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This article was downloaded by: [The Aga Khan University] On: 16 October 2014, At: 04:18 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Childhood Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/uced20 ERIC/EECE Report: Developmentally Appropriate Practice Bernard Cesarone Published online: 30 Aug 2012. To cite this article: Bernard Cesarone (1998) ERIC/EECE Report: Developmentally Appropriate Practice, Childhood Education, 74:5, 332-334, DOI: 10.1080/00094056.1998.10521964 To link to this article: http://dx.doi.org/10.1080/00094056.1998.10521964 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions

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Page 1: ERIC/EECE Report: Developmentally Appropriate Practice

This article was downloaded by: [The Aga Khan University]On: 16 October 2014, At: 04:18Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK

Childhood EducationPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/uced20

ERIC/EECE Report: Developmentally AppropriatePracticeBernard CesaronePublished online: 30 Aug 2012.

To cite this article: Bernard Cesarone (1998) ERIC/EECE Report: Developmentally Appropriate Practice, Childhood Education,74:5, 332-334, DOI: 10.1080/00094056.1998.10521964

To link to this article: http://dx.doi.org/10.1080/00094056.1998.10521964

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in thepublications on our platform. However, Taylor & Francis, our agents, and our licensors make no representationsor warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Anyopinions and views expressed in this publication are the opinions and views of the authors, and are not theviews of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should beindependently verified with primary sources of information. Taylor and Francis shall not be liable for any losses,actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoevercaused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Any substantial or systematicreproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyform to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Page 2: ERIC/EECE Report: Developmentally Appropriate Practice

Developmentally Appropriate

Recent ERIC documents and journal articles that discuss issues related to developmentally appropriate practice (the acronym DAP will be used in the summaries below) in early childhood and elementary education are summa- rized in this column. For details about ERIC and ordering ERIC documents, please see the information following these abstracts.

ERIC Documents

ED403030

PRIATE PRACTICE IN ”REAL LIFE”: Stories of Teachers’ Practi- cal Knowledge. Carol Anne Wien. 1995. 160 pp. (Not available from EDRS; contact Teachers College Press, P.O. Box 20, Williston, VT 05495- 0020; 800-575-6566). This book ex- amines why DAP is difficult to construct in early childhood set- tings, based on observations, inter- views and review of videotapes with teachers. The book focuses particularly on some teachers’ si- multaneous allegiance to two con- tradictory frameworks of practice, DAP and teacher dominion. An introductory chapter describes the two central frameworks under con- sideration. Each of the next five chapters presents a case study of one teacher’s work, with regard to the two frameworks under discus- sion. The final three chapters ad- dressissues common to all teachers.

DEVELOPMENTALLY APPRO-

ED403023

PRIATE PRACTICE IN EARLY CHILDHOOD PROGRAMS (Re- vised Edition). Sue Bredekamp & Carol Copple, Eds. 1997. 189 pp . (Not

DEVELOPMENTALLY APPRO-

availablefiom EDRS; contact National Association for the Education of Young Children, 1509 16th Street,NW, Wash- ington, DC 20036-1426; 800-424- 2460.) Part 1 of this guide presents NAEYC’s position statement on DAP in early childhood programs. Part 2 explores the concept of the early childhood teacher as decision- maker. Part 3 describes children’s development through age 3, and gives examples of appropriate (and inappropriate) practices for infants and toddlers. Part 4 describes children’s development and learn- ing from age 3 to 5, and part 5 de- scribes DAP for 6- through 8-year-olds.

ED 4 0 2 0 2 2

CEPTS. Francis Wardle. 1996. 19pp. This paper describes the current debate over DAP, offering the per- spective of multicultural educators, who argue that DAP is biased to- ward white, middle-class values, and the views of special educators, who argue that DAP needs to be modified. What gets lost in the de- bate, the author suggests, is that many teachers do not understand how to determine whether their teaching is consistent with DAP. Consequently, DAP is not fully implemented in many early child- hood programs. The paper defines skill, discusses several early child- hood activities in terms of skills and concepts, and suggests that chddren should be allowed to work in the most effective way for them to learn. The paper warns that turning away from DAP might lead practitioners to revert to stressing learning skills at the expense of learning concepts.

