ISBN-10:
1928896952
ISBN-13:
9781928896951
Pub. Date:
06/01/2013
Publisher:
National Association for the Education of Young Children
Developmentally Appropriate Practice: Focus on Infants and Toddlers

Developmentally Appropriate Practice: Focus on Infants and Toddlers

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Overview

An Essential Resource for Teachers of Infants and Toddlers

Edited and compiled just for teachers of infants and toddlers, this resource explains developmentally appropriate practice (DAP) so teachers can apply DAP in their work with infants and toddlers. Chapters include:

• What Is Developmentally Appropriate Practice?
A brief introduction to the main ideas of DAP

• To Be an Excellent Teacher
Connecting DAP to excellent teaching

• Understanding Development of Infants and Toddlers
Overview of infants' and toddlers' learning and development

• Developmentally Appropriate Examples to Consider
Examples of key DAP practices, as well as contrasting practices that are less likely to serve children well

• FAQs About Developmentally Appropriate Practice
Responses to common questions

• Young Children Articles
Nine articles from Young Children that provide examples of applying developmentally appropriate practice when working with infants and toddlers

Product Details

ISBN-13: 9781928896951
Publisher: National Association for the Education of Young Children
Publication date: 06/01/2013
Series: DAP Focus Series
Edition description: New Edition
Pages: 168
Sales rank: 231,841
Product dimensions: 8.30(w) x 10.90(h) x 0.50(d)

About the Author

Carol Copple is a highly respected early childhood education author, educator, and consultant. For 16 years she served as a senior staff member at NAEYC, and her responsibilities included directing the books program. She has taught at Louisiana State University and the New School for Social Research, and she codeveloped and directed a research-based model for preschool education at the Educational Testing Service. With Sue Bredekamp, Carol is coeditor of Developmentally Appropriate Practice in Early Childhood Programs (1997; 2009). Among her other books are Learning to Read and Write: Developmentally Appropriate Practices for Young Children (NAEYC); Growing Minds: Building Strong Cognitive Foundations in Early Childhood (NAEYC); and Educating the Young Thinker: Classroom Strategies for Cognitive Growth (Lawrence Erlbaum). She received her doctorate from Cornell University.

Sue Bredekamp is an early childhood education specialist from Washington, DC. She serves as a consultant on developmentally appropriate practice, curriculum, teaching, and professional development for many state and national organizations, including NAEYC, the Council for Professional Recognition, Head Start, and Sesame Workshop. From 1981 to 1998, she was director of accreditation and professional development for NAEYC. Sue is the primary author of the 1987 edition of Developmentally Appropriate Practice in Early Childhood Programs, and coeditor (with Carol Copple) of the 1997 and 2009 revisions. She is the author of the introductory textbook Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition (Pearson). Sue was a member of the National Research Council’s Committee on Early Childhood Mathematics, and she holds a PhD in curriculum and instruction from the University of Maryland.

Derry Koralek, chief publishing officer of NAEYC, oversees the development of all print and digital publishing, including books, brochures, periodicals, professional development guides, posters, and websites for educators and families. Derry is editor in chief of Young Children and TYC—Teaching Young Children.

Kathy Charner is editor in chief of NAEYC’s Books and Related Resources department, with responsibility for the content, management, publication, and general excellence of the books and brochures published by NAEYC. Before joining NAEYC, Kathy was editor in chief at Gryphon House for more than 20 years.

Read an Excerpt

Children learn and develop best when they are part of a community of learners— a community in which all participants consider and contribute to one another’s well-being and learning. To create such a classroom community, good teachers make a point of getting to know every child and family well. They make the effort to learn about each child’s personality, abilities, interests, and ways of learning, and they work to build a strong sense of group identity among the children in the group. Toward this end, teachers plan ways for children to work and play together collaboratively, and they work to bring each child’s home culture and language into the shared culture of the class.

Table of Contents

About the Editors
Acknowledgments
Editors’ Preface
1. What Is Developmentally Appropriate Practice?
Key Messages of the Position Statement
Core Considerations of Developmentally Appropriate Practice
Principles of Child Development and Learning
2. To Be an Excellent Teacher
Excellence in All Areas of PracticeSeeing the Bigger Picture
3. Understanding Development of Infants and ToddlersUnderstanding Infants and Toddlers
Knowledge of Child Development
Philosophy and Principles Supporting Development
Understanding Changes in the First Three YearsObserving Development From Birth to 3
Physical Growth and Development of Habits for Lifetime Wellness and Safe Living
Thinking, Reasoning, and Understanding the World:
The Brain and Cognitive Development
The Mind–Body Connection: Development of Sensorimotor Integration
Motor Development
Being and Belonging: Social and Emotional Development
Sense of Self and Others
Communication: Development of Language, Literacy, and Mathematical Understanding
Early Literacy and Numeracy
4. Developmentally Appropriate Examples to Consider
INFANTS
Relationship Between Caregiver and Child
Environment.
Exploration and Play
Routines
Reciprocal Relationships With Families
Policies
TODDLERS
Relationship Between Caregiver and Child
Environment
Exploration and Play
Scheduling
Routines
Reciprocal Relationships With Families
Policies
5. FAQs About Developmentally Appropriate Practice
6. Young Children Articles
Keys to Quality Infant Care: Nurturing Every Baby’s Life Journey
Rituals and Routines: Supporting Infants and Toddlers and Their Families
Enhancing Practice With Infants and Toddlers From Diverse Language and Cultural Backgrounds
Learning to Be Me While Coming to Understand We: Encouraging Prosocial Babies in Group Settings
What Do We Mean by Reading Readiness?
Using Toys to Support Infant–Toddler Learning and Development
Why Do Babies Like Boxes Best?
Let’s Get Messy! Exploring Sensory and Art Activities
With Infants and Toddlers
More, All Gone, Empty, Full: Math Talk Every Day in Every Way
References

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