Developmentally appropriate practice : curriculum and development in early education

Developmentally Appropriate Practice: Curriculum and Development in Early Education, 3e is a thoughtful and comprehensive reference that is now even more effective with the addition of several new features and enhanced content. The book takes a topical approach and assumes some basic child development knowledge/experience, and is intended as a guide for thoughtful consideration of classroom and caregiver practices. In the first section, developmentally appropriate practice is discussed and explored, including an in-depth, extended section on the theory and research of play. Subsequent sections address environments such as physical, social/emotional, and cognitive/language. The coverage of these important environments is comprehensive and individually addresses appropriate practice for all early childhood age groups. The fifth section moves into a discussion of making changes for the teachers and caregivers and how to gain support for those changes. Well-known curriculum approaches are also explored in-depth, allowing the reader to understand how these approaches fit into the principles of developmentally appropriate practice. Some new features include "What Would You Do?" and "Think About It" sections that encourage further thought and discussion, as well as current reference and reading suggestions to allow the reader to continue the learning process on their own.

David ElkindJames GreenmanCaroline PrattJohn HoltHoward Gardner

Preface	p. vii
Acknowledgments	p. xi
About the Author	p. xii
Section 1 Defining Developmentally Appropriate Practice	p. 3
Guest Editorial	p. 2
Chapter 1 Defining Developmentally Appropriate Practice	p. 4
What Is the Position Statement on Developmentally Appropriate Practice?	p. 8
Basic Principles of Development	p. 12
Results of Developmentally Appropriate versus Inappropriate Practice	p. 17
Considering Some Misunderstandings about Developmentally Appropriate Practice	p. 22
Chapter 2 Understanding Play: Its Importance in Developmentally Appropriate Practice	p. 34
What Is Play?	p. 35
Categories of Play	p. 36
Social Stages of Play	p. 38
Play and Development	p. 40
Play as Developmentally Appropriate Curriculum	p. 45
Conditions That Support Play	p. 48
Issues Involving Play	p. 52
Chapter 3 Planning for Developmentally Appropriate Curriculum	p. 60
What Is Curriculum?	p. 61
Integrated Curriculum and the Standards Movement	p. 66
The Cycle of Planning	p. 68
What Is Emergent Curriculum?	p. 77
Strategies for Planning for Emergent Curriculum	p. 79
What about Planning Forms?	p. 84
Changing the Planning Process	p. 85
Section 2 Developmentally Appropriate Physical Environments	p. 91
Guest Editorial	p. 90
Chapter 4 Developmentally Appropriate Physical Environments: For Infants	p. 92
The Nature of Babies	p. 93
What Do Babies Need?	p. 94
Environment to Nurture Trust	p. 94
Environment to Nurture Attachment
Environment to Nurture Mobility
Environment for the Senses
Environment for Language
Rethink the Traditional	p. 101
Outdoors for Infants	p. 103
Health and Safety	p. 104
Materials for Infant Rooms	p. 105
Schedule Considerations	p. 106
Things Not Seen in a Developmentally Appropriate Environment for Infants	p. 107
Chapter 5 Developmentally Appropriate Physical Environments: For Toddlers	p. 110
What Are Toddlers Like?	p. 111
What Do Toddlers Do?	p. 112
What Do Toddlers Need?	p. 113
Environment to Support Autonomy
Environment for Separateness
Environment for Movement
Environment for Self-Help Skills	p. 120
Environment for Sensorimotor Exploration
Schedule and Transition Considerations	p. 124
Things Not Seen in a Developmentally Appropriate Environment for Toddlers	p. 126
Chapter 6 Developmentally Appropriate Physical Environments: For Preschoolers	p. 129
What Are Preschoolers Like?	p. 130
What Do Preschoolers Do?	p. 132
What Do Preschoolers Need?	p. 132
Dimensions of Environments
Environment for Initiative
Environment for Creativity
Environment for Learning through Play
Outdoor Play
Environment for Self-Control
Schedules for Preschoolers	p. 149
The Kindergarten Dilemma	p. 153
Things Not Seen in a Developmentally Appropriate Physical Environment for Preschoolers	p. 156
Chapter 7 Developmentally Appropriate Physical Environments: For Primary-Aged Children	p. 161
