Pub. Date:
National Association for the Education of Young Children
Developmentally Appropriate Practice : Focus on Preschoolers

Developmentally Appropriate Practice : Focus on Preschoolers

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An Essential Resource for Preschool Teachers

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

• What Is Developmentally Appropriate Practice?
Key messages of NAEYC's position statement

• To Be an Excellent Teacher
Connecting DAP to excellent teaching

• An Overview of Development in the Preschool Years
Overview of preschoolers' 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
Seven articles from Young Children that provide examples of applying developmentally appropriate practice when working with preschoolers

Product Details

ISBN-13: 9781928896968
Publisher: National Association for the Education of Young Children
Publication date: 01/28/2013
Series: DAP Focus Series
Edition description: New Edition
Pages: 192
Sales rank: 294,805
Product dimensions: 8.50(w) x 11.00(h) x (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

Developmentally appropriate goals are both challenging and achievable. The most effective learning experiences build on what children already know and can do, but also encourage them to stretch a reasonable amount toward a new level of achievement. Of course, learners cannot spend all their time “on their tiptoes.” They also need plenty of opportunity to practice the skills they have just begun acquiring. They need to feel solid mastery and a sense of being successful, of the goal having been achieved, rather than always feeling rushed on to the next challenge. Young children will often practice newly acquired or developing skills during their play, as when a toddler repeatedly fills and dumps a bucket of toys, or when a preschooler continually counts every peg or every block in a tall tower. Once children have mastered a new skill or concept, they are ready for the next stretch.

Table of Contents

About the Editors
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 Practice
Seeing the Bigger Picture
Bridging Cultural Differences
Both/And Thinking in Early Childhood Practice
3. An Overview of Developmentally Appropriate Practice in the Preschool Years
Physical Development
Social and Emotional Development
Cognitive Development
Language and Literacy Development
4. Developmentally Appropriate Examples to Consider
Creating a Caring Community of Learners
Teaching to Enhance Development and Learning
Planning Curriculum to Achieve Important Goals
Assessing Children’s Development and Learning
Establishing Reciprocal Relationships With Families
5. FAQs About Developmentally Appropriate Practice
6. Young Children Articles
Intentionality in Action: A Strategy That Benefits Preschoolers and Teachers
Positive Verbal Environments: Setting the Stage for Young Children’s Social Development
Solving the Puzzle: Dual Language Learners With Challenging Behaviors
Assessing and Scaffolding Make-Believe Play
Supporting Preschoolers’ Vocabulary Learning: Using a Decision-Making Model to Select Appropriate Words and Methods
The Patterns of Music: Young Children Learning Mathematics Through Beat, Rhythm, and Melody
From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’s Approach

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