Developmentally Appropriate Practice Essay
Developmentally appropriate practice implies that educationalists need to consider first about what young children are like and then create an environment and experiences that are attuned to child’s characteristics. According to children’s needs and interests, teachers apply their knowledge about the child development to design a program to fit them and help them accomplish challenging and attainable purposes.
There are five key components of developmentally appropriate practice. Firstly, we should create a caring community of learners. Secondly, teaching has to enhance development and learning. Thirdly, teacher should plan curriculums to achieve important goals. Fourthly, we should assess children 's development and learning. Lastly, we need
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To be developmentally appropriate, teaching practices must be successful, especially in producing a favorable impression on children—they must promote to children’s ongoing development and learning. Children who are interested and engaged in the classroom activities and lessons learn more. By stimulating active interest and engagement, I guarantee that children will get the most out of the instructional opportunities demonstrated in the classroom. I present information using a variety of learning formats, including large and small groups, choice time (in interest areas), and routines. Routines such as eating snacks and transitioning from one activity to another are all possibly valuable learning situations if teachers use these activities as chances for one-on-one conversations with children or to support a learning objective through singing a song or reciting a rhyme.
Teachers having a belief of developmentally appropriate practice use a wide range of teaching strategies to effectively stimulate each child’s learning and development. These strategies include acknowledging, encouraging, giving specific feedback, modeling, and demonstrating, adding challenge, providing information and giving direction. I provided specific feedback: offer specific rather than general comment on the child’s performance (“That’s a d, Luna, not a b—it looks a lot like, but
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