What Are Primary-Aged Children Like?	p. 162
What Do Primary-Aged Children Do?
What Do Primary-Aged Children Need?	p. 165
Differences in Physical Environments for Primary-Aged Children	p. 166
Environment for a Sense of Industry
Environment for Literacy
Environment for Relationships
Schedule	p. 178
What about Recess?	p. 179
After-School Childcare	p. 181
Things Not Found in Developmentally Appropriate Primary Classrooms	p. 183
Section 3 Developmentally Appropriate Social/Emotional Environments	p. 187
Guest Editorial	p. 186
Chapter 8 Developmentally Appropriate Social/Emotional Environments: For Infants	p. 188
Social/Emotional Issues in Infancy	p. 189
Developmentally Appropriate Interaction Practices	p. 193
Respect
Sensitivity of Responsiveness
Close Physical Contact
Repetition and Consistency
Recognition of Limitations
Chapter 9 Developmentally Appropriate Social/Emotional Environments: For Toddlers	p. 205
Social/Emotional Issues of Toddlerhood	p. 206
Developmentally Appropriate Interaction with Toddlers	p. 209
Fostering Autonomy
Fostering Emotional Development
Chapter 10 Developmentally Appropriate Social/Emotional Environments: For Preschoolers	p. 227
Social/Emotional Issues of the Preschool Years	p. 228
Prosocial Behavior versus Aggression	p. 230
Helping Preschoolers with Emotional Control	p. 231
Nurturing Individual Identity	p. 239
Guidance Toward Self-Control	p. 253
Chapter 11 Developmentally Appropriate Social/Emotional Environments: For Primary-Aged Children	p. 262
Social/Emotional Issues for the Primary Years	p. 263
Implications for Teachers Planning Social/Emotional Environments	p. 265
Helping Primary-Aged Children with Moral Development	p. 277
Helping Primary-Aged Children with Emotional Growth	p. 279
Section 4 Developmentally Appropriate Cognitive/Language/Literacy Environments	p. 287
Guest Editorial	p. 286
Chapter 12 Developmentally Appropriate Cognitive/Language/Literacy Environments: For Infants	p. 288
Understanding Sensorimotor Intelligence	p. 290
Language Development
Principles for Cognitive Development
Materials Appropriate at Various Stages
Appropriate Adult Roles to Nurture Cognitive Growth
Nurturing Language Development
Unsupportive Cognitive/Language Environments
Chapter 13 Developmentally Appropriate Cognitive/Language/Literacy Environments: For Toddlers	p. 310
Understanding Toddler Cognitive Development	p. 311
Developmentally Appropriate Cognitive Environments	p. 313
Burton White on Toddler Education
Principles of Teaching Toddlers
Planning	p. 317
Unsupportive Cognitive/Language/Literacy Environments	p. 327
Chapter 14 Developmentally Appropriate Cognitive/Language/Literacy Environments: For Preschoolers	p. 331
Preoperational Thinking	p. 332
Teachers' Roles in Providing for Play	p. 334
Language/Literacy Environments	p. 348
Early Literacy
Group Time
Unsupportive Language/Literacy Environments
Chapter 15 Developmentally Appropriate Cognitive/Language/Literacy Environments: For Primary-Aged Children	p. 363
Preoperational and Concrete Operational Thinking and Developmentally Appropriate Practice	p. 365
Other Aspects of Readiness for School Learning Tasks
Cognitive/Language/Literacy Goals of Primary Education
Components of Developmentally Appropriate Cognitive/Language Environments
Assessment versus Standardized Testing
Section 5 Steps Toward More Developmentally Appropriate Practice	p. 397
Guest Editorial	p. 396
Chapter 16 Helping Teachers Change to More Appropriate Practice	p. 398
Change Is Difficult	p. 399
A Plan for Change
Chapter 17 Helping Families and Communities Understand Developmentally Appropriate Practice	p. 412
Reciprocal Relationships with Families	p. 413
Facilitating Understanding of Developmentally Appropriate Practice	p. 416
Key Issues	p. 419
Principles for Enlisting Support	p. 421
Strategies to Resolve Issues with Parents and the Community	p. 423
Chapter 18 A Consideration of Various Curriculum Models	p. 429
The Montessori Approach-History and Philosophy	p. 430
The Bank Street Approach-History and Philosophy	p. 433
The Reggio Emilia Approach-History and Philosophy	p. 437
High/Scope Approach-History and Philosophy of the Model	p. 443
The Creative Curriculum-History and Philosophy	p. 446
Glossary	p. 455
Index	p. 461

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