OF LABELS, SKILLS AND CON-

Practice

ED401354 DEVELOPMENTALLY APPRO- PRIATE PRACTICE AND STU- DENT ACHIEVEMENT IN

SCHOOLS. Carey Wexler Sherman & Daniel P. Mueller. 1996. 15 p p . This paper explores the relation- ship between DAP and student achievement among low-income students. The authors studied the degree of DAP implementation in kindergarten, 1st and 2nd grade, and its relationship to student achievement. The preliminary re- sults from the study indicate that DAP may significantly boost early elementary students’ mathematics and reading achievement across all sampled cultural groups.

INNER-CITY ELEMENTARY

ED391601

PRIATE EVALUATION: Con- vincing Students and Teachers of the Importance of Observation as Appropriate Evaluation of Chil- dren. Sue Martin. 1996. 9 p p . De- velopmentally appropriate evaluation (DAE) and DAP are clearly allied. The concept of DAP has expanded to include cultural, economic, ethnic, religious and fa- milial appropriateness. The same concepts are equally applicable to DAE. This paper describes seven factors to consider for DAE, and explains seven key components of DAE.

DEVELOPMENTALLY APPRO-

ED368448 DEVELOPMENTALLY APPRO- PRIATE PRACTICE IN SCHOOL- AGE CHILD CARE PROGRAMS (Second Edition). Kay M . Albrecht & Margaret C. Plantz. (Not available

332 + CHILDHOOD EDUCATION

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Page 3: ERIC/EECE Report: Developmentally Appropriate Practice

from EDRS; contact KendalllHunt Publishing Company, 4050 Westmark Drive, Dubuque, ZA 52002.) This report provides guidelines for developmentally appropriate school-age child care programming. Part 1 outlines and discusses seven principles of developmentally appropriate school-age child care programs. Part 2 illustrates the principles with specific practices, both appropriate and inappropriate, related to various pro- gram components. Part 3 provides examples of pro- gram planning and assessment tools.

ED365469

ATE PRACTICES: Challenges for Early Childhood Education. Bruce L. Mallory & Rebecca S. New, Eds. 2994. 295 pp . (Not availablefrom EDRS; contact Teachers College Press, 1234 Amsterdam Avenue, New York, NY 20027.) The current conceptualization of what is ap- propriate in early childhood education practice is overly narrow in its interpretation of the teacher’s role, and with respect to cultural and developmental diversity. The 18 chapters herein, written by different authors, explore issues surrounding diversity, inclusion and appropriate early educational practices.

DIVERSITY & DEVELOPMENTALLY APPROPRI-

ERIC Journal Articles

EJ547962

OPMENTALLY APPROPRIATE PRACTICE? Re- search in Review. Loraine Dunn & Susan Kontos. Young Children, Vol. 52, No. 5 (July 1997): 4-23. This article reviews research on issues related to NAEYC‘s DAP guidelines: 1) the prevalence of DAP, 2) teach- ers’ and parents’ beliefs about DAP and 3) the influence of appropriate and inappropriate practice on children’s development.

WHAT HAVE WE LEARNED ABOUT DEVEL-

EJ546699

RETICAL ORIENTATION TO READING AND

PROPRIATE PRACTICE. Carla S . Ketner, Kenneth E. Smith, & M. Kaye Parnell. Journal of Educational Research, Vol. 90, No. 4 (March-April 1997): 212-220. Primary teachers completed a profile and question- naire to determine their endorsement of DAP. Re- sults indicate a congruence between constructs underlying the notion of DAP and constructs fun- damental to a whole language orientation.

RELATIONSHIP BETWEEN TEACHER THEO-

ENDORSEMENT OF DEVELOPMENTALLY AP-

EJ538101 NAEYC ISSUES REVISED POSITION STATE- MENT ON DEVELOPMENTALLY APPROPRI- ATE PRACTICE IN EARLY CHILDHOOD

PROGRAMS. Sue Bredekamp. Young Children, Vol. 52, No. 2 (January 2997): 34-40. This article summarizes the major points of NAEYC‘s revised position statement and discusses the major issues of early childhood prac- tice addressed by the revisions.

E J536372 TURNING MY WORLD UPSIDE DOWN: How I Learned To Question Developmentally Appropriate Practice. Issues in Education. Leigh M . O’Brien. Child- hood Education, Vol. 73, No. 2 (Winter 1996197): 100-102. This article discusses the problem of assuming that DAP is universally applicable. The author encourages early childhood educators to reassess inclusion, exclu- sion and cultural diversity issues, as well as commu- nity expectations, when considering DAP for a particular group of children.

