Developmentally Appropriate Practices pg 22


Developmentally Appropriate Practices

ECE 203 Intro to Cur & Inst for the Early Child Classroom



In this the developmentally appropriate practice considered is the form of accepting both children where they need to be and also by knowing the way to guide them with a new skill sets in an effective manner. Thus a teacher or the caregiver need to know more and must have the belief that each and every child needs to develop and grows at various rates as one of the three year old child can only write some of the letters from their name which does not explains that all the three children’s of the year olds can do it effectively.

Thus this developmentally appropriate practice is clearly explained by means of the NAEYC to include various key points and is given as create an form of the caring community teaching the children to improve the development and learning style planning the curriculum in order to achieve goals. Assessing the children’s development with the learning effectively Establishing any form of the reciprocal relationships with the families.

Therefore the teachers along with the caregivers will create a form of the caring community by means of the physical environment with their method to choose the room on the basis of the requirements of the children.

The children and teacher/caregiver are partners in the room working together. The most significant elements to me have to boast their ability to offer child-centered, child-engaging experiences relevant to which the learner is as a whole, coupled with clear objectives. Personally, it seems that the most important elements in a developmentally appropriate literacy program are relevance and significance. For kids, fun is always relevant and significant. If it was developmentally appropriate for kindergarten students to learn algebra, they would have no trouble learning it if a person could make it a fun (relevant and significant) experience. Also, what crossed my mind while reading “Yeah, Buts” was, is it better to eliminate public schools as an option while searching for teaching jobs, or to endure the opposition within the arena of developmentally inappropriate practices as an advocate for personal, meaningful education for little humans?

Thus far, it appears that the major factors that often get in the way of implementing a child-centered curriculum are the teachers themselves. The doubt, the lack of ambition, the pile of “what ifs” that seems to form due to the slightest opposition. If a parent disagrees with the way a teacher is allowing their child to have fun all day, the parent is ill-informed of the “fun” being had. For instance; the teacher needs to explain that their son, Gustav seems to enjoy painting, hence the numerical and alphabetical characters in his earlier work. The teacher is the ambassador of child to parent and community.

To defend or explain my use of DAP in promoting literacy development as a teacher; I will communicate with other teachers about what is working or not working in my classroom, I will build friendships with parents, I will advocate to the school board and school district of the importance of having a personal obligation to upholding the standards of Developmentally Appropriate Practices in promoting literacy development.


Early Childhood Education Today

George S. Morrison

Gronlund, G (2007). Making early learning standards come alive: Connecting your practice and curriculum to state guideline.