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Children learn through everything they do, even if they are just playing with toys. Nancy burrell: children learn through every activity they participate in. She says the child development center met all five developmentally appropriate practices.
Children learn through everything they do, even if they are just playing with toys. Nancy burrell: children learn through every activity they participate in. She says the child development center met all five developmentally appropriate practices.
Children learn through everything they do, even if they are just playing with toys. Nancy burrell: children learn through every activity they participate in. She says the child development center met all five developmentally appropriate practices.
2 Do children learn through everything they do including playing with toys? Yes, children learn through every activity they participate in, even if they are just playing with toys. While observing the children, ages three to five, at the child development center on April 4, 2013, I noticed that children learn through multiple methods. Also, at the child development center, I observed all of the principles and guidelines of a developmentally appropriate early childhood program. I now know what developmentally appropriate practices are and how they should be incorporated into an early childhood program. First of all, the child development center met all five DAP guidelines. The first guideline, creating a caring community of learners, was carried out at the center because the teachers called the students, friends, and the three year old friends, four year old friends and five year old friends were all together for story time. Also, the friends were encouraged to talk to one another, share toys and talk to the teachers. The second guideline, teach to enhance development and learning, was met when the teacher talked to the friends and asked them questions while she read the story. The teacher said, I need your help, to make sure the friends were paying attention to her. By reading the story, showing pictures of objects that started with the letter u and creating a cutout letter u with umbrellas, the teacher appealed to the different learning styles of all of the friends. The third guideline, construct appropriate curriculum, was met because the teacher taught her friends about the letter u by using a book, pictures and an activity. The book, Umbrellabirds Umbrella, taught the friends about the sounds the letter u makes and many different words that start with the letter u. Also, she showed her friends pictures of objects that started with the letter u including a unicycle, an umbrella and a unicorn. Then, she had her friends go back to their seats and glue ten umbrellas to a cutout letter u. The fourth guideline, assess childrens learning, was achieved when the teacher asked her friends questions about the
Developmentally Appropriate Practice
3 letter u after reading the book. The questions she asked included, What words start with the letter u and do you think Umbrellabird was happy or sad at the end of the story? Also, the teachers assessed the friends learning by having the children go back to their seats and glue ten umbrellas to a cutout letter u, circle u words on a paper near Mrs. Hallam and tell the work study teachers a word that started with the letter u. Finally, the fifth guideline, establish partnerships with families, was accomplished because the friends will take their letter u home and show it to their parents. Therefore, the parents know what their children learned in preschool. Also, the Top Banana bulletin board with pictures of friends and their families was the first bulletin board people saw as they walked into the child development center. The teachers asked their friends about their families and encouraged them to talk about their families. Overall, the child development center successfully achieved all five DAP guidelines for an early childhood program. While observing the DAP guidelines at the child development center, I also observed all twelve DAP principles. The first principle, domains of childrens development are closely related, was achieved when the friends crossed their legs and scooted their butts on the floor, which was physical movement, while talking to the teachers and their peers, which was social. This example showed how the physical domain and social domain were closely related. Also, the cognitive domain and emotional domain were closely related when the friends sang the open and shut them song and showed how happy they were when singing and doing all of the activities. Finally, the spiritual domain was closely related to all of the other domains because the friends were encouraged to talk about their families and what ever was on their minds, including the creation of the world and God. The child development center really focused on fostering their friends development in all of the domains.
Developmentally Appropriate Practice
4 Then, I noticed the second, third and fourth DAP principles while watching the activities at the child development center. The second principle, development occurs in a relatively and orderly sequence, with later abilities, skills and knowledge building on those already acquired, was achieved when the teacher read the story about the letter u and then showed pictures of objects that started with the letter u. By completing the activities in this order, the friends learned about the letter u and then they could tell the teachers a word that started with the letter u. Their learning occurred in a relatively and orderly sequence. The third principle, development proceeds at varying rates from child to child as well as unevenly within different areas of each childs functioning, was noticeable because one friend spoke very well and used complete sentences. Another friend had a little trouble speaking and using complete sentences because she repeated, I did, three times before she finished her thought. Also, most friends wrote all of the letters in their name, but one friend could only write one letter of his name. I observed the fourth principle, early experiences have both cumulative and delayed effects on individuals childrens development, when the friends learned about the lower case and upper case letter u. The friends will use their knowledge on lower case and upper case letters in their future writing endeavors. Overall, these examples revealed how I saw the first four DAP principles in the child development center. After that, I noticed the fifth, sixth, seventh, and eighth DAP principles by observing the activities and friends at the child development center. I noticed the fifth principle, development proceeds in predictable directions toward greater complexity, organization and internalization, when the friends listened to the story on the letter u and completed their own cutout letter u. The friends will use their knowledge on the letter u in the future with greater complexity because they will be able to recognize words with the letter u. The sixth principle, development and learning
Developmentally Appropriate Practice
5 occur in and are influenced by multiple social and cultural contexts, was achieved when the friends of different ages were put together for story time and talked to one another. Also, at their tables, boys and girls sat together so they could talk to each other. I noticed the seventh principle, children are active learners, the entire time I was at the child development center. I especially noticed this principle when the one friend listening to the story asked if the guy was hurt and another friend said, his talented and thats why he wont get hurt. This example showed how friends learned from each other during the story. Also, the friends learned about the letter u and u words by completing their cutout letter u and seeing pictures of objects that start with the letter u. Finally, the eighth principle, development and learning result from interaction of biological maturation and the environment, was noticeable when some of the friends were outgoing and willing to answer the teachers questions while other friends were very quiet. I feel that these friends had different personalities because of their biological maturation and their environment at home. These examples revealed that the fifth, sixth, seventh and eighth DAP principles were achieved in the child development center. Finally, I observed the ninth, tenth, eleventh, and twelfth principles while watching the friends at the child development center. I noticed the ninth principle, play is an important vehicle for children, when the friends were talking to each other while playing and sharing their toy blocks nicely with each other. The tenth principle, development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge, was accomplished when the students learned about objects that started with the letter u and were asked to associate the letter u with other objects in the world around them. I observed the eleventh principle, children demonstrate different modes of knowing and learning and different ways of representing what they know, when some friends learned about the letter u through the
Developmentally Appropriate Practice
6 story, while some friends learned about the letter u through the picture examples and completing their own cutout letter u. Finally, the twelfth principle, children develop best in the context of a community where they are safe and valued, was met because the teachers looked out for the safety of their friends and listened to their problems. Also, the teachers met the friends physical needs by taking them to the bathroom and feeding them a snack that everyone could eat. Overall, I enjoyed observing at the child development center because I could watch the friends in their natural environment and I saw the DAP principles in action.