Focusing on the argument that early childhood education plays a crucial role in children's future success, this guide provides information to educators about development-based education that leads to active and productive learning for children ages 4 through 6. The guide provides examples for planning and organizing classroom environments,…

With public demand and recent federal legislation calling for high standards and improved student performance, virtually every state in the nation has created and administered statewide tests that measure student progress over time. The requirements of the No Child Left Behind Act of 2001 will result in increased use of these tests. After careful…

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)

This article discusses the itinerant model and suggests ways that itinerant teachers might apply best practices in pre-academic instruction to their work within community settings, including: making environmental adaptations to maximize engagement; improving the social environment; and applying naturalistic strategies to embed specifically…

Describes the approach to technical assistance offered by one of the groups that has contributed to the ongoing change process in the District of Columbia Schools. Discusses the normal path of outside technical assistance and examines some of the key differences that make the collaboration between Northeast Foundation for Children and the District…

A study of 60 preschool, kindergarten, and first grade teachers found significant relationships among teachers' beliefs about how children learn; their views on the goals of early childhood education; their positions on policies related to school entry, testing, and retention; their satisfaction with current practices, and pressures for change;…

Examines factors contributing to and preventing the implementation of developmentally appropriate practice (DAP) in early childhood education. Presents basic guidelines for DAP, illustrates the use of "both/and" thinking in early childhood practice, and describes the conversion of one school district to DAP. Concludes that administrative…

We investigated 4 elementary school general education teachers' understandings of the characteristics of students with attention deficit hyperactivity disorder (ADHD) and what academic and behavioral modifications they implemented for these learners. Two major findings emerged: (a) teachers provided few modifications for individuals with ADHD and…

This digest debunks myths about developmentally appropriate programs (DAPs) and discusses essential characteristics of developmentally appropriate practices. Common myths or erroneous assumptions about DAPs assume that: (1) there is only one right way to implement a DAP; (2) DAPs are unstructured, and practitioners offer minimal guidance to the…

This paper outlines 22 principles of practice that serve as criteria by which to judge the developmental appropriateness of an early childhood curriculum. The principles lead to the assertion that young children as learners are greatly supported when a "project approach" is used--e.g., when their early childhood education experience…

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…

This article: (1) profiles kindergarten policies and practices currently implemented in district schools; (2) analyzes the research supporting the major policy alternatives for six common kindergarten and school entry age issues that all school districts must address; and (3) identifies the optimum policy option alternative for each issue based on…

The curriculum now being taught in many kindergartens is profoundly different from what it was two decades ago. The kindergarten classroom, once conceived of as a play- and group adjustment-oriented setting, may now also be a classroom with an "academic" approach, characterized by direct teaching of discrete skills with specific…

This paper provides an overview of the Maine Department of Education's "Foundations of Inclusive Education," a guide for early childhood professionals, families, and educators on implementing inclusive education for school and preschool children. A basic premise of the guide is that inclusive education is not a separate initiative for…

Argues that use of theme-based curricula for preschool children is developmentally appropriate, provides an integrated approach to teaching and learning, enhances learning, and yields high levels of achievement. Provides supporting data from brain research and learning psychology. Includes a sample thematic unit and guidance for creating thematic…