Developmentally Appropriate Practice
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|Author||: Sue Bredekamp,Carol Copple|
|Editor||: National Assn for the Education|
This volume spells out more fully the principles undergirding developmentally appropriate practice and guidelines for making decisions in the classroom for young children.
|Author||: Louise Derman-Sparks,Julie Olsen Edwards|
Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers.
|Author||: Carol Gestwicki|
Thoughtful and comprehensive, DEVELOPMENTALLY APPROPRIATE PRACTICE: CURRICULUM DEVELOPMENT IN EARLY EDUCATION, International Edition, is designed to meet the needs of new early childhood students as well as experienced teachers, professionals, and parents. It provides an overview of the concepts and theoretical foundations of developmental practices and discusses the practical implications for teachers and caregivers. This edition, thoroughly revised to reflect the new NAEYC position statement on Developmentally Appropriate Practice, also includes new content on aligning early childhood teaching practices with national education standards, in addition to many new student-oriented features and applications. Section I explores developmentally appropriate practice, including an in-depth section on the theory and research of play as well as discussion of early learning standards in curriculum development. Students also learn how well-known curriculum approaches fit into the principles of developmentally appropriate practice. Subsequent comprehensive sections, which discuss the physical, social/emotional, and cognitive/language domains, individually address appropriate practice for infants, toddlers, preschoolers, and primary-aged children. Section V, available on the text website, discusses how teachers can make changes that result in more developmentally appropriate practices and how to gain support for those changes with families and communities.
|Author||: Craig H. Hart,Diane C. Burts,Rosalind Charlesworth|
|Editor||: SUNY Press|
Combines research and practice on integrated developmentally appropriate curriculum that helps theorists, researchers, parents, and teachers understand how to match early childhood teaching practices to the integrated manner that young children naturally think and learn.
|Author||: Carol Copple,Sue Bredekamp,Derry Gosselin Koralek,Kathy Charner|
|Editor||: Dap Focus|
Filled with information and inspiration for applying DAP in your work with infants and toddlers.
Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8 Fourth Edition Fully Revised and Updated
|Editor||: National Association for the Education of Young Children|
|Author||: Carol Gestwicki|
|Editor||: Cengage Learning|
Thoughtful and comprehensive, DEVELOPMENTALLY APPROPRIATE PRACTICE: CURRICULUM AND DEVELOPMENT IN EARLY EDUCATION, 6th Edition, is designed to meet the needs of new early childhood students as well as experienced teachers, professionals, and parents. It provides an overview of the concepts and theoretical foundations of developmental practices and discusses the practical implications for teachers and caregivers. The text reflects the NAEYC position statement on Developmentally Appropriate Practice and includes content on aligning early childhood teaching practices with national and state education standards, in addition to many student-oriented features and applications. Among other changes, this edition includes new integration of professional standards, model letters for communicating with families, real-world scenarios for practicing intentional decision-making, and the latest on brain research relevant to early education. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
|Author||: Lisa S. Goldstein|
Using Developmentally Appropriate Practices to Teach the Common Core: Grades PreK–3 provides current and prospective primary grade teachers with an understanding of the CCSS-ELA and CCSS-M that highlights their compatibility with developmentally appropriate practices (DAP), the instructional approach generally preferred by teachers of young children. The book begins by framing the CCSS as a distinct improvement over lengthy lists of academic content standards and as a carefully conceptualized and DAP-friendly set of curriculum guidelines. Next, the CCSS-ELA and CCSS-M for Grades K–3 are unpacked, analyzed, synthesized, and cross-referenced to key features of DAP. Finally, several "hot topic" issues—differentiating instruction to meet the needs of all learners, ensuring equitable access to the curriculum for English Language Learners, addressing assessment and accountability expectations, and educating parents and families about the CCSS and DAP—are prioritized and examined in depth. Using Developmentally Appropriate Practices to Teach the Common Core: Grades PreK–3 is a highly useful guide for both pre-service and in-service early childhood education teachers.
Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8
|Author||: Sue Bredekamp|
|Author||: Bruce L. Mallory,Rebecca Staples New|
This work offers critiques of early childhood education and developmentally appropriate practices.
|Author||: Carol Anne Wien|
The introductory chapter describes the two central frameworks -- developmentally appropriate practice and teacher dominion -- and provides conceptual background on teacher practical knowledge. The next five chapters present the case studies, and the final three chapters address issues common to all teachers, using material from the teacher participants as examples.
|Author||: Carol Copple,Sue Bredekamp,Derry Gosselin Koralek,Kathy Charner|
|Editor||: Developmentally Appropriate Practice|
Filled with information and inspiration for applying DAP in your work with children in grades 1-3.
|Author||: Marjorie J. Kostelnik,Anne K. Soderman,Alice P. Whiren,Michelle Q Rupiper|
|Editor||: Pearson Higher Ed|
Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133830977. Helps students create the best programs for young children ages three through eight. The authors’ goal in writing Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education was to bring together the best information currently available for developing an integrated approach to curriculum and instruction in the early years. The Sixth Edition addresses all aspects of classroom life, including the roles of children and adults, the physical and social environments, and teaching and learning within multiple domains for children age three to eight. It provides a comprehensive, cohesive approach to curriculum development, which results in greater continuity for children and practitioners in group settings in childcare, preschool, and the early elementary grades. Concentrating as much on the “how” of curriculum development as on the “what and why,” the authors provide practical, research-based guidelines for translating theory into best practice that accommodates age-appropriateness, individual differences, and social and cultural diversity. Students learn how to conceptualize, plan, implement, and evaluate curriculum through detailed application opportunities in each chapter. The Enhanced Pearson eText features embedded video, licensure examination preparation exercises, and assessments Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.
|Author||: Carol Copple,Sue Bredekamp,Kathy Charner,Derry Gosselin Koralek|
This resource explains DAP so teachers can apply it in their work with kindergartners.
|Author||: Roma Chumak-Horbatsch|
|Editor||: University of Toronto Press|
This path-breaking book provides a convincing argument for the importance of children's home languages and the benefits of dual- and multi-language learning. A new classroom practice known as Linguistically Appropriate Practice (LAP) offers guidance for those working with young children who arrive in childcare centres and schools with little or no proficiency in the classroom language. Linguistically Appropriate Practice details over fifty classroom activities that can be adapted to match both the developmental level of the children and the classroom curriculum. Intended for childcare staff, health care providers, settlement workers, speech and language pathologists, kindergarten and primary grade teachers, family resource workers, and literacy specialists, this book is an essential resource for preparing young children for the complex communication and literacy demands of the twenty-first century.
Making Sense of Developmentally and Culturally Appropriate Practice DCAP in Early Childhood Education
|Author||: Eunsook Hyun|
|Editor||: Peter Lang Pub Incorporated|
Since 1987 the National Association for the Education of Young Children (NAEYC) has embraced Developmentally Appropriate Practice (DAP) as a pedagogical guideline for early childhood education. This book attempts to expand DAP as developmentally and culturally appropriate practice (DCAP) to pay greater attention to cultural influence that forms young individual children's growth and their own learning. Infusing voices of early childhood prospective teachers' DCAP teaching experiences into the texts, the book presents a way to prepare our future teachers who would be able to use DCAP as their pedagogical guide and be more sensitive to multiple/multiethnic perspectives in young children's learning, changes, and growth.
|Author||: Kay M. Albrecht,Margaret C. Plantz|