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Rodriguez, Megan I.; Wackerle-Hollman, Alisha K. – Assessment for Effective Intervention, 2015
The Individual Growth and Development Indicator (IGDI): Which One Doesn't Belong (WODB) task is an early comprehension screening assessment designed for use in pre-Kindergarten multi-tiered systems of support. This article summarizes the purpose, procedures, and evidence base currently available in the literature to support the WODB task. Example…
Descriptors: Individual Development, Screening Tests, Early Intervention, Kindergarten
Frye, Steven B. – New Directions for Adult and Continuing Education, 2014
This chapter describes developmental needs of emerging young adults and how they are often met, or not met, in faith communities. The author offers recommendations for creating better connections with today's emerging young adults.
Descriptors: Developmentally Appropriate Practices, Needs Assessment, Need Gratification, Religious Organizations
Dubin, Jennifer – American Educator, 2013
Almost 60 years have passed since Dr. James Comer last saw three of his elementary school friends, yet he vividly remembers them. They were African American boys just like him. They, too, came from two-parent homes, and their fathers also worked in the local steel mill. But unlike Comer and his siblings, these three youngsters did not take an…
Descriptors: Psychiatry, Individual Development, Hermeneutics, Child Development
Bouffard, Suzanne M.; Savitz-Romer, Mandy – Educational Leadership, 2012
Where students are in their development shapes how they behave and whether they succeed. An awareness of how students develop identity and motivation can help educators guide students as they set goals for the future. Bouffard and Savitz-Romer share strategies for helping students see themselves as college graduates. They also explain how the…
Descriptors: Achievement Need, Motivation Techniques, Developmentally Appropriate Practices, Student Development
Hodge, David C.; Baxter Magolda, Marcia B.; Haynes, Carolyn A. – Liberal Education, 2009
Evidence abounds that, in recent decades, students have typically entered college relying on perspectives they have uncritically accepted from others and are not sufficiently challenged and supported to transition to internal authority during college. Students who have experienced significant challenge, particularly as a result of marginalization,…
Descriptors: Transformative Learning, Student Development, Developmentally Appropriate Practices, Educational Practices
Schweinhart, Lawrence J.; Hohmann, Charles F. – Principal, 1992
The High/Scope curriculum differs radically from typical K-3 teacher-directed instruction in emphasizing the child as a self-initiating active learner. This curriculum differs from other child-centered curricula by using cognitive-development theory to stress problem-solving and independent thinking, rather than social development and…
Descriptors: Cognitive Development, Curriculum Design, Developmentally Appropriate Practices, Individual Development
Armstrong, Thomas – Educational Leadership, 2007
A superhighway is being built across today's education landscape, extending from preschool to graduate school, writes Armstrong. This superhighway bypasses all the byways, narrow routes, and winding paths that have traditionally filled the road from early childhood to early adulthood. As schools race to move students through the curriculum at…
Descriptors: Children, Adolescents, Developmental Stages, Social Development

Gronlund, Gaye – Young Children, 2001
Explains how high quality early childhood programs address academics, including assessment, and are accountable to early childhood standards. Describes how the early childhood learning situation that looks very much like play is actually a carefully designed and organized learning environment that provides structure, stimulation, and support for…
Descriptors: Classroom Environment, Developmentally Appropriate Practices, Early Childhood Education, Experiential Learning

French, Lucia – Young Children, 1996
Discusses whether developmental delays can be the unintended consequence of developmentally inappropriate preschool teacher and staff practices. Describes the interplay between language and knowledge in early childhood. Includes a table that specifies the child's ability to take in information from language input through five developmental stages…
Descriptors: Comprehension, Developmental Delays, Developmental Stages, Developmentally Appropriate Practices
Klaus, Hanna – 1998
The program "Teen STAR (Sexuality Teaching in the context of Adult Responsibility)" begins by helping young people understand the woman's cyclic and the man's constant fertility in order to encourage pre-marital abstinence in adolescents. Students then discover the values of fertility and begin to derive the norms that govern possessing it.…
Descriptors: Adolescents, College Students, Developmentally Appropriate Practices, Foreign Countries

Flicker, Eileen S.; Hoffman, Janet Andron – Young Children, 2002
Describes a classroom management approach called developmental discipline that incorporates observation with knowledge of the individual child, situation, and child development to guide appropriate behavior. Discusses factors associated with behavior problems and how teachers can work with parents to apply developmental discipline techniques and…
Descriptors: Behavior Development, Behavior Problems, Child Behavior, Classroom Environment
Wardle, Francis – Child Care Information Exchange, 1998
Notes the increase in after-school programs for school-age children and discusses ways to meet the outdoor play needs of this age group. Stresses the need to recognize the unique physical, cognitive, and social needs of school-age children; offers suggestions for developing or modifying playgrounds to meet those needs. (TJQ)
Descriptors: After School Programs, Age Differences, Child Safety, Developmentally Appropriate Practices

Miels, Jill C. – Young Children, 2001
Four case studies are presented illustrating how kindergarten curricula can enhance early literacy development. Curriculum components described include student choice, activities appropriate for multiple developmental levels, large blocks of work time, shared voice, theme-based learning, access to materials, respect for autonomy, and minimal large…
Descriptors: Beginning Reading, Beginning Writing, Case Studies, Childrens Writing

Kellman, Julia – Visual Arts Research, 1994
Reviews research on the relationship among young children, their developing skills, and art. Maintains that children's development, like art itself, grows out of the individual child artist and his or her place in life and culture. Presents examples of developmentally appropriate art activities and instruction. (CFR)
Descriptors: Art Education, Art Teachers, Child Development, Child Psychology
Nagy, Jozsef – 1989
This case study describes an innovative school entry system in which children are registered at school according to their stage of development, not their age. The system was introduced by law in Hungary in 1986. In this study, an introduction is followed by a discussion of problems in curricular articulation. Problems are discussed in terms of the…
Descriptors: Articulation (Education), Case Studies, Classification, Developmental Stages