DEVELOPMENTALLY APPROPRIATE PRACTICE In Early Childhood Programs.pdf
Towanda Tuning
Spring 2022 Academic's Choice Awards Smart Book Winner. Developmentally appropriate practice is the foundation on which quality early learning is built. The fourth edition of this classic, influential text addresses developmentally appropriate practice within the context of the ever-changing and evolving world of early childhood education. With a strong focus on equity and teaching and supporting all children, it underscores the importance of social, cultural, and historical contexts of development.
DEVELOPMENTALLY APPROPRIATE PRACTICE in Early Childhood Programs.pdf
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Through its publications program, the National Association for the Education of Young Children (NAEYC) provides a forum for discussion of major issues and ideas in the early childhood field, with the hope of provoking thought and promoting professional growth. The views expressed or implied in this book are not necessarily those of the Association.
First, thanks to the authors, contributors, and reviewers who brought their perspectives, voices, expertise, spirit of collaboration, and dedication to developmentally appropriate practice and equity in all stages of this book. Without their contributions, feedback, and conversations, this book would not have been possible.
I want to offer a special thank-you to Barbara Willer, who led the revision of the position statement on developmentally appropriate practice, for her involvement throughout the creation of the book. From our first discussions about how the book might be organized to her input on much of the content within the book, she was a true thought partner while she was on staff at NAEYC and beyond.
Finally, I would like to acknowledge the core inspiration for this book: NAEYC members and early childhood educators. Thank you for your dedication to developmentally appropriate practice and creating supportive learning environments for each and every child.
Tanya S. Wright, PhD, is associate professor of language and literacy in the Department of Teacher Education at Michigan State University. Her research and teaching focus on curriculum and instruction in language and literacy during the early childhood and elementary years with a particular focus on oral language, vocabulary, and knowledge development for young children.
Chris Bucco, MEd, supports early childhood teachers and administrators with NAEYC accreditation in Boston Public Schools and with Focus on Pre-K curriculum implementation in community-based organizations.
The essence of these eight words captures my perspective on the most basic meaning of what this fourth edition of Developmentally Appropriate Practice represents for me and, hopefully, for every early childhood educator who understands the powerful influence they have on the lives of young children. To serve young children well, educators bear a significant responsibility for establishing connections with children and their families that form a strong foundation for learning. This updated edition of Developmentally Appropriate Practice reinforces the power of relationships and underscores that every child, birth through age 8, has the right to equitable learning opportunities that support their optimal development and learning across all domains.
Neuroscience research has unequivocally established that children are capable of making extraordinary strides during the early years in every aspect of development as long as they have the benefit of engaged, responsive, and supportive adults. The relationships that children have with adults at home and in early childhood settings greatly influence what they come to understand about themselves and how the world works. They are born wired to make meaning from their experiences. This dynamic interplay between biology and environment shapes learning and development in profound ways.
The early childhood field must overcome many challenges to ensure that every child has access to equitable learning experiences that support their optimal development. This updated edition provides new insights about the role that early childhood educators, programs, and education systems play in helping to make it so. As I explored the content, I found myself struck by a number of shifts reflected in the text.
An equity lens is needed to address achievement and opportunity gaps in general, and this revised edition helps provide insights on how to do so. It is an incredible resource for practitioners when used in combination with the 2019 position statement on advancing equity. Subsequent publications from NAEYC (i.e., Advancing Equity and Embracing Diversity in Early Childhood Education: Elevating Voices and Actions and Each and Every Child: Teaching Preschool with an Equity Lens) amplify and give voice to why equity matters and how the early childhood field can use an equity lens to transform how we engage in our work with young children. Such publications build on the second edition of the seminal publication Anti-Bias Education for Young Children and Ourselves and are invaluable for teachers, program leaders, and education systems that support the professional preparation and ongoing learning and development of early childhood educators.
Understanding both/and thinking is important. Beyond self-knowledge, the fourth edition of Developmentally Appropriate Practice invites early childhood educators to see the power in both/and thinking when it comes to pedagogy. Dogmatic perspectives about child-directed versus teacher-directed approaches to teaching can get in the way of valuing context. Self-directed play is unequivocally an essential experience and pathway for promoting joyful learning, as is the intentional work that early childhood educators do to facilitate engagement in active learning experiences. Both approaches can result in children experiencing joyful learning. Both approaches require that teachers have foundational knowledge that helps them consider the interrelated nature of all domains of development as they engage children during play or facilitated learning experiences. Rigidly holding to one approach over another, without considering the child and their response, can result in children being underserved. Embracing teaching as both art and science invites a flexible stance that is consistent with the dynamic nature of learning in the early years. Teaching young children is complex and hard work. Educators are expected to center in their minds knowledge about each domain of development and content area throughout the day as they actively engage with young learners. It is an active process and demands that early childhood educators are able to scaffold and adjust their approaches based on how children are responding.
Developmentally appropriate practice encompasses the knowledge and considerations educators need to apply to create, participate in, and sustain effective and joyful learning environments.
Since NAEYC first published its position statements, books, and other resources on what it means to plan and implement intentional, high-quality learning experiences that promote optimal learning for young children, developmentally appropriate practice has become the North Star guiding the early childhood profession. But developmentally appropriate practice is not a static set of research findings or a definitive list of effective practices. It continues to evolve based on new research and understandings along with feedback and critique from the field. As described in this book and in the 2020 position statement, discerning whether or not something is developmentally appropriate is possible only with an understanding of child development; a deep knowledge of particular children; thoughtful consideration of specific learning goals; and a determination of what is culturally, linguistically, and ability appropriate for each child. No educational practice or learning experience is developmentally appropriate in and of itself in all settings and with all children. Educators make adjustments to planned activities, selected materials, the environment, and their interactions with children to best meet the individual needs and goals of each child based on the specific circumstances and contexts. To guide these continual adjustments, even the most seasoned educators can ask themselves: Is there new research I should know about? Are there areas of teaching to strengthen? Are there areas to refocus and reconsider?
To understand where developmentally appropriate practice is now, it is important to see where it began at NAEYC. This historical context illustrates how the early childhood profession has grown and transformed, how it continues to develop, and what further work needs to be done to enable every educator to maximize the opportunities for every child to achieve their full potential.
Generally speaking, NAEYC has revisited its position statement and book on developmentally appropriate practice each decade in response to new knowledge, changing contexts, and feedback from the field:
1986: Initial position statements adopted on developmentally appropriate practice in programs serving children from birth through age 8 and in programs for 4- and 5-year-old children.
Developmentally Appropriate Practice. First book. Included a position statement on developmentally appropriate practice for children from birth through age 8 and sections on children from birth through age 3 and on 4- and 5-year-old children.
1987: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8 , expanded edition. Added content on developmentally appropriate practices for 3-year-olds and children in the primary grades.
1997: Developmentally Appropriate Practice in Early Childhood Programs , revised edition. Significant changes in this edition included viewing the educator as decision maker, recognizing that goals for children need to be both challenging and achievable, and expanding the basic definition of developmentally appropriate practice to include social and cultural contexts.
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