Use best practices in

teaching and learning

ECE. 4

I plan and implement

developmentally appropriate
activities across domains
Establish a developmentally appropriate environment
Nicole Ludwikoski

There are many aspects involved in making a classroom developmentally appropriate, including:
the physical environment, curriculum, teacher involvement and parent involvement. These
aspects should be integrated so children get the best experience possible from their classrooms.
The developmentally appropriate classroom is a safe, secure, and stimulating place where each
child can grow physically, socially, emotionally, and cognitively. Classrooms should consist of
developmentally appropriate materials and learning centers for the children to explore. The
general atmosphere of the classroom should be relaxed because children learn more when they
feel psychologically safe. Curriculum must be developmentally appropriate, fun, and challenging
enough for the children. Group direction and waiting times for young children should be limited
and appropriate transition activities should be provided. The classroom and curriculum should
celebrate each childs uniqueness and family background. Teachers should also interact with the
children and lead them in a positive manner to encourage their self esteem and help teach them
problem solving and cooperation. Every so often, we need to take an objective look at our rooms

I provide culturally responsive

materials and activities
I use a multicultural/anti-bias approach can help students learn to place a positive value on those differences and to treat all people with
respect. It can nurture the development of positive self-identity and group identity in not only the students but also the staff and families.
Education by itself cannot eliminate prejudice or injustice. But the application of an anti-bias approach in the early years can help
children to develop:

-pride in who they are;

-respect for others and the ability to interact with many different perspectives and to solve problems cooperatively and creatively;
-critical thinking skills and the ability to recognize bias and injustice individually and in cooperation with others.
The commitment and ability to act against bias and injustice individually and in cooperation with others.
Continually reevaluate ways to integrate an anti-bias approach into all aspects of the program
Watch for bias in the environment that children encounter and listen to their comments. Gather materials that contradict the stereotypes and makes the
invisible visible. Make comments that contradict statements of bias.
Ask questions to develop critical thinking
Create opportunities to make comparisons between stereotypical images and a variety of real images.
Create opportunities for problem-solving: what would you do if?
Take action to protest bias,

Its important to start by doing activities that encourage children to share who they are, drawing and talking about their lives, supporting
positive feelings about ones self, family, race, culture, and community. Children make comparisons among themselves, looking at the
ways they are both similar and different. They learn that different is ok. This creates the foundation for respecting and valuing differences
beyond their own families and communities. One technique used to create interactive materials using pictures mounted on mat board,
blocks and wooden tubes. Central to the picture collection are lots of photographs of the students themselves. While playing games
children interact with the pictures and discuss the anti-bias information while they simultaneously develop a wide variety of cognitive
skills such as reading, printing, developing descriptive language and vocabulary skills, counting, comparing, classifying, developing visual
memory, etc.
The pictures also reflect the true diversity of our society. The images are selected to challenge prevailing stereotypes to which students
are exposed. There are many primary areas of bias that permeate our environment that we can directly acknowledge, discuss and

I adapt activities to meet childrens

individual needs
I try to use assessment of individual childrens development because it is essential for planning and implementing
appropriate curriculum. In developmentally appropriate programs, assessment and curriculum are integrated, with
teachers continually engaging in observational assessment for the purpose of improving teaching and learning.
Accurate assessment of young children is difficult because their development and learning are rapid, uneven, episodic,
and embedded within specific cultural and linguistic contexts. Too often, inaccurate and inappropriate assessment
measures have been used to label, track, or otherwise harm young children. Developmentally appropriate assessment
practices are based on guidelines. Assessment of young childrens progress and achievements is ongoing, strategic, and
purposeful. The results of assessment are used to benefit children. In adapting curriculum and teaching to meet the
developmental and learning needs of children, communicating with the childs family, and evaluating the programs
effectiveness for the purpose of improving the program. The content of assessments reflects progress toward important
learning d developmental goals. The program has a systematic plan for collecting and using assessment information
that is integrated with curriculum planning. The methods of assessment are appropriate to the age and experience of
young children. Therefore, assessment of young children relies heavily on the results of observations of childrens
development, descriptive data, collections of representative work by children, and demonstrated performance during
authentic, not contrived, activities. Input from families as well as childrens evaluations of their own work are part of the
overall assessment strategy. Assessments are tailored to specific purpose and used only for the purpose for which they
have been demonstrated to produce reliable, valid information. Decisions that have a major impact on children, such as
enrollment or placement, are never made on the basis of a single developmental assessment or screening device but are
based on multiple sources of relevant information, particular observations by teachers and parents. Teachers study
children as individuals as well as in relationship to groups by documenting group projects and other collaborative work.