E J534702 NEW DIRECTIONS IN EARLY CHILDHOOD TEACHER PREPARATION: Developmentally and Culturally Appropriate Practice (DCAP). Eunsook Hyun. Journal of Early Childhood Teacher Education, Vol. 17, No. 3 ( F a l l 1996): 7-19. In proposing a model of DAP that includes culturally appropriate practice (DCAP), this article suggests that teacher prepara- tion must readdress cross-cultural child develop-

Early Childhood Special Educators

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ANNUAL THEME 1998 + 333

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Page 4: ERIC/EECE Report: Developmentally Appropriate Practice

ment and learning style, reintro- duce self-awareness and ways of valuing the study of culture and ethnicity, and restructure pro- grams to promote inquiry- oriented student teaching experiences.

EJ515235

PRIATE PRACTICE A N D EARLY CHILDHOOD SPECIAL EDUCATION. Ian Copland. Aus- tralian Journal of Early Childhood, Vol. 20, No. 4 (December 1995): 1-4. This article examines issues re- lated to current practice in early childhood special education in light of DAP, and focuses on the appropriateness of DAP principles for the education of young chil- dren with disabilities.

DEVELOPMENTALLY APPRO-

EJ508302

PRIATE PRACTICE: A Critical Analysis As Applied to Young Children with Disabilities. Judith J. Carta. Focus on Exceptional Chil- dren, VoI. 27, No. 8 (April 1995): 1-14. Premises and misconceptions about DAP are discussed, along with how DAP diverges from and overlaps with recommended practices for early childhood special education.

DEVELOPMENTALLY APPRO-

EJ507146 BRINGING THE DAP MESSAGE

MARY TEACHERS. Gaye Gronlund. Young Children, Vol. 50, No. 5 (July 2995): 4-13. This article explains how DAP practices are ef- fective with 5- through 8-year-olds. Key elements discussed are

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children’s learning by doing through active engagement, pur- poseful play and movement, from the simple to the complex.

Resources on the World Wide Web The Early Childhood Educators’ b Family Web Corner maintains a collec- tion of articles on DAP. http: / / www,nauticom.net/ www J

http: J J www.nauticom.net/ www J cokids J

cokids Jdap.htm1

ERIC/EECE Digests: h t t p : / J e r i c e e c e . o r g J p u b s J digests.htm1 (Choose “ERIC/ EECE Digests by Title”; select the title) A Developmental Approach to Assess-

ment of Young Children. Lilian G. Katz. 1997.

Developmentally Appropriate Pro- grams. Marjorie J. Kostelnik. 1993.

Full-Day Kindergarten Programs. Dianne Rothenberg. 1995.

The ERIC Cleariiighoirse oil Eleiiieiitary a i d Early Childhood Education (ERIC/ EECE) coritributed this colirniir. ERlCdocu- rrients are abstracted in the wiorithly index Resources in Education (RIE) a i d i r i the ERlCdatabaseoriliiieor oiz CD-ROM. Most ERICdoc[wletlts (EDs) caii be readon ERIC microfiche, zohicli are aziailnbk in i?iaizy

libraries. 111 addition, iriost docuinerits can be ordered i i i paper cop^ or oil iiiicrofiche, arid rrinny receiit dociiirieizts caii he ordered or1 the hternet, from the ERZC Docuiiierit Reproductioii Seruice (EDRS), 7420 Fzrl- lrrton Rd., Suite 1 1 0 , Spriiigfield, V A

ledrs.coiri1. For coiriplete orderiiig informa- tioii, coritact EDRS or coiisiilt the most recent issue ofRIE. Ail availability source is iiidicatcd for those documents siiinrrua- rized iii this ~ o ~ i 4 i i i i l that arc not available froiii EDRS. For jouriial articles cited iii the colirmii, refer directly to thejourrial or con- tact article clearirzghouses such as UriCover (800-787-7979), UMI (800-732-061 6), or ISI (800-523-1850) for orderiiig inforiiza- tiori. Further informntioii 011 elemeiifary arid early childhood educatiorz is available froin ERICIEECE, Childrcn’s Research Ceiz- ter, Uiiiversity of Illinois, 51 Gert?/ Drive, Champaign, 1L 61820-7469; (phoiie: 21 7- 333-1386 or 800-583-4235; eniai l : ericeece@u iuc.ed u; URL:Ii ttp:liericcece.org).

221 53-2852 (1-800-443-3742); URL:httrl:l

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