Developmentally Appropriate Practice: Focus on Children in First, Second, and Third Grades

Developmentally Appropriate Practice: Focus on Children in First, Second, and Third Grades

Developmentally Appropriate Practice: Focus on Children in First, Second, and Third Grades

Developmentally Appropriate Practice: Focus on Children in First, Second, and Third Grades

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Overview

An Essential Resource for Teachers of Children in First, Second, and Third Grades

Edited and compiled just for teachers, this resource explains developmentally appropriate practice (DAP) so teachers can apply DAP in their work with children in first, second, and third grades. Chapters include:

  • What Is Developmentally Appropriate Practice? - A brief introduction to the main ideas of DAP
  • Teaching Children in First, Second, and Third Grades - Connecting DAP to excellent teaching
  • An Overview of Development in the Primary Grades - Overview of learning and development in first, second, and third grades
  • Developmentally Appropriate Examples to Consider - Examples of key DAP practices, as well as contrasting practices that are less likely to serve children well
  • Supporting Children’s Learning While Meeting Standards - Connecting standards to DAP
  • Young Children Articles

Ten articles from Young Children that provide examples of applying developmentally appropriate practice when working with children in first, second, and third grades.


Product Details

ISBN-13: 9781938113048
Publisher: National Association for the Education of Young Children
Publication date: 04/01/2014
Series: DAP Focus Series
Edition description: New Edition
Pages: 176
Product dimensions: 8.40(w) x 10.90(h) x 0.50(d)

About the Author

Carol Copple is a highly respected early childhood education author, educator, and consultant. For 16 years she served as a senior staff member at NAEYC, and her responsibilities included directing the books program. She has taught at Louisiana State Universityand the New School for Social Research, and she codeveloped and directed a research-based model for preschool education at the Educational Testing Service. With Sue Bredekamp, Carol is coeditor of Developmentally Appropriate Practice in Early Childhood Programs (1997; 2009). Among her other books are Learning to Read and Write: Developmentally Appropriate Practices for Young Children (NAEYC); Growing Minds: Building Strong Cognitive Foundations in Early Childhood (NAEYC); and Educating the Young Thinker: Classroom Strategies for Cognitive Growth (Lawrence Erlbaum). She received her doctorate from Cornell University.

Sue Bredekamp is an early childhood education specialist from Washington, DC. She serves as a consultant on developmentally appropriate practice, curriculum, teaching, and professional development for many state and national organizations, including NAEYC, the Council for Professional Recognition, Head Start, and Sesame Workshop. From 1981 to 1998, she was director of accreditation and professional development for NAEYC. Sue is the primary author of the 1987 edition of Developmentally Appropriate Practice in Early Childhood Programs, and coeditor (with Carol Copple) of the 1997 and 2009 revisions. She is the author of the introductory textbook Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition (Pearson). Sue was a member of the National Research Council’s Committee on Early Childhood Mathematics, and she holds a PhD in curriculum and instruction from the University of Maryland.

Derry Koralek, chief publishing officer of NAEYC, oversees the development of all print and digital publishing, including books, brochures, periodicals, professional development guides, posters, and websites for educators and families. Derry is editor in chief of Young Children and TYC—Teaching Young Children.

Kathy Charner is editor in chief of NAEYC’s Books and Related Resources department, with responsibility for the content, management, publication, and general excellence of the books and brochures published by NAEYC. Before joining NAEYC, Kathy was editor in chief at Gryphon House for more than 20 years.

Read an Excerpt

For teachers of children in first, second, and third grades, understanding how young children learn and develop is essential. The more you can know about and tune in to the way the children in your class think and learn, the more effective and satisfying your work with them will be. You will gain a clearer sense of direction to guide your actions, from setting up the classroom environment, to planning curriculum, to assessing children’s development and learning.

Table of Contents

  • About the Editors
  • Acknowledgments
  • Editors’ Preface
  • 1. What Is Developmentally Appropriate Practice?
  • Meeting Children Where They Are
  • Helping Children Reach Challenging and Achievable Goals
  • 2. Teaching Children in First, Second, and Third Grades
  • 3. An Overview of Development in the Primary Grades
  • Physical Development
  • Social and Emotional Development
  • Cognitive Development
  • Language and Literacy Development
  • 4. Developmentally Appropriate Examples to Consider
  • Creating a Caring Community of Learners
  • Teaching to Enhance Development and Learning
  • Planning Curriculum to Achieve Important Goals
  • Assessing Children’s Development and Learning
  • Establishing Reciprocal Relationships With Families
  • 5. Supporting Children’s Learning While Meeting State Standards:
  • Strategies and Suggestions for Teachers in Public School Contexts
  • Trait 1: Acquire Detailed and Thorough Knowledge of
  • Policies and Expectations
  • Trait 2: Consider the Required Materials to Be a Starting Point
  • Trait 3: Showcase Children’s Engagement in Substantive Learning
  • The Common Core Standards—Are They Appropriate for Young Learners?
  • 6. Young Children Articles
  • Implementing Research-Based Curricula: Learn From the Way We Teach Young Children
  • Teacher-Made Assessments Show Children’s Growth
  • Using Technology as a Teaching Tool for Dual Language Learners
  • Linking the Primary Classroom Environment to Learning
  • Mathematical Pattern Hunters
  • Five Strategies for Creating Meaningful Mathematics Experiences
  • Flexible Grouping During Literacy Centers: A Model for Differentiating Instruction
  • Let’s SQUiNK About It! A Metacognitive Approach to Exploring Text
  • Young Girls Discovering Their Voice With Literacy and Readers Theater
  • Science Learning in Out-of-School Time: Family Engagement Activities and Resources
  • References
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