Alternative programs developed in early childhood education over the years, from Colonial church communities to Montessori to current developmentally appropriate practices, are reviewed. It is suggested that teachers with limited perspectives on curriculum may violate the various ways of young children's knowing. (LB)

Discusses Piagetian stages of infant development during the first two years of life. Describes activities that caregivers can use to foster infant capabilities at each developmental stage. (BB)

Asserts that the study by Elicker and Mathur, with its commitment to high-quality early childhood education and developmentally appropriate practice, and its understanding of the complex demands on kindergarten curricula, can help educators look closely at their own programs in terms of teaching style and philosophical beliefs. (EV)

Identifies some of the inherent problems involved in, and presents a differentiated definition of, "developmentally appropriate programming and practices" that specifically targets the special needs of young gifted children. A Multidimensional Curriculum Model is introduced which can be used to design developmentally-based curricula appropriate…

Examines the influences of the Reggio Emilia approach on a reconceptualization of quality and developmentally appropriate practices in early-childhood education. Concludes that the determination of quality approaches to children's care and education requires a functional system of relations in which all voices count. A commitment to quality…

Investigated the relationship between developmentally appropriate practices in the classroom and preschoolers' perception of self-confidence. Found that developmentally appropriate practice influenced social development, and that teaching strategies, curriculum goals, motivation, and guidance of social-emotional development predicted peer…

Examined the relationship between more and less developmentally appropriate learning activities (MDAP, LDAP) and stress and nonstress behaviors of first graders during a computer-based literacy laboratory. Found that children exhibited more stress behaviors during LDAP learning activities than did children during MDAP learning activities. No…

Presents a developmentally appropriate framework reflecting the constructivist orientation of early childhood education to guide development of IEP goals and objectives for young children with disabilities. Discusses problems teachers encounter with IEPs, including defining skills too narrowly, not considering the time factor, and isolating the…

Analyzes accreditation for early childhood education programs in the context of two major schools of thought: "academic" learning versus "developmentally appropriate" learning. Suggests that the accreditation criteria of the National Association for the Education of Young Children be integrated with those of the North Central…

When screening potential physical education teachers, principals should be aware of curriculum changes. Today's curriculum encompasses a balance of skills, concepts, games, educational gymnastics, rhythms, and dance experiences designed to enhance the cognitive, motor, affective, and physical-fitness development of every child. Teamwork and…

Describes practices and issues related to providing services for preschoolers with disabilities in inclusive early childhood classrooms. Identifies findings from research on developmentally appropriate practices. Discusses ways to integrate specialized services such as occupational therapy, physical therapy, and speech-language therapy into…

This article presents a model for describing the range of types of support and instruction necessary to make inclusion successful for young children with disabilities. The building blocks include a high quality early childhood program, modifications and adaptations, embedded learning opportunities, and explicit child-directed instruction.…

Discusses developmentally appropriate career guidance for young children to prepare them to make later life career decisions. Outlines objectives for working with young children, including increasing occupational awareness and exploration, enhancing their knowledge of self and others, and continuing their development of academic and work- related…

This article offers an alternative to the term "natural environment" in which delivery of individualized services consistent with family needs and values is of first-order importance. It is argued that the use of authentic intervention activities will produce better outcomes than focusing on placements that must include chronologically aged peers.…

Asserts that educators should not teach about the Holocaust to K-4 students. Addresses the purpose of teaching the Holocaust and whether it can be taught to young children; questions the use of the term "Holocaust education"; and discusses the future of Holocaust education at the K-4 level. (CMK)