If your child is in Preschool you have probably heard of the term Developmentally Appropriate Practice, and you’ve probably been confused. The words academics, grades, common core, lectures, standardized testing, and other words used in formal school settings are very familiar to you by now, so why haven’t you heard of Developmentally Appropriate Practice? One reason is because this concept was first adopted in 1986 and was recently revised in 2006 (Copple & Bredekamp, 2009). Compared to other methods of teaching, which have been around forever, this approach is still in its infant years. Don’t let this fool you into thinking it’s a far-fetched idea. The people who created this new way of teaching conducted years of research on child development
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In a developmentally appropriate classroom you will see that all the participants seem to really care about each other (Copple & Bredekamp, 2009). Children learn how to interact with their peers at a young age therefore, it’s extremely important that, in the classroom, they are shown how to be a thoughtful and caring individual who values others (Copple & Bredekamp, 2009). This can happen when the children are held accountable for the way they act towards others, when teachers show they respect the students, and when the instructors make sure the environment is a safe, clean, organized place for the children to be (Copple & Bredekamp, 2009). In a classroom that does not nurture a caring environment you will see quite a few differences (Copple & Bredekamp, 2009). You will notice that the teachers don’t respect the students. This is shown by talking down to the children, or not acknowledging their feelings (Copple & Bredekamp, 2009). When a teacher does this it makes the children feel like they are not loved, and consequently, not safe (Copple & Bredekamp, 2009). If a classroom is cluttered and unorganized the students will feel stressed and be more likely to get hurt (Copple & Bredekamp, 2009). There might not be as much supervision making it so that children are not being consistently held responsible for their actions towards other students (Copple & Bredekamp,
In a developmentally appropriate classroom you will see that all the participants seem to really care about each other (Copple & Bredekamp, 2009). Children learn how to interact with their peers at a young age therefore, it’s extremely important that, in the classroom, they are shown how to be a thoughtful and caring individual who values others (Copple & Bredekamp, 2009). This can happen when the children are held accountable for the way they act towards others, when teachers show they respect the students, and when the instructors make sure the environment is a safe, clean, organized place for the children to be (Copple & Bredekamp, 2009). In a classroom that does not nurture a caring environment you will see quite a few differences (Copple & Bredekamp, 2009). You will notice that the teachers don’t respect the students. This is shown by talking down to the children, or not acknowledging their feelings (Copple & Bredekamp, 2009). When a teacher does this it makes the children feel like they are not loved, and consequently, not safe (Copple & Bredekamp, 2009). If a classroom is cluttered and unorganized the students will feel stressed and be more likely to get hurt (Copple & Bredekamp, 2009). There might not be as much supervision making it so that children are not being consistently held responsible for their actions towards other students (Copple & Bredekamp,