I apply play based curriculum

I use developmentally appropriate care

giving routines as curriculum
The essential activities of daily living called caregiving routines are part of the curriculum when they offer young children the
opportunity for deepening relationships and for frequent personalized experiences related to cooperation and learning. Infanttoddler curriculum means planning for learning, which includes providing for growing attachment during caregiving routines. To
make caregiving routines (those essential activities of daily living) into curriculum means three policies must be in place- a primary
caregiver system, consistency, and continuity of care. Assessment is part of meeting each childs needs during caregiving routines.
Assessment in this chapter means determining each childs needs at any given time. For instance some of the caregiving routines
or assisting in care giving routines like:
Feeding including providing for breast-feeding mothers, bottle feeding, spoon feeding, and eventually self-feeding. Developmental
appropriateness is important and at the same time, cultural differences should be discussed and honored.
Diapering should be done in such a way that the baby is a partner in the process and learns to cooperate with the caregiving
instead of being distracted with a toy or by other means.
Toilet training and toilet learning are two different approaches. Toilet learning is often culturally appropriate and can occur much
earlier than toilet learning.
Washing, bathing, and grooming includes varying practices and expectations. What satisfies families may not be the same as what
satisfies caregivers. Honoring diversity is important.
Childrens differing needs and disabilities must be taken into account and accommodated when carrying out caregiving routines.
Dressing, like the other routines, should be carried out so the child is encouraged to cooperate and eventually learn self-help skills.
Napping varies by age and by individual. Caregivers must know about and eliminate risk factors for Sudden Infant Death Syndrome
(SIDS).

I incorporate positive guidance techniques

Guidance Policy Statement Explanation Reflection Category C2
The guidance policy statement that I have written explains how
childrens behavior will be guided. It states the use of specific terms
(e.g. we use our walking feet rather than Dont run). I use positive
word statements rather than negative statements. Each of my kids are
given the attention they need before inappropriate behavior erupts,
and if the behavior still happens I use redirection to resolve the
problem or change the childs behavior. I feel this statement is
culturally sensitive and anti-biased in the fact all children are expected
to behave in the same manner no matter who they are. I also show
and truly believe my programs strength lies in the relationship between
parents and the provider are really the backbone of my program,
working together for an integrated, comprehensive approach.

I plan developmentally
appropriate environments
Establish a developmentally appropriate environment
There are many aspects involved in making a classroom developmentally appropriate, including:
the physical environment, curriculum, teacher involvement and parent involvement. These
aspects should be integrated so children get the best experience possible from their classrooms.
The developmentally appropriate classroom is a safe, secure, and stimulating place where each
child can grow physically, socially, emotionally, and cognitively. Classrooms should consist of
developmentally appropriate materials and learning centers for the children to explore. The
general atmosphere of the classroom should be relaxed because children learn more when they
feel psychologically safe. Curriculum must be developmentally appropriate, fun, and challenging
enough for the children. Group direction and waiting times for young children should be limited
and appropriate transition activities should be provided. The classroom and curriculum should
celebrate each childs uniqueness and family background. Teachers should also interact with the
children and lead them in a positive manner to encourage their self esteem and help teach them
problem solving and cooperation. Every so often, we need to take an objective look at our rooms
to see if we are doing our best in each area. When you apply all these principles, you will create
developmentally appropriate classroom that are fun, exciting, and effective.