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Table of Contents
pt. 1. NAEYC position statement : developmentally appropriate practice in early childhood programs serving children from birth through age 8 (adopted July 1996)
The current context of early childhood programs
Rationale for the position statement
NAEYC's commitment to children
Statement of the position
Principles of child development and learning that inform developmentally appropriate practice
Guidelines for decisions about developmentally appropriate practice
Creating a caring community of learners
Teaching to enhance development and learning
Constructing appropriate curriculum
Assessing children's learning and development
Establishing reciprocal relationships with families
Moving from either/or to both/and thinking in early childhood practice
Policies essential for achieving developmentally appropriate early childhood programs
References
pt. 2. Developmentally appropriate practice : the early childhood teacher as decisionmaker / Sue Bredekamp
Overview and NAEYC's definition of developmentally appropriate practice
Using knowledge about child development and learning to inform practice
Using knowledge of individual children to inform practice
Using knowledge of the social and cultural context to inform practice
Using multiple sources of knowledge in professional decisionmaking
Resolving contradictions
Resolving contradictions in practice : a strategy for making decisions and negotiating conflicts
Considering children's individual needs in decisions about developmentally appropriate practice
Considering families' concerns and the wider social context in decisions about developmentally appropriate practice
Conclusion
References
pt. 3. Developmentally appropriate practice for infants and toddlers
Development in the first three years of life
Young infants (birth to 9 months)
Mobile infants (8 to 18 months)
Toddlers (16 to 36 months)
Developmental milestones of children from birth to age 3
Examples of appropriate and inappropriate practices for infants
Examples of appropriate and inappropriate practices for toddlers
References and sources
pt. 4. Developmentally appropriate practice for 3- through 5-year-olds
Development and learning in children age 3 through 5
Integrated development and learning during early childhood
A sketch of physical development in 3-, 4-, and 5-year-olds
Physical growth
Maturation
Sensation and perception
Gross-motor development
Gross-motor development, widely held expectations
Considerations for early childhood educators
Fine-motor development
Fine-motor development, widely held expectations
Considerations for early childhood educators
A sketch of language and communication development in 3-, 4-, and 5-year-olds
Language and communication development, widely held expectations
Considerations for early childhood educators
A sketch of cognitive development in 3-, 4-, and 5-year-olds
Characteristics of thought
Information processing
Social cognition
Considerations for early childhood educators
A sketch of social and emotional development of 3- through 5-year olds
Considerations for early childhood educations
Social and emotional development, widely held expectations
Responding to individual and cultural variation
Negotiating transitions : changes and challenges
Examples of appropriate and inappropriate practices for 3- through 5-year-olds
References
pt. 5. Developmentally appropriate practice for 6- through 8-year-olds in the primary grades
Development and learning in primary-age children
A sketch of physical development in 6- through 8-year-olds
Growth and maturation, sensation and perception
Gross- and fine-motor development
A sketch of cognitive development in 6- through 8-year-olds
Characteristics of thought
Information processing
Language and communication development
Moral development
A sketch of social and emotional development of 6- through 8-year olds
Considerations for early childhood educators
Responding to individual and cultural variation
Examples of appropriate and inappropriate practices for 6- through 8-year-olds
References.
The current context of early childhood programs
Rationale for the position statement
NAEYC's commitment to children
Statement of the position
Principles of child development and learning that inform developmentally appropriate practice
Guidelines for decisions about developmentally appropriate practice
Creating a caring community of learners
Teaching to enhance development and learning
Constructing appropriate curriculum
Assessing children's learning and development
Establishing reciprocal relationships with families
Moving from either/or to both/and thinking in early childhood practice
Policies essential for achieving developmentally appropriate early childhood programs
References
pt. 2. Developmentally appropriate practice : the early childhood teacher as decisionmaker / Sue Bredekamp
Overview and NAEYC's definition of developmentally appropriate practice
Using knowledge about child development and learning to inform practice
Using knowledge of individual children to inform practice
Using knowledge of the social and cultural context to inform practice
Using multiple sources of knowledge in professional decisionmaking
Resolving contradictions
Resolving contradictions in practice : a strategy for making decisions and negotiating conflicts
Considering children's individual needs in decisions about developmentally appropriate practice
Considering families' concerns and the wider social context in decisions about developmentally appropriate practice
Conclusion
References
pt. 3. Developmentally appropriate practice for infants and toddlers
Development in the first three years of life
Young infants (birth to 9 months)
Mobile infants (8 to 18 months)
Toddlers (16 to 36 months)
Developmental milestones of children from birth to age 3
Examples of appropriate and inappropriate practices for infants
Examples of appropriate and inappropriate practices for toddlers
References and sources
pt. 4. Developmentally appropriate practice for 3- through 5-year-olds
Development and learning in children age 3 through 5
Integrated development and learning during early childhood
A sketch of physical development in 3-, 4-, and 5-year-olds
Physical growth
Maturation
Sensation and perception
Gross-motor development
Gross-motor development, widely held expectations
Considerations for early childhood educators
Fine-motor development
Fine-motor development, widely held expectations
Considerations for early childhood educators
A sketch of language and communication development in 3-, 4-, and 5-year-olds
Language and communication development, widely held expectations
Considerations for early childhood educators
A sketch of cognitive development in 3-, 4-, and 5-year-olds
Characteristics of thought
Information processing
Social cognition
Considerations for early childhood educators
A sketch of social and emotional development of 3- through 5-year olds
Considerations for early childhood educations
Social and emotional development, widely held expectations
Responding to individual and cultural variation
Negotiating transitions : changes and challenges
Examples of appropriate and inappropriate practices for 3- through 5-year-olds
References
pt. 5. Developmentally appropriate practice for 6- through 8-year-olds in the primary grades
Development and learning in primary-age children
A sketch of physical development in 6- through 8-year-olds
Growth and maturation, sensation and perception
Gross- and fine-motor development
A sketch of cognitive development in 6- through 8-year-olds
Characteristics of thought
Information processing
Language and communication development
Moral development
A sketch of social and emotional development of 6- through 8-year olds
Considerations for early childhood educators
Responding to individual and cultural variation
Examples of appropriate and inappropriate practices for 6- through 8-year-olds
References.