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Thirumurthy, Vidya; Brown, Janet F. – Childhood Education, 2021
During the summer of 2016, the first author, along with an undergraduate student, observed an early childhood education program for 3- to 6-year-old children at Bright School, Muhanga, Rwanda. For two weeks, they documented the curriculum development, curricular and cultural adaptations of developmentally appropriate practices, social and…
Descriptors: Foreign Countries, Culturally Relevant Education, Early Childhood Education, Curriculum Development

Marxen, Carol E. – Childhood Education, 1995
Illustrates developmentally appropriate physics activities for young children. Addresses ways that teachers can use the environment to teach physics and answers the questions: What is the value of physics for young children? What are criteria for developmentally appropriate physics activities? How does one integrate physics into a project or unit…
Descriptors: Active Learning, Classroom Techniques, Curriculum Development, Developmentally Appropriate Practices
Filler, John; Xu, Yaoying – Childhood Education, 2006
Early childhood educators are facing the challenge of creating quality educational programs for young children from an increasingly diverse mix of racial and cultural backgrounds. Programs that, in the past, have largely ignored the diversity of their participants must re-examine approaches that emphasize the universality of linear lists of…
Descriptors: Developmentally Appropriate Practices, Teaching Methods, Special Needs Students, Disabilities

Winter, Suzanne M. – Childhood Education, 1997
The SMART planning system is examined as a tool for teachers working toward the successful inclusion of children with disabilities. Four focus areas are discussed connected with the SMART acronym: Select curriculum and approaches; Match instruction to child; Adapt when necessary; Relevant skills targeted; Test to inform instruction. Suggestions on…
Descriptors: Classroom Techniques, Curriculum Development, Developmentally Appropriate Practices, Disabilities

Smith, Anne B. – Childhood Education, 1996
Asks theoretical questions about child development and how to define quality contexts for it in light of New Zealand's requirement that early childhood education meet quality criteria. Discusses principles that should underlie good programs, including a sociocultural theory of development and children's interactions with both teachers and peers.…
Descriptors: Child Development, Cultural Context, Cultural Differences, Curriculum Development