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Chapter 11 Creating Developmentally Appropriate Classrooms The Importance of Age and Developmental Status.

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Presentation on theme: "Chapter 11 Creating Developmentally Appropriate Classrooms The Importance of Age and Developmental Status."— Presentation transcript:

1 Chapter 11 Creating Developmentally Appropriate Classrooms The Importance of Age and Developmental Status

2 Focus Questions How can culture and schooling affect students’ development? Are there really stages to children’s development? How do teachers determine what is developmentally appropriate for students?

3 Developmentally Appropriate Practice (DAP) Providing learning environments, instructional content, and pedagogical practices that are responsive to needs and interests of a period of life. ◦ What is known about childhood development and learning? ◦ What is known about the strengths, interests, and needs of each individual child in the group? ◦ Knowledge of the social and cultural contexts in which children live

4 Economic Aims for Schooling National Education Goals Panel ◦ All American children will enter school “ready to learn” ◦ Preschools not equitable for families in poverty ◦ 1 in 5 children are living in poverty Dangers ◦ Major purpose of school is to prepare students for the workforce ◦ Realization that college degrees are required for an increasing number of jobs

5 Cognitive Development Theories Jean Piaget ◦ Theory of Cognitive Development Lev Vygotsky ◦ Social Constructivist Theory ◦ Cognitive Structures ◦ Zone of Proximal Development (ZPD) Maria Montessori ◦ Teaching the “whole child”

6 Middle School Most diverse and varied population Middle childhood- age range from 7-12 ◦ Educators knowledgeable and committed to young adolescents ◦ Balanced curriculum based on their needs ◦ Range of organizational arrangements ◦ Varied instructional strategies ◦ Full exploratory program ◦ Comprehensive advising and counseling ◦ Continuous progress ◦ Evaluation procedures compatible with age ◦ Cooperative planning ◦ Positive school climate

7 Early Childhood Education Collaboration Child study and mental hygiene Kindergarten Nursery Schools to Prekindergarten Great Depression Children’s Defense Fund Developmentally appropriate Working parents Project Head Start

8 Cognitive Revolution s- new respect for children’s intellectual resources Piaget: “American question” ◦ How much can we accelerate the pace of children’s cognitive learning in order to create smarter adults? More concerned with process than content Social knowledge Howard Gardner- goal is understanding

9 School Experiences Nature vs. Nurture debate Individual differences and development domains- motor, cognitive, language/communication, social/emotional Milestones and delays Child Study Movement- developmentally appropriate practices


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