarios that do not demonstrate Developmentally Appropriate Practice. Explain how the scenarios do not meet DAP.

Explanation / Answer

Define Developmentally Appropriate Practice

Developmentally appropriate practice (DAP) is an approach to teaching, grounded in the study on how young children develop and learn and in what is known about effective early education. Its context is designed to promote young children’s optimal learning and development. DAP involves teachers meeting young children where they are, both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.

In simple terms, Developmentally Appropriate Practice means you use knowledge about child development to create a program that is suitable for the age and stage of development of your group of children. At the same time, your program considers the needs of the individual child.

Primarily, 5 major criteria are considered when creating a curriculum and planning activities, in sync with DAP:

Create descriptions of two early education scenarios that do demonstrate the use of Developmentally Appropriate Practice. Explain how the scenarios meet DAP.

Scenario 1. Kian is significantly behind on many of the kindergarten literacy goals, only knows a few letters and does not sit still during story time. His teacher knows, however, that all kinds of motor vehicles fascinate him. On a class visit to the library, she helps Kian locate several books on transportation to read with him and have him take home. He especially likes one book about racing cars. To interest Kian in learning letters and words, his teacher prints the names of the different cars on cards for him to match with the pictures. Soon, Kian is drawing pictures of the cars and trying to write the words himself.

Scenario 2. Four-year-old Spanish boy Andrew is learning English at school. His teacher often reads to him in a small group, with other children whose home language is not English, using books with limited vocabulary and clear correspondence between the pictures and words. She also uses other cues to aid his understanding. For instance, she uses real objects as props when she introduces new words. She stays in close contact with his parents, communicating through a translator, to learn about the competencies he demonstrates at home, and she encourages the family to talk and read with him in their own language.

Both these examples demonstrate how teachers meet children where they are by assessing what they already know as well as learning about their interests. At the same time, teachers keep in mind the teaching goals. Hence incorporating DAP in the truest sense.

Then create two more descriptions of early education scenarios that do not demonstrate Developmentally Appropriate Practice. Explain how the scenarios do not meet DAP.

Scenario 1. Jenny teaches 4-year-olds in a school. Each day she reads a different Big Picture Book with limited text to the class. The children enjoy the readings and respond readily to Jenny’s questions about the letters in print or sounds they hear. She also points out concepts of print by tracking the words on the page left to right and noting how to turn the pages. Now this would seem to be in sync with DAP, isn’t it? Well, what the casual observer would miss, however, is that more than 70% of the children in her class have mastered the concepts of print that Jenny continues to teach. In addition, 50% children already know all the letters. Rather than using this same teaching strategy every day without reflection, Jenny should regularly assess children’s learning so that she continually adds challenge as children achieve new goals. Although the children enjoy the Big Book readings, the limited vocabulary contained in the books is not helping them learn new words. Jenny needs to be more intentional about building vocabulary in this group of children who are already significantly behind in language development. She needs to employ effective practices such as reading more complex stories and information books in small groups and engaging children in conversations about the readings.

Scenario 2. Aliya wants the easel all to herself. Jenna wants a turn. The provider helps the girls develop a time table for sharing over the next several minutes. Taken at face value, it seems easy to determine if the preceding child care situation reflects developmentally appropriate practices. Closer scrutiny, however, may prompt us to reassess our original judgments and understand that it does not demonstrate DAP. In this case, Aliya only recently became a big sister and is having to share many things for the first time – attention at home, her room, and most of her things. Knowing this, we might determine that making her share the easel on this occasion is unnecessarily stressful. Helping Jenna find an alternate activity that will satisfy her desire to paint could be a better course of action for now.

Hope the aforementioned is free of any ambiguity and is useful to you.

Thanks

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