Professional Documents
Culture Documents
Objective
The purpose of this section is to provide links to a variety of information that will enable Early Childhood Education students and teachers to develop a deeper understanding of developmentally appropriate practices.
INDIVIDUAL NEEDS!!! -Age appropriateness -Individual appropriateness -Cultural Appropriateness -Social Appropriateness
Emotion:
Feelings, self-perception, perception of others related to selfself, confidence, security
Social:
interactions with peers, elders and youngers both one to one and in a group
Cognitive:
Reasoning, problems solving, concept formation, abstraction, imagination, creativity
INFANTS
Actively involved with their world
Explore with all their senses
Seeing, hearing, tasting, smelling, and feeling
Emotional Attachment
Feeds, holds and comfort
Play is important
Problem in play with others
Curiosity
Asking questions
5 years old
More social
Enjoy playing with small group Use of language (vocabulary) and several meaning More self controlled Family and teacher have the most influence on how they behave Exploration Learn about rules, limits and cause and effect
The developmentally appropriate classroom environment is one where children most often:
Lead...rather than follow the teacher. Create...rather than duplicate. Move...rather than wait. Make the lines...rather than color in the lines. Speak...rather than listen passively. Initiate...rather than imitate. Raise questions...rather than answer the teacher's questions.
Solve their own problems...rather than the teacher's problems. Emphasize the process...rather than the product. Use authentic skills...rather than drill and practice. Make books...rather than fill in workbooks. Choose wisely...rather than being told. Make a plan...rather than follow the teacher's plan. Try again...rather than fail.