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

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

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

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

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

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?

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

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.