In Support of DAP in the Classroom

Been Away Taking On New Tasks

2011-07-28T21:34:00.000-07:00

Since October of last year I have been frantically learning the ropes of managing a laboratory school in California. I have done that in another state whose regulations are much less complicated. Now that I have the basics under my belt my hope is to pick up where I left off on this blog and continue on regularly. More to come...

Relationships, Attachment and Success

2010-10-04T10:27:00.000-07:00

Section 7 reminds us of the importance of building caring relationships with children. When adults and children "get to know each other well, they learn to predict each other's signals and behavior and establish attunement and trust." Within a trusting relationship (a secure attachment) children are able to take risks and challenge themselves. When each of us steps outside of our comfort zone, a bit, we provide ourselves the opportunity to learn and grow.

Be the teacher that helps each one of the children in your class form secure attachments and caring relationships. "..set the stage for other future relationships.." and provide the children with the confidence to explore and discover the world around them.

Built In Survival Tools Versus Development

2010-08-15T15:44:00.000-07:00

Item 6 of "Principles of child development and learning that inform practice" brings up a point of confusion. Even though research and observation tells us that young children live in the here and now and are very limited in their understanding of the abstract sometimes built in survival mechanism like understanding more and less confuse the issue.

In order to survive in the environment even babies need to be aware of when new items are added to the environment and when items are taken away. This knowledge of the environment assists them in coping, adjusting and learning. Some adults use this ability to support their view that young children can think more abstractly than we give them credit for. A built in ability functions without understanding in the beginning and takes time and experience in order to develop true understanding. For example, the ability to find and suckle a food source is a reflex (or built in) in the beginning but becomes learned later on as the child gains experience eating and their brain and motor skills mature.

My concern is that adults will leap ahead in their expectation of a child's abilities with out providing them with opportunities to practice and gain experience in order to fully understand an abstract concept and move on to the next level. Make sure to provide direct experience with all of the senses and lots of opportunities to explore and practice with three dimensional representations of objects and real objects when ever it is possible.

Setting Up the Framework for Future Development

2010-07-25T20:10:00.000-07:00

In the section of the Developmentally Appropriate Practices Position Statement entitled "Principles of child development and learning that inform practice" item 5 states "Early experiences have profound effects, both cumulative and delayed, on a child's development and learning...". Sometimes I think we confuse this fact with the perspective that children are resiliant and can deal with almost anything. It may appear that a child is doing fine but the effects of inappropriate teaching practices may not become evident until later (delayed). One of the major roles of early educators is to set up the background knowledge and experience that prepares children for future cognitive abilities and tasks. If the background knowledge and experience is not there such as knowing the value of print or understanding one to one correspondance later when a child is expected to master reading comprehension or addition the child will not have the cognitive tools they need to be successful. Set up the framework for future task don't rush to the tasks themselves!

Basic Aspects of Developmentally Appropriate Practices

2010-06-29T12:23:00.000-07:00

The new edition of Developmentally Appropriate Practice (DAP) Position Statement calls these "Core Considerations" and discusses them in the context of making decisions in the classroom. First consider "What is known about child development and learning..", second "What is known about each child as an individual..." and finally "What is known about the social and cultural context in which the child lives....".

As I think about this core, I am reminded of how I spent my Friday last week in an all day training session focusing on the tool our state developed to evaluate how effective the programs are that our tax dollars support. This evaluation tool (DRDP) has recently been revised to match the work the state has done related to the first aspect of DAP "What is known about child development and learning", California calls these foundations. I am pleased to say that the training on Friday revolved around gathering information to determine the other two aspects of DAP knowing the individual child and their social and cultural context. The key words the trainers wanted us to remember are "review and reflect". Both are essential to Developmentally Appropriate Practices!

Critical Issues in the Position Statment and Issues in California

2010-06-09T16:30:00.000-07:00

As you begin reading the official Position Statement regarding Developmentally Appropriate Practices you will find a section titled "Critical issues in the current context". A subheading of that section is "Reducing the learning gaps and increasing the achievement of all children." You will find a similar statement in the Master Plan for Education in the state of California:"closing the school readiness gap."

The California Department of Education understands that learning and development that occurs before Kindergarten influences long term learning outcomes in K - 12th Grade. To address this issue The California Infant/Toddler and Preschool Learning and Development System has been established. The system includes Program Guidelines, Developmental Foundations (age expectations), Curriculum Frameworks (dealing with instruction) and Desired Results (assessment and evaluation).

If you are interested in finding out more about the California Learning and Development System visit the WebSites indicated in the right hand margins.

