Learning Resources

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week’s media resources, please use the streaming media player below.

Required Resources

• Course Text: Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.
• • NAEYC Position Statement, pp. 1–24
  • “To Be an Excellent Teacher,” pp. 33–50
  • “Frequently Asked Questions about Developmentally Appropriate Practice,” pp. 327–333

Media

• Video: Laureate Education (Producer). (2009). Developmentally appropriate practice [Video file]. Retrieved from https://class.waldenu.edu
  
  Note: The approximate length of this media piece is 38 minutes.

  Early childhood expert and co-author of NAEYC’s seminal Developmentally Appropriate Practice, Sue Bredekamp, Ph.D., discusses the history and meaning of this cornerstone of program quality. Though filmed prior to the most recent edition of Developmentally Appropriate Practice, this video segment remains relevant, stressing the core principles of developmentally appropriate practice and the field’s commitment to continuous improvement.

Optional Resources

• Course Text: Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.
• • “Developmentally Appropriate Practice in the Infant and Toddler Years—Ages 0–3,” pp. 53–73
  • “Developmentally Appropriate Practice in the Preschool Years—Ages 3–5,” pp. 111–148
• Web Article: Growing Ideas: Thoughtful Teaching: Developmentally Appropriate Practice
  http://umaine.edu/ccids/files/2009/12/DAP120309.pdf
• Web Article: Developmentally Appropriate Practice: What Does Research Tell Us?
  http://www.ericdigests.org/1998-1/practice.htm
• Web Article: Whatever Happened to Developmentally Appropriate Practice in Early Literacy?
  http://www.naeyc.org/files/yc/file/200507/02Neuman.pdf

DAP: Myths and Misconceptions

As you are learning, it is vital to understand the framework of developmentally appropriate practice and be able explain it to others. This includes addressing misconceptions about what developmentally appropriate practice is—and what it is not.

The FAQs (Frequently Asked Questions) on pages 327–333 of the course text include questions that identify myths and misconceptions. Review the following, along with the answers provided:

• Do proponents of DAP (developmentally appropriate practice) think there is only one right way to teach? (p. 327)
• Are developmentally appropriate programs unstructured? (p. 328)
• Someone told me that in developmentally appropriate classrooms, all children do is play. Is that true? (p. 328)
• I’ve heard that it is “developmentally inappropriate” to put the alphabet up on a preschool classroom wall or to teach children to read before first grade. Are these things true? (p. 330)
• I’ve heard DAP is about not hurrying children, about giving them the gift of time. Is that right? (p. 333)

As you review these questions and answers, consider the following questions:

• Do any of these questions represent assumptions or misconceptions you had or have about developmentally appropriate practice?
• How does educating others about developmentally appropriate practice relate to the early childhood professional’s roles as a leader and advocate for children?
• In addition to the answer provided, what information, if any, from the readings and video presentation this week can you add to each explanation?

By Day 3:

Post your response to the following, using information from this week’s Learning Resources and what you explored in Week 1 about the roles of an early childhood professional:

• Explain your views on how educating others about developmentally appropriate practice relates to your leadership and advocacy roles as an early childhood professional.
• Explain insights you have gained about developmentally appropriate practice and any misconceptions of your own that have been dispelled.