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Katz, Lilian G. – 1999
From the academic--or instructivist--perspective, the young child is seen as dependent on adults' instruction in the academic knowledge and skills necessary for a good start for later academic achievement. This perspective is in direct contrast to the active and interactive curriculum assumed by proponents of the constructivist approach. This…
Descriptors: Academic Achievement, Constructivism (Learning), Curriculum Design, Curriculum Development
Peer reviewed Peer reviewed
Wien, Carol Anne – Canadian Journal of Research in Early Childhood Education, 1997
Examines how the forms used by teachers to document planning and assess children's progress affect three child care center teachers' practice and expectations for young children. Narratives are constructed using qualitative methods to show how requirements for documentation may lead teachers to override goals of developmentally appropriate…
Descriptors: Day Care Centers, Developmentally Appropriate Practices, Educational Planning, Foreign Countries
Albrecht, Kay – Child Care Information Exchange, 1996
Reviews two evaluation tools pertaining to quality of school-age child care: "The School-Age Care Environment Rating Scale" and "The Pilot Standards for School-Age Quality." Both scales were designed to be used for staff self-evaluation, in staff training, by staff who supervise and monitor programs, and by researchers…
Descriptors: Check Lists, Curriculum Evaluation, Day Care Centers, Developmentally Appropriate Practices
Peer reviewed Peer reviewed
Campbell, Philippa H.; Halbert, Joan – Topics in Early Childhood Special Education, 2002
The perspectives of 241 multi-discipline early interventionists were elicited by asking them to describe three wishes they would make to change early intervention to ensure quality services. With few exceptions, practitioner perspectives conflicted with accepted early intervention best practices such as family-centered interventions or provision…
Descriptors: Change Strategies, Child Development Centers, Developmentally Appropriate Practices, Disabilities
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Wien, Carol Anne – Canadian Children, 2002
Presents a case study of a fourth-year kindergarten teacher who has altered her teaching from academic to more developmentally appropriate ways and now attempts to incorporate new curriculum expectations. Examines how her teaching practice evolved, her approach to new curriculum expectations, and what tensions, worries, successes and concerns…
Descriptors: Case Studies, Classroom Techniques, Curriculum Design, Curriculum Problems
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Killoran, Isabel – Canadian Children, 2001
Presents concerns over the "Early Years Study" (McCain & Mustard). Focuses on diversity issues related to the readiness measure used, parenting styles, and the importance of first language development. Questions the report's definition of "developmentally-attuned." Concludes by expressing hope that the Early Years Study…
Descriptors: Brain, Child Development, Developmentally Appropriate Practices, Diversity (Student)
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Gullo, Dominic F. – Young Children, 1990
Discusses social and educational forces that are leading to the development of all-day kindergarten. Also considered are the effects of pressures on children, parents, and schools on all-day kindergartens and the constituents of developmentally appropriate practices in kindergarten. (BB)
Descriptors: Children, Curriculum Development, Developmentally Appropriate Practices, Educational Needs
Skrupskelis, Audrey – Dimensions, 1990
Examines reasons for incorporating field trips into the curriculum, ways to plan successful expeditions, and appropriate field trip experiences for young children. (BB)
Descriptors: Class Activities, Cognitive Processes, Developmentally Appropriate Practices, Early Childhood Education
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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
Peer reviewed Peer reviewed
Conkell, Carol S.; Pearson, Huey – Strategies, 1995
Developmentally appropriate games in physical education provide ample learning time for all students, not just highly skilled students. The paper explains how to modify activities to be developmentally appropriate so students at all skill levels can succeed. (SM)
Descriptors: Athletics, Child Development, Developmental Stages, Developmentally Appropriate Practices
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Gartrell, Dan – Young Children, 1995
Discusses the advantages of using developmentally appropriate guidance as a method of classroom management. Contrasts this method with traditional classroom discipline and clarifies the distinction between misbehavior and mistaken behavior. Analyzes the three levels of mistaken behavior and suggests that adults who approach children as individuals…
Descriptors: Behavior Modification, Behavior Problems, Child Behavior, Classroom Techniques
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Klefstad, Jill – Young Children, 1995
Explores the learning opportunities cooking activities can provide in a kindergarten classroom. Language arts, math, science, fine-motor skills, art, health, music, and social studies are some of the curriculum areas that can benefit from these kind of activities. Cooking also is explored as an opportunity for parent involvement, where parent and…
Descriptors: Classroom Techniques, Cooking Instruction, Curriculum Design, Developmental Tasks
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Horm-Wingerd, Diane M. – Dimensions of Early Childhood, 1992
Discusses the narrative report, which is an alternative to the traditional report card for reporting children's development and progress to parents. Examples of entries in a narrative report are included. (BB)
Descriptors: Behavior Patterns, Classroom Observation Techniques, Developmentally Appropriate Practices, Evaluation Criteria
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Cavallaro, Claire C.; And Others – Topics in Early Childhood Special Education, 1993
This article presents strategies for early intervention in integrated settings for children with disabilities. The strategies attempt to follow principles of both developmentally appropriate practice and effective special education. Strategies are grouped into four categories: (1) attention and responsiveness to the child; (2) environmental…
Descriptors: Child Development, Classroom Environment, Developmentally Appropriate Practices, Disabilities
Peer reviewed Peer reviewed
Guralnick, Michael J. – Topics in Early Childhood Special Education, 1993
This article discusses assessment and intervention efforts for young children with disabilities, based on an approach to children's peer-related social competence which stresses developmentally appropriate practices. Application of the model to children with Down's syndrome illustrates the model's appropriateness to the special needs of children…
Descriptors: Child Development, Developmental Stages, Developmentally Appropriate Practices, Disabilities
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