Improving Teaching and Learning

2010-05-25T09:06:00.000-07:00

The final Key Message includes many important ideas. The first and fifth really tie to what this blog has been addressing from the beginning. "A teacher's moment-by-moment actions and interactions with children are the most powerful determinant of learning..." "Effective teachers are intentional in their use of variety of approaches and strategies to support children..."

Children learn and develop moment by moment. Adults who interact with children must realize and take very seriously the profound impact that they have individually on this process. It is our responsibilty to be knowledgeable and thoughtful in all we do.

Cognitive Development Improved With Focus on Physical and Social-Emotional Development

2010-05-16T18:40:00.000-07:00

The third key message of the updated Developmentally Appropriate Position Statement reinforces the importance of integrating all domains of development cognitive, physical, social and emotional. "All the domains of children's development and learning interrelate." Focusing only on cognitive/academic aspects of learning is much less effective than planning cognitive learning in unison with physical, social and emotional activities.

This message also emphasises the importance of building on what children already know when introducing new information.

Reducing the Achievement Gap:Message Two

2010-04-18T21:31:00.000-07:00

Because of the diversity in the United States children come to group educational programs with a wide array of experiences and abilities. More and more policy makers at the state and federal levels are realizing the value of early childhood programs in affecting change in that gap.

As stated in message two of the "Key Points of the Position Statement" early childhood programs must provide more extended, enriched and intensive learning experiences that follow what we know regarding development by age. The book later reminds us what is age appropriate according to age.

Looking At The 3rd Edition of Developmentally Appropriate Practices

2010-03-28T18:23:00.000-07:00

The new third edition of Developmentally Appropriate Practices begins with a section called "Key Messages of the Position Statement". In many ways discussing these key messages dispels some of the myths held by those who do not understand what these practices are and therefore do not view them as important.

Under the heading "What Is Developmentally Appropriate Practices?" the book states "DAP does not mean making things easier for children. Rather, it means ensuring that goals and experiences are suited to their learning and development....." Many adults who state that they don't worry about DAP explain that one of the reasons why is that what is done in the classroom is too easy and does not meet benchmarks or standards.

Under that same heading it also states that "Best practice is based on knowledge-not on assumptions-of how children learn and develop. The research base yields major principles in human development and learning..." Again, those who state that they don't agree with DAP state that it is just someone's opinion disregarding the scientific research and duplication of that research's initial results.

Remember, you can secure a copy of this book at www.naeyc.org under the topic Publications.

Reponding to Those Who Say DAP Does Not Work

2010-03-13T14:37:00.000-08:00

One of the best articles out there to assist with replies to those who say DAP does not work in real life is found in the NAEYC publication Young Children the July 2005 edition "Yeah Buts That Keep Teachers from Embracing Active Curriculum:Overcomeing Resistance." Written by Eugen Geist and Angela Baum from Ohio State University. You can get a copy of this article at http://www.naeyc.org/. Click on Publications, Past Publications and July 2005.

It addresses seven of the many excuses used by teachers to explain why they do not utilize developmentally appropriate techniques in their classrooms. For example: Yeah, I think a developmentally appropriate curriculum is best, But the teacher at the next level is not going to teach that way, and I don't want to confuse the child. It seems to me that even if that statement is true it would be a reason why you would want to be developmentally appropriate to better prepare that child to learn more independently so that when teachers are inappropriate later on the child can deal with the ineffective teaching approaches better. The article states that "Positive classroom experience can never be negative." and "Children are not confused with different teaching styles. The high-quality, positive experiences that you give a child in your classroom has a lasting effect."

Print the article, read it over regularly and have a response on the tip of your tongue when you hear the Yeah Buts. I would like to know what you think about the article.

The Visual Arts

2010-02-28T22:42:00.000-08:00

In Chapter 7 of "The Intentional Teacher" Epstein reminds us that children need to be encouraged by factual comments about their visual art creations such as "You used the color orange in your picture." rather than judging whether you "like it" or if you think it is "beautiful". There is almost a full page discussion on this topic.

There are also a wide array of open ended question examples to utilize in facilitating discussion regarding children's work. Thank you Ann S. Epstein for your reminders of developmentally appropriate practices in the classroom! "The Intentional Teacher Teacher.." on your shelf can remind you of the basics when you loose your way!

Instruction in Large Motor Skills?

