Developmentally appropriate teaching practices encompass a wide range of skills and strategies that are adapted to the age, development, individual characteristics, and the family and social and cultural contexts of each child served. Grounded in the caring relationships that educators nurture with each child and family as well as among all children and families (see guideline 1, “Creating a caring community of learners”), these teaching practices are designed to foster development and learning for each child across all domains and subject areas. Teaching practices build on each child’s multiple assets and actively counter various forms of bias. Through their intentional teaching, educators blend opportunities for each child to exercise choice and agency within the context of a planned environment constructed to support specific learning experiences and meaningful goals. Educators recognize that children are active constructors of their own understanding of the world around them; they understand that children benefit from initiating and regulating their own learning activities and from interacting with peers. Show Recognizing play as critical for children to experience joy and wonder, early childhood educators incorporate frequent opportunities for play in their teaching strategies. They plan learning environments that provide a mix of self-directed play, guided play, and direct instruction. Educators maximize opportunities for children to choose the materials, playmates, topics, and approaches they use throughout the day for all children, birth through age 8. Educators support and extend children’s play experiences by providing materials and resources based on careful observation of children’s play choices. Adult-guided activities provide for children’s active agency as educators offer specific guidance and support to scaffold and extend children’s interest, engagement, and learning. Direct instruction—for example, providing children with relevant academic vocabulary, pointing out relationships, helping children recognize specific phenomena, or suggesting an alternative perspective—is an important tool for supporting children’s learning. Its effectiveness is determined by the degree to which it extends children’s interests and learning in meaningful ways and educators’ sensitivity to changes in children’s interest. Individually or in small or large groups, across all activities—self-directed play, guided play, direct instruction, and routines—the teacher is responsible for ensuring that each child’s overall experiences are stimulating, engaging, and developmentally, linguistically, and culturally responsive across all domains of development and learning. Promoting many opportunities for agency for each child is essential to fulfilling this responsibility. The following descriptions of educators’ actions illustrate teaching practices that are developmentally appropriate for young children from birth through the primary grades. A. Educators demonstrate and model their commitment to a caring learning community through their actions, attitudes, and curiosity. They recognize that through their actions, they are influencing children’s lifelong dispositions, confidence, and approaches to learning. B. Educators use their knowledge of each child and family to make learning experiences meaningful, accessible, and responsive to each and every child. Building on the relationships they nurture with each child and family and between children (see also guideline 1, “Creating a caring community of learners”), educators design learning activities that reflect the lives and cultures of each child.
C. Educators effectively implement a comprehensive curriculum so that each child attains individualized goals across all domains (physical, social, emotional, cognitive, linguistic, and general learning competencies) and across all subject areas (language and literacy, including second language acquisition, mathematics, social studies, science, art, music, physical education, and health). Educators follow Universal Design for Learning principles by proactively providing multiple means of engagement, multiple means of representation, and multiple means of action and expression.70 Educators design experiences that celebrate the diversity in the experiences and social identities of each group of children and counter the biases in society. They build upon the children’s combined funds of knowledge to foster each child’s learning and understanding. Educators design activities that follow the predictable sequences in which children acquire specific concepts, skills, and abilities and by building on prior experiences and understandings. (Also see guideline 5, “Understanding and using content areas to plan and implement an engaging curriculum designed to meet goals that are important and meaningful for children, families, and the community in the present as well as the future.”) D. Educators plan the environment, schedule, and daily activities to promote each child’s development and learning.
E. Educators possess and build on an extensive repertoire of skills and teaching strategies. They know how and when to choose among them to effectively promote each child’s development and learning at that moment. Such skills include the ability to adapt curriculum, activities, and materials to ensure full participation of all children. These strategies include but are not limited to acknowledging, encouraging, giving specific feedback, modeling, demonstrating, adding challenge, giving cues or other assistance, providing information, and giving directions.
F. Educators know how and when to scaffold children’s learning. Based on their ongoing interactions and knowledge of each child, educators provide just enough assistance to enable each child to perform at a skill level just beyond what the child can do on their own, then gradually reduce the support as the child begins to master the skill, setting the stage for the next challenge.
G. Educators know how and when to strategically use the various learning formats and contexts.
H. Educators differentiate instructional approaches to match each child’s interests, knowledge, and skills. Children who need additional support receive extended, enriched, and intensive learning experiences, always building on the child’s current interests, strengths, and cultural ways of knowing.
View the full list of endnotes. Why is maintenance an important factor in choosing equipment?Improve the longevity of equipment
This is one of the most important reasons to perform preventive maintenance on your heavy equipment. It goes without saying—equipment that is properly maintained will last longer and work better than equipment that is rarely maintained.
How can the materials enhance the children's learning?As children play with materials, they learn about their physical properties and what these materials can do in the world, such as how they can be rolled, stacked, or moved. A material's sensory and aesthetic properties may also transform as a child plays with it, generating opportunities for further experimentation.
Which questions should teachers consider when motivating students to think creatively?Which questions should teachers consider when motivating students to think creatively? Is the lesson challenging?, Have students been able to set their own goals?, Have the students had breakfast? You just studied 10 terms!
Which teaching strategies are particularly helpful in encouraging creativity in the classroom?Other ways to teach and encourage creativity in the classroom include:. Set time aside for journaling.. Participate in five minutes of mindfulness each day.. Build brainstorming sessions.. Use gamification to encourage participation.. Encourage risk taking.. Leave the classroom more often.. Allow students to teach.. Use visual aids.. |