Journal- Developmentally Appropriate Practices Developmentally Appropriate Pract

Journal- Developmentally Appropriate Practices
Developmentally Appropriate Practice slinks to an external site.
ISSUE: All programs in early childhood education Links to an external site. are less effective in promoting the learning and development of young children. The overall effectiveness of an early childhood program is dependent upon several factors: quality staff, suitable environment, appropriate grouping practices, consistent schedules, and parent involvement. Decisions about these factors are often made early in an early childhood program’s planning and organizing process. These decisions have significant ramifications because they affect the child, the family, the classroom, the school, and the community.
OVERVIEW: The benefits of early childhood education have been established through research Links to an external site. and publicized nationally. Yet these benefits do not necessarily occur in every early childhood program. Schweinhart (1988) notes:
“Long-term benefits result only from high-quality early childhood development programs–ones characterized by a child development curriculum, trained teaching staff, administrative leadership and curriculum support, small classes with a teacher and a teaching assistant, and systematic efforts to involve parents as partners.” (p. 7)
The planning and organization process for an early childhood program exhibiting these characteristics begins with establishing a task force Links to an external site. of educators, parents, and community members. After identifying best practices in early childhood education, this group can help provide input on decisions regarding the curriculum details, assessment, staff selection, school climate and environment, and parent involvement. Community collaboration Links to an external site. is essential in setting goals and providing a focus for an early childhood program.
When a community plans a new early childhood program or seeks to improve its current program, questions need to be asked: Who will staff the early childhood program? How will the classroom look? What is the best way to group the children? What will the day be like for the children? What will be the role of parents? The answers to these questions are essential in determining the program’s quality. Decisions about the organization of the early childhood program must have a firm foundation in the growth and development of the young child. These decisions should be based on the following premises:
Young children learn best through active, engaged, meaningful learning.
Young children learn best in an early childhood program that is developmentally appropriate.
oYoung children learn best in an early childhood environment Links to an external site. appropriate for their age and stage of development.
oYoung children benefit from a consistent routine or daily schedule Links to an external site. in the early childhood classroom.
oYoung children learn best when the school develops a sense of community Links to an external site. for all participants.
oYoung children function best in early childhood programs that value and reinforce continuity Links to an external site..
oYoung children benefit from early childhood programs that provide a careful transition Links to an external site. from preschool to kindergarten and from kindergarten to the primary grades.
oYoung children learn best with teachers who consider them and respond to them as individuals.
Using these premises as a foundation, planning and organizing for an effective early childhood program should emphasize five factors: quality staff, suitable environment, appropriate grouping, consistent schedules, and parent involvement.
The first factor in planning for effective early childhood programs is the quality staff with training and experience in teaching young children. The National Association of Elementary School Principals (1990) notes quality indicators in staff selection: “The staff is composed of people who have taken coursework not only in elementary education but in teaching young children” (p. 46). Specifically, teachers and administrators who work with young children should have a background in Early Childhood Education or Child Development; these courses of study emphasize child development, the learning style of the young child, and the need to develop partnerships with parents. In addition to coursework, teachers and administrators should have completed supervised training in working with young children. The National Association for the Education of Young Children (1991) has outlined recommended staff qualification slinks to an external site. for various early childhood positions.
Purpose
The purpose of the reflective journal is for you to reflect on your values, perceptions, and beliefs about caring for infants and toddlers.
Expectation
These journal entries should be at least 1 paragraph in length. You will be graded on the depth of your responses to each question. There is no right or wrong answer. Just your thoughts. I will provide feedback in the form of questions that may ask you to dig deeper. These assignments are eligible for resubmission and should be a minimum of 500 words.
Reflective Prompt
Based on the readings, share 3 things that stood out to you, 2 things you would like to practice in the classroom, and 1 thing that you want to learn more about