2010-02-19T12:19:00.000-08:00

Although teachers consistantly focus on facilitating and supporting small motor skills, it is often assumed that as Epstein states in Chapter 6 "many movement skills appear spontaneously". Large motor development activities benefit children where "movements that are more difficult or complex and involve greater coordination of muscles, senses and feed back loops require a certain amount of direction and refinement..." This is especially the case for preschool and young school-age children. Thoughtfully planning and providing instruction in the outdoor environment can be especially valuable to children's long and short term large motor skill development.

Social Skills

2010-02-03T12:18:00.001-08:00

Chapter 5 of The Intentional Teacher has some very valuable topics in bordered boxes throughout the chapter. One describes an adult's fundamental role when it comes to emotional development acknowledging and labeling children's emotions. When adults discuss the behavioral indicators of particular types of emotions, children develop the vocabulary to talk about emotions and understand ideas related to the wide array of emotions they experience. Another box gives an example of how teachers can encourage peer modeling and assistance rather than promoting dependence on adult assistance. And three more boxes outline important aspects of functioning as part of a group conflict resolution, child initiated rule setting and democratic decision making.

Math and Science

2010-01-23T13:56:00.000-08:00

Just like the ruts that teachers get into related to language we fall into these patterns with Math and Science. Focusing on rote counting for math and frog, caterpillar or plant growth sequences for science. When teachers are in ruts they often miss the learning opportunities available in the everyday world of children. The Intentional Teacher presents a great example of an argument over who will ride a big truck around the playground. The group problem solving process in this case presented an excellent teachable moment in math. Chapter 4 also provides thoughtful suggestions related to computer use in the classroom and math and science concepts tied to materials that can be used to develop these concepts

Emergent Literacy and DAP

2010-01-16T19:34:00.001-08:00

Chapter 3 of the Intentional Teacher does an excellent job tying together the prerequisites to reading Emergent Literacy and Developmentally Apporpropriate Practices. It has refreshing teaching strategies that go beyond glueing beans on an alphabet letter B or tracing the letter B on a worksheet. For example under the topic of print knowledge utilize what the author calls letter links. Pairing a child's printed nametag with a picture or even better a real object or 3 dimensional representation of that object and the printed name of that object. " A letter link for Aice might be ant and one for Pedro could be paintbrush."

Best Practices

2009-12-31T12:15:00.000-08:00

Chapter 2 of "The Intentional Teacher" outlines what is called best practices-approaches used to "foster children development and produce real and lasting learning." (Epstein, 2007). The author briefly but thoroughly covers the physical learning environment, scheduling, interacting with the children and building relationships with families. There is an especially useful insert provided gleaned from a High Scope article regarding children with special needs. This includes a great group of suggestions for seven types of categories from Learning Disabilities to Emotional Disturbances.

New Focus: The Intentional Teacher by Ann Epstein

2009-12-08T14:17:00.000-08:00

In Chapter 1 of Epstein's book she walks us through the terms she uses throughout her book and which are used in the new Developmentally Appropriate practice edition. She clearly defines and describes child-guided experience, adult-guided experience, intentional teaching and content.

Outlining and defining these terms can help assure that we are all talking about, visualizing and carrying out the same approaches. The author also brings up the need for a term that describes the need for balance in educational programs for children and lack of an adquete term to describe this. We balance age appropriate, individually appropriate and appropriateness for language and culture. We balance the many educational philosophies. We balance vertical and horizontal learning. We balance child and adult guided experiences. The list goes on and on.

Intentionality by Age

2009-11-06T18:06:00.000-08:00

The last section of the Intentionality online course focuses on specific age groups and how intentionality may differ. The video footage is especially interesting for the infant toddler group. There is a clip of approximately eight toddlers removing pegs and peg boards from a large storage container. It is interesting to view how the toddlers carry out the task and how the teachers facilitate and support that process. Upon completion of the course you recieve a completion certificate. I wish this certificate included the new cover design of the book to make it more interesting. It is just a white paper with your name, the course and date of completion.

Intentionally Building on Children's Learning

2009-10-23T23:43:00.000-07:00

Section Four of the Developmentally Appropriate Practice training focuses on learning formats large and small groups, learning centers and routines. It very adeptly introduces how and why an intentional teacher would pick a particular format and the sequential building of ideas by presenting these ideas in different ways, with a minute adjustment in depth. There is exceptional video footage of learning formats for all of the early childhood age groups from infant to school age.

Intentionality In Teaching Approaches

2009-10-04T18:20:00.000-07:00

Section Three of the NAEYC course focuses on the importance of flexibility and observation in determining the use of teaching approaches in the classroom. There is an exciting video clip of a teacher utilizing the play that children have been carrying out in the classroom to introduce the scientific concepts of levers and fulcrums to preschoolers. This clip also shows a teacher skilled at helping the children use the scientific method of coming up with a hypothesis, testing the hypothesis and determining if the hypothesis is correct.

