Developmentally appropriate curriculum: best practices in early childhood education

pt. 1. Foundations of early childhood education 1. Developmentally appropriate practice : an evolving framework for teaching young children Why is there a need for DAP? The early childhood profession responds What it means to be developmentally appropriate General practices typically associated with DAP It requires judgment to determine developmental appropriateness DAP has historic roots There Is empirical support for developmentally appropriate programs DAP programs vary in structure and content The high/scope approach to early childhood education The Reggio Emilia approach to early childhood education The DAP debate What does the DAP debate mean for early childhood practitioners? Implications of DAP for professional practice 2. Teaching and learning in developmentally appropriate programs Early childhood educators need to know about child development and learning Early childhood educators need to know about effective teaching strategies Which teaching strategies are best? Common teaching strategies The cycle of learning Linking the cycle of learning to teaching Teaching in the zone of proximal development Early childhood educators need to know about content Addressing content in early childhood education Benefits of standards Challenges in using standards Addressing the challenges

pt. 2. Setting the stage for learning 3. Planning and implementing effective small-group activities Why plan? Characteristics of effective planning Teachers as planners Planning basics Creating developmentally appropriate plans Aligning all the parts of the lesson plan Using principles of developmental direction to enhance your planning Applying the principles of developmental direction to your plans Common activities in early childhood programs Making and implementing plans 4. Planning and implementing effective group-time activities Planning effective group times Writing group-time plans Group-time preparations and strategies Variations on traditional group times Common questions practitioners ask about group time Adaptation of whole-group instruction for children of different ages and abilities Pitfalls to avoid during group-time planning 5. Organizing space, materials, and time Organizing the physical environment Why use learning centers? Characteristics of effective early childhood learning centers Examples of centers Dealing with implementation issues Adjusting the physical environment Selecting materials for each curricular domain General guidelines for the selection and use of materials Using the same materials for many purposes Creating a daily schedule Sample schedule 6. Child guidance in early childhood classrooms What children need to know What self-discipline is How self-discipline evolves Degrees of self-discipline among children and within the same child Developmental influences on self-discipline How experience influences self-discipline How adult discipline styles influence children's self-discipline The relation between authoritative teaching and DAP Authoritative teaching and the importance of teamwork among staff Questions adults ask about promoting self-discipline in children 7. Evaluating and guiding children's progress by using authentic assessment The changing face of early childhood assessment Responsible early childhood assessment and evaluation Standardized testing : what part should it play in evaluating children's progress? Placement of young children on the basis of test results The concept of authentic assessment Strategies for assessment in the early childhood classroom Organization and use of authentic assessment and evaluation data : portfolios and student-led conferences 8. Strengthening developmentally appropriate programs through family involvement The changing nature of family involvement in early childhood education Barriers to family involvement Characteristics of effective family involvement Effective family involvement techniques

pt. 3. The curriculum 9. The aesthetic domain Aesthetics defined The arts defined Scope of this chapter Aesthetic education for young children Importance of aesthetic learning Relationship between aesthetic learning and knowing Children's acquisition of a fundamental knowledge base for aesthetic development Aesthetic learning and the teacher's role Current educational issues Purpose and goals Teaching strategies Pitfalls to avoid Approaches to teaching the arts Activity suggestions 10. The affective domain Children's developing self-awareness and sense of competence Children's acquisition of a fundamental knowledge base for affective development Children's stress reactions in response to overwhelming emotional demands Promotion of healthy self-esteem in the early learning environment Current educational issues Purpose and goals for affective development Affective teaching strategies Activity suggestions 11. The cognitive domain Cognitive maturation Children's acquisition of a fundamental knowledge base for cognitive development National expectations and standards Current educational issues Purpose and goals for the cognitive domain Teaching strategies Activity suggestions 12. The language domain Oral language development Children's acquisition of literacy : connections among oral language, phonological and phonemic awareness, and emerging reading and writing Integration of language experiences across the curriculum Current educational issues Purpose and goals for the language domain Teaching strategies Activity suggestions 13. The physical domain Physical activity Health, safety, and nutrition Current educational issues Purpose and goals Teaching strategies Activity suggestions 14. The social domain Social skill development Socialization : children's behavior and adult expectations Social responsibility Social studies Relationship between the social domain and cognition Current educational issues Purpose and goals Teaching strategies Activity suggestions

pt. 4. Integrating curriculum

15. Integrating curriculum through pretend and construction play

Characteristics of play

Pretend and construction play across the curriculum and in development

Integration of multiple domains

Teachers' questions regarding pretend and construction play

Promotion of play skills

16. Integrating curriculum by using themes and projects

Defining themes and projects

How themes and projects contribute to children's concept development

Additional benefits for children

Teachers' benefits

Program effects

Pitfalls in theme teaching

Principles of effective theme teaching

How to create thematic units

Common questions about themes and projects

Appendix A. Sample lesson plans

Appendix B. Field trips

Appendix C. The big, big turnip.