Developmentally Appropriate Practice

Focus on Children in First, Second, and Third Grades

Häftad, Engelska, 2014

Av Sue Bredekamp, Carol Copple, Derry Koralek

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Edited and compiled just for teachers, this resource explains developmentally appropriate practice (DAP) so teachers can apply DAP in their work with children in first, second, and third grades. Chapters include:What Is Developmentally Appropriate Practice?A brief introduction to the main ideas of DAPTeaching Children in First, Second, and Third GradesConnecting DAP to excellent teachingAn Overview of Development in the Primary GradesOverview of learning and development in first, second, and third gradesDevelopmentally Appropriate Examples to ConsiderExamples of key DAP practices, as well as contrasting practices that are less likely to serve children wellSupporting Children’s Learning While Meeting StandardsConnecting the standards to DAPYoung Children ArticlesTen articles from Young Children that provide examples of applying developmentally appropriate practice when working with children in first, second, and third grades.

Produktinformation

Utgivningsdatum2014-05-15
Mått215 x 279 x 20 mm
Vikt514 g
FormatHäftad
SpråkEngelska
SerieDAP Focus Series
Antal sidor176
FörlagNational Association for the Education of Young Children
ISBN9781938113048

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Carol Copple is a highly respected early childhood education author, educator, and consultant. For 16 years she served as a senior staff member at NAEYC, and her responsibilities included directing the books program. She has taught at Louisiana State University and the New School for Social Research, and she codeveloped and directed a research-based model for preschool education at the Educational Testing Service. With Sue Bredekamp, Carol is coeditor of Developmentally Appropriate Practice in Early Childhood Programs (1997; 2009). Among her other books are Learning to Read and Write: Developmentally Appropriate Practices for Young Children (NAEYC); Growing Minds: Building Strong Cognitive Foundations in Early Childhood (NAEYC); and Educating the Young Thinker: Classroom Strategies for Cognitive Growth (Lawrence Erlbaum). She received her doctorate from Cornell University.Sue Bredekamp is an early childhood education specialist from Washington, DC. She serves as a consultant on developmentally appropriate practice, curriculum, teaching, and professional development for many state and national organizations, including NAEYC, the Council for Professional Recognition, Head Start, and Sesame Workshop. From 1981 to 1998, she was director of accreditation and professional development for NAEYC. Sue is the primary author of the 1987 edition of Developmentally Appropriate Practice in Early Childhood Programs, and coeditor (with Carol Copple) of the 1997 and 2009 revisions. She is the author of the introductory textbook Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition (Pearson). Sue was a member of the National Research Council’s Committee on Early Childhood Mathematics, and she holds a PhD in curriculum and instruction from the University of Maryland.Derry Koralek, chief publishing officer of NAEYC, oversees the development of all print and digital publishing, including books, brochures, periodicals, professional development guides, posters, and websites for educators and families. Derry is editor in chief of Young Children and TYC—Teaching Young Children.Kathy Charner is editor in chief of NAEYC’s Books and Related Resources department, with responsibility for the content, management, publication, and general excellence of the books and brochures published by NAEYC. Before joining NAEYC, Kathy was editor in chief at Gryphon House for more than 20 years.

About the EditorsAcknowledgmentsEditors’ Preface1. What Is Developmentally Appropriate Practice?Meeting Children Where They AreHelping Children Reach Challenging and Achievable Goals2. Teaching Children in First, Second, and Third Grades3. An Overview of Development in the Primary GradesPhysical DevelopmentSocial and Emotional DevelopmentCognitive DevelopmentLanguage and Literacy Development4. Developmentally Appropriate Examples to ConsiderCreating a Caring Community of LearnersTeaching to Enhance Development and LearningPlanning Curriculum to Achieve Important GoalsAssessing Children’s Development and LearningEstablishing Reciprocal Relationships With Families5. Supporting Children’s Learning While Meeting State Standards:Strategies and Suggestions for Teachers in Public School Contexts Trait 1: Acquire Detailed and Thorough Knowledge ofPolicies and ExpectationsTrait 2: Consider the Required Materials to Be a Starting PointTrait 3: Showcase Children’s Engagement in Substantive LearningThe Common Core Standards—Are They Appropriate for Young Learners?6. Young Children ArticlesImplementing Research-Based Curricula: Learn From the Way We Teach Young ChildrenTeacher-Made Assessments Show Children’s GrowthUsing Technology as a Teaching Tool for Dual Language LearnersLinking the Primary Classroom Environment to LearningMathematical Pattern HuntersFive Strategies for Creating Meaningful Mathematics ExperiencesFlexible Grouping During Literacy Centers: A Model for Differentiating InstructionLet’s SQUiNK About It! A Metacognitive Approach to Exploring TextYoung Girls Discovering Their Voice With Literacy and Readers TheaterScience Learning in Out-of-School Time: Family Engagement Activities and ResourcesReferences