Real Object Along with Pictures

2009-09-10T13:24:00.000-07:00

Section Two of the DAP online course has a wonderful videoclip of a teacher describing the advantages of using real starfish and shells along with magnifying glasses and a microscope with pictures. Children are also shown using the real objects and tools. This videoclip is an excellent way to illustrate the importance of using real objects or three dimensional representations when real is not possible as opposed to using two-dimensional pictures alone.

Real Time Interactions

2009-09-03T12:25:00.000-07:00

An interesting component of the DAP online training is what NAEYC calls "Webseminars". This provides participants in the training program to hear the voices of staff from the training department and invited presenters in real time, have the opportunity to ask questions via an email like format and share information with the presentors and other listeners by voting with multiple choice options. The seminars are focused on three groups within the field: Teachers and Child Care Providers, Program Administrators and Faculty and Trainers.

The seminar I participated in provided some new perspectives and thought provoking examples to the ideas presented. A PowerPoint presentation print out is available for each seminar. Unfortunately, there was a mix up in the one for our group and I'm still hoping to get the correct print out soon.

The seminar lasts 45 minutes is user friendly and defintely worth your time!

Teaching with Intent or Purpose

2009-08-30T17:54:00.000-07:00

One of the major ideas that has been added in the new edition of the Developmentally Appropriate Practices book is making sure that everything that you do in the classroom has a purpose. There should be purpose in how your classroom is organized and for the materials in your classroom. There should be purpose in the activities that are carried out in your classroom and in the adult interactions with the children.

If documented on a regular basis this purpose fits nicely with the need for accountability today in our teaching. The first section of the online course on Developmentally Appropraite Practices focuses on purpose called "intentionality". Text, interviews and video examples clearly outline what is meant by this new idea. So far I believe this training is well worth the expense and time invested to complete it.

DAP Online Training

2009-08-25T10:20:00.000-07:00

NAEYC is offering a "five-part, web -based, interactive learning opportunity" that compliments the new edition of the DAP book. Members are able to gain a coupon to discount the $60 cost to $48. Check it out at http://www.naeyc.org/DAP/pdt

I have signed up to go through the program. I will keep you updated on my progress and let you know what the course includes. You are given a window of three months to complete the program.

A New Edition of the Developmentally Appropriate Practices book!

2009-08-19T10:40:00.000-07:00

The new third edition of Developmentally Appropriate Practice in Early Childhood Programs is an exceptional resource for those of us who believe in developmentally appropriate practices. If you have read the previous editions you will recognize the familiar position statement at the beginning of the book. However, the support materials offered in the rest of the book have changed. The use of the term "intentional" appears over and over throughout the new edition. The dictionary defines intentional as resulting from a purpose. Of course our purpose here is to make sure that our endeavors with children are presented in developmentally appropriate ways.

Another major change is in the example sections for each age group. The table is organized with "developmentally appropriate" in one column and "in contrast" in the other column as opposed to "inappropriate" which was found in previous editions.

The book also comes with a great CD to use on your computer with summaries of the basic ideas of dap and video clips used as examples. If you have never read this book I would strongly suggest you do so. If you have read previous editions I would strongly recommend investing in securing this new edition. You will be glad you did! The website for the National Association for the Education of Young Children is located to the right of this post.

The Goal of This Blog

2009-08-17T21:26:00.000-07:00

I have been assisting aspiring teachers in understanding and implementing developmentally appropriate practices in the classroom for close to thirty years. When I began I was working on a Certificate in Early Childhood Education at a junior college level myself and over the years have continually expanded my academic knowledge to further develop my skills in assisting others.

I have been fortunate in the aspect of my career where I worked with children to hold positions in environments where my supervisors and colleagues shared my passion for developmentally appropriate practices. Unfortunately, not many of those I have strove to assist have had that luxury. Many have supervisors and colleagues who say developmentally appropriate practices do not work in the real world only in theory in a college classroom and on paper.

I know developmentally appropriate practices works in the classroom. I have applied it for close to thirty years working with children of all ages from infants to adolescents.

The goal of this blog is to provide support for those who are working in environments where developmentally appropriate practices are not respected or implemented. Don't give in and don't give up. Hang in there! I will be here to listen, provide suggestions and resources where I can. My hope is that other readers will listen and provide suggestions also where they can.

Remember the future is in our hands.