Every child grows in their own unique ways, each develops at its own level, and they all have their own values and beliefs. Always hold dear the quote by, George Evans, “Every student can learn, just not on the same day, or the same way” (Evans, n.d.). As an early childhood educator, we are committed to the development of the whole child-physically, mentally, culturally, intellectually, and socially. To help aid us in this, we can follow the NAEYC Developmentally Appropriate Practice (DAP) guidelines and the NAEYC Code of Ethical Conduct. As an early childhood educator, we have a responsibility to base the curriculum on each child’s individual needs. We must continue to have a high-quality classroom where the children feel free to grow
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As stated in the book Developmental Appropriate Practice; “Adult-guided experience proceeds primarily along the lines of the teacher’s goals, but is also shaped by the children’s active engagement; child-guided experience proceeds primarily along the lines of children’s interests and actions, with strategic teacher support” (Copple & Bredekamp p. 17). When planning a curriculum, it is base on how to best serve each child’s needs and how to make an impact on the environment through direct physical contact and movement, i.e. a child-sized environment which permits initiation by the child. To have the children be able to achieve independence by making choices, decisions, and judgments based on cognitive competence and a positive self-concept and to achieve a mutual sense of responsibility for them and others within a community or group. To help each child advance in their functioning knowledge of their environment. To help aid the child’s development of impulse control, i.e. to be an effective authority figure and model behaviors to the children to assist them in learning impulse control in a safe environment from people who understand their developmental needs. To meet the child’s need to cope with conflict essential to the child’s stage of development, to aid in dealing with separation problems, peer relationships, and the confusion of dependence versus independence common with children. To facilitate the …show more content…
Children need to feel valued and to see other cultures every day. To be able to design activities to promote intellectual, physical, social, and emotional development that are consistent with the child’s background. To teach general self-esteem concepts: all people are valued, similarities and differences, respecting other people’s rights. Doing this with picture and books of children and adults from a variety of races/cultures doing everyday activities, having “authentic” dolls/babies of various races in the dramatic play areas, to have available “authentic” articles that children can see, touch, and manipulate, and to teach familiar concepts, i.e. food, household items, clothing, celebrations, and family roles the whole year through, not just
As stated in the book Developmental Appropriate Practice; “Adult-guided experience proceeds primarily along the lines of the teacher’s goals, but is also shaped by the children’s active engagement; child-guided experience proceeds primarily along the lines of children’s interests and actions, with strategic teacher support” (Copple & Bredekamp p. 17). When planning a curriculum, it is base on how to best serve each child’s needs and how to make an impact on the environment through direct physical contact and movement, i.e. a child-sized environment which permits initiation by the child. To have the children be able to achieve independence by making choices, decisions, and judgments based on cognitive competence and a positive self-concept and to achieve a mutual sense of responsibility for them and others within a community or group. To help each child advance in their functioning knowledge of their environment. To help aid the child’s development of impulse control, i.e. to be an effective authority figure and model behaviors to the children to assist them in learning impulse control in a safe environment from people who understand their developmental needs. To meet the child’s need to cope with conflict essential to the child’s stage of development, to aid in dealing with separation problems, peer relationships, and the confusion of dependence versus independence common with children. To facilitate the …show more content…
Children need to feel valued and to see other cultures every day. To be able to design activities to promote intellectual, physical, social, and emotional development that are consistent with the child’s background. To teach general self-esteem concepts: all people are valued, similarities and differences, respecting other people’s rights. Doing this with picture and books of children and adults from a variety of races/cultures doing everyday activities, having “authentic” dolls/babies of various races in the dramatic play areas, to have available “authentic” articles that children can see, touch, and manipulate, and to teach familiar concepts, i.e. food, household items, clothing, celebrations, and family roles the whole year through, not just