This paper presents a systematic progression of small-sided games within two traditional sports units (soccer and volleyball). Developmentally appropriate guidelines encourage teachers at all levels to incorporate small-sided games (2v2, 3v3, and 4v4). Advantages of small-sided games include: allowing students numerous practice opportunities;…

Illustrates one elementary teacher's efforts to better communicate developmentally appropriate practices (DAP) with parents. Parents completed surveys regarding their own educational experiences, whether or not their experiences encompassed DAP, and whether they wanted DAP for their own children. Most parents responded positively to DAP. Few…

Discusses process- and product-oriented early childhood curricula. Describes ways in which process learning can be incorporated into all aspects of the curriculum to support young children's growth. (RJC)

Differences between developmentally appropriate and traditional classroom practice include the following: integrated vs. separate curriculum, meaning-driven vs. skill-driven, incidental vs. explicit learning, heterogeneous vs. homogeneous grouping, ready now vs. getting ready, child-centered vs. teacher-directed, autonomy vs. heteronomy, previous…

The purpose of this study was to examine the implications of Developmentally Appropriate Practice (DAP) for the kindergarten general music classroom. Ethnographic procedures (classroom observations, interviews, and artifact collection) were used to collect data in three kindergarten music classrooms throughout an academic year. Data were coded…

This paper asserts that infant-toddler teachers, like preschool teachers, need to be cognizant of individual children's developmental levels, chronological ages, and general developmental stages, as well as infant-toddler theories and developmentally appropriate practice for infants and toddlers. In that spirit, the paper describes the purpose and…

Argues that curriculum plays a vital role in quality programs for children under three. Proposes that development of trusting, caring relationships be the focal point of baby and toddler programming. Elaborates a curriculum model that specifies content (what is to be taught), processes (how it is to be taught), and the context in which learning…

A review of groundbreaking studies in child development by Piaget, Vygotsky, Baillargeon, Premack, and Woodruff suggests that the ideal learning environment would need to have developmentally appropriate and challenging activities; nurturing experts; plenty of social interaction; and opportunities for problem solving, thoughtful reflection, and…

Intends to make the possible purposes of kindergarten education explicit in order to promote better conceptualization and research. History shows that the definition of appropriate kindergarten experience has changed over time. Different educational traditions lead to different conceptions of appropriate experience for kindergarten children. (RH)

Observed neglecting and nonneglecting mothers and their one- to three-year-old children during unstructured play interaction in their homes. Neglecting mothers were less positive in their responsiveness to their children and less competent in the developmental appropriateness of their play interactions than nonneglecting mothers. (MM)

Examined the efficacy of assessing proximal factors in day care, such as children's experiences, and distal factors, such as caregiver characteristics, in predicting children's development. Proximal and distal quality were equally effective predictors. The validity of the National Association for the Education of Young Children's guidelines on…

Discusses concerns of child development as a field of study, meeting a child's educational needs in developmentally appropriate ways, and encouraging children's growth by meeting their needs through basic decency. Notes that children's development proceeds most efficiently when teachers and caregivers observe children's natural development,…

To foster developmentally appropriate activities at mealtimes, child caregivers should let children serve themselves and eat until they are full; resist forcing children to eat; supply child-size utensils; offer foods that need to be spread, cut, broken, or spooned from a bowl; let children prepare some foods; and be aware of cultural values. (MDM)

Many individuals who work with young children between birth and age 8 assume that literacy activities must be planned and executed as elaborate, formal lessons. The increasing pressure seeping through national accountability measures and the renewed focus on early literacy is trickling down to this age group. The Division for Early Childhood of…

Enhancing Developmentally Oriented Primary Care (EDOPC) is a formal didactic curriculum based on Healthy Steps materials that is designed to improve practicing pediatricians' knowledge and confidence in developmental screening within the medical home. We modified the EDOPC program to provide a formal curriculum to pediatric residents serving…