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Perlmutter, Jane C.; Burell, Louise – Young Children, 1995
Examines the role of children's play as part of developmentally appropriate practices for young children. Suggests that schoolchildren's play is creative, and more complex than that of younger children. As work and play intertwine throughout the layers of the classroom, the combination helps them learn to manage time responsibly. (AA)
Descriptors: Child Development, Classroom Environment, Classroom Techniques, Developmentally Appropriate Practices
Bomba, Anne K.; Knight, Kathy B. – Day Care & Early Education, 1993
Describes a nursery school director's successful experience with allowing children to serve themselves at snack and lunchtimes, and some of the problems the staff overcame to adapt family style dining to the abilities of small children. (HTH)
Descriptors: Classroom Environment, Day Care Centers, Developmentally Appropriate Practices, Food Service
Rody, MaryAnn – Early Childhood News, 1995
Describes two child care administrators' visit to the model preschools in Reggio Emilia, Italy. Discusses the Reggio view of childhood and the structure and environment in a typical Reggio classroom. Notes how the larger cultural elements of Italy--community, history, and pride--are deeply rooted in the Reggio concept. (HTH)
Descriptors: Art Activities, Classroom Environment, Constructivism (Learning), Cultural Influences
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Lally, J. Ronald – Young Children, 1995
Notes that the differences between infant/toddler care and preschool care have been ignored in all but the best programs and day care homes. Examines child care policies and practices from the perspective of their influence on infant/toddler identity formation, including continuity of care and curricula that are responsive rather than…
Descriptors: Caregiver Child Relationship, Child Caregivers, Child Development, Childhood Needs
Crosser, Sandra – Early Childhood News, 1996
Presents an overview of developmentally appropriate practices for preschool classrooms. Discusses the role of the teacher, and emphasizes the use of age-appropriate schedules, space, group and individual activities, music and movement, as well as interest-based curricula. (MOK)
Descriptors: Classroom Environment, Cognitive Development, Developmentally Appropriate Practices, Learning Activities
Thornley, Christina – 1996
Compulsory schooling commences for children in New Zealand when they are 6 years old, but all primary schools accept children from the day of their fifth birthday. On any school day, a new pupil may enter the class for new entrants and become part of the school system. This article explores the creation of an appropriate environment for these new…
Descriptors: Classroom Environment, Developmentally Appropriate Practices, Educational Environment, Foreign Countries
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Courtney, Jane; Kowalski, Helen – Australian Journal of Early Childhood, 1995
Discusses the concept of transitions in early childhood classrooms, illustrates their usefulness for staff and children, and discusses the suitability of such activities in an early childhood program. Suggests that provision for active participation by the child, together with a planned child-centered outcome, allows transitions to be a most…
Descriptors: Childhood Attitudes, Childhood Needs, Classroom Environment, Classroom Techniques
Gullo, Dominic F. – 1992
The guiding principles of developmentally appropriate early childhood education are examined, along with pertinent research, concrete examples, and implications for practice. Chapter 1 provides a brief introduction to recent trends in early childhood education. Chapter 2 considers the principle of matching early childhood education practices to…
Descriptors: Child Development, Classroom Environment, Cognitive Development, Curriculum Development
Peer reviewed Peer reviewed
Jalongo, Mary Renck – Dimensions of Early Childhood, 1995
Explores misconceptions about the place of the arts in early childhood education. Notes that children's creativity usually flourishes in a play-like atmosphere where children have the time, materials, opportunity, and social support to experiment. Suggests three ways to facilitate children's artistic growth and creative expression, and includes a…
Descriptors: Art, Art Activities, Art Expression, Classroom Environment
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Dimensions of Early Childhood, 1993
Discusses what schools, caregivers/teachers, parents, and communities can do to ensure/enhance children's learning and school readiness in accordance with the theoretical framework and eventual implementation of the 1990 National Education Goal 1. (BB)
Descriptors: Classroom Environment, Community Services, Developmentally Appropriate Practices, Early Childhood Education
Hyun, Eunsook – 2001
Developmentally and Culturally Appropriate Practice (DCAP) is a culturally congruent and critical pedagogy that serves as a framework for early childhood education for all individuals. This paper examines young children's gender differences in learning and their gender-oriented culture and promotes developmentally and culturally appropriate…
Descriptors: Classroom Environment, Developmentally Appropriate Practices, Gender Issues, Knowledge Base for Teaching
Hallion, Andrea M. – 1994
This paper traces the development of graded and non-graded classrooms in the United States in the 19th and 20th centuries and describes the implementation of multiage classrooms at an elementary school in Hopedale, Massachusetts. After defining what is meant by multiage classrooms, the paper discusses the role of Horace Mann, who was then a…
Descriptors: Administrator Role, Child Development, Classroom Environment, Developmentally Appropriate Practices
Peer reviewed Peer reviewed
Collins, Tyresha Watts; Hatch, J. Amos – Dimensions of Early Childhood, 1992
To support and guide young children's social and emotional growth, teachers can (1) model social behavior; (2) establish environments that encourage positive social exchange; (3) encourage children to become aware of the consequences of their behavior; (4) help children produce acceptable behavior; and (5) encourage children's development of…
Descriptors: Classroom Environment, Developmentally Appropriate Practices, Early Childhood Education, Emotional Development
Walsh, Katherine; Albrecht, Kay – Texas Child Care, 1996
Explores commonalities and differences between the Reggio Emilia approach and the developmentally appropriate approach. Points to differences in eight areas: (1) scheduling; (2) grouping children for activities; (3) planning; (4) teacher attitudes; (5) products of work and play; (7) parent conferences; and (8) continuity. (BGC)
Descriptors: Classroom Environment, Cooperation, Cooperative Learning, Coordination
Foster, Carol; And Others – Dimensions, 1991
Addresses two questions concerning whole language teaching to young children: (1) What is whole language? (2) What experiences are appropriate for whole language teaching? (BB)
Descriptors: Classroom Environment, Day Care, Developmentally Appropriate Practices, Early Childhood Education
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