3.3 Designing Developmentally Appropriate Curriculum
4 min read•august 16, 2024
Designing developmentally appropriate curriculum is key to effective early childhood education. It considers children's ages, individual needs, and cultural contexts to create engaging learning experiences.
Teachers use , , and to implement curriculum. They balance structured activities with free exploration, integrating content areas to make learning meaningful for young children.
Developmentally Appropriate Practice
Core Principles of DAP
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- () grounds teaching in research on young children's development and learning
- DAP meets children at their developmental level and helps them achieve challenging yet attainable learning goals
- Three core considerations drive DAP
- Knowledge of child development and learning
- Understanding of individual appropriateness
- Awareness of cultural importance
- DAP recognizes development and learning occur within multiple social and cultural contexts
- Teachers implement DAP by making decisions based on:
- Child development knowledge
- Individual children's needs
- Social and cultural contexts of children's lives
Implementing DAP in Early Childhood Education
- DAP functions as a framework for best practices rather than a specific curriculum or teaching technique
- Teachers adapt their teaching strategies to children's learning styles and needs
- Curriculum aligns with children's developing abilities and interests
- Classroom environment supports exploration and hands-on learning (block areas, art centers)
- Assessment focuses on observing children's natural behaviors and interactions
- Family engagement encouraged to bridge home and school experiences
- Professional development for educators emphasizes understanding and applying DAP principles
Designing Developmentally Appropriate Curriculum
Key Factors in Curriculum Design
- Age appropriateness considers typical development within the program's age range (toddlers, preschoolers)
- Individual appropriateness recognizes each child's unique:
- Growth pattern and timing
- Personality
- Learning style
- Family background
- Cultural and social context shapes curriculum by considering:
- Values
- Expectations
- Behavioral conventions
- Linguistic conventions
- Learning domains addressed include:
- Physical (fine and gross motor skills)
- Social (peer interactions, sharing)
- Emotional (self-regulation, empathy)
- Cognitive (problem-solving, early literacy)
Curriculum Implementation Strategies
- Play-based learning incorporates:
- Child-initiated experiences (free play in centers)
- Teacher-guided play (structured games with )
- Intentional teaching plans purposeful, challenging, and achievable experiences
- Continuous assessment informs curriculum through:
- Ongoing observation
- Documentation of children's progress
- Adjustments based on assessment data
- allows for both structured activities and free exploration
- Integration of content areas creates meaningful connections (combining math and art)
Challenging Children, Respecting Needs
Utilizing Developmental Theories
- (ZPD) guides activity design
- Activities slightly beyond current mastery level
- Challenges children without causing frustration
- techniques provide temporary support
- Gradually decreases as children gain competence
- Examples include modeling, verbal prompts, physical assistance
- Open-ended materials allow multiple levels of engagement
- Building blocks for simple or complex structures
- Art supplies for basic or elaborate creations
Differentiation and Individualization
- Balance child-initiated and teacher-guided experiences
- Free play periods
- Small group instruction
- Whole class activities
- adapts to varied needs and abilities
- Tiered activities with varying complexity
- Flexible grouping based on skill levels
- caters to different learning styles
- Visual aids (pictures, diagrams)
- Auditory experiences (songs, storytelling)
- Tactile activities (sensory bins, playdough)
- Regular observation and documentation inform individualized support
- Anecdotal records
- Developmental checklists
- Portfolio assessments
Adapting Curriculum for Diversity
Universal Design for Learning (UDL)
- UDL principles create flexible learning environments
- Multiple means of representation (visual, auditory, kinesthetic)
- Multiple means of action and expression (verbal, written, artistic)
- Multiple means of engagement (choice, relevance, collaboration)
- Assistive technology supports children with disabilities
- Communication devices for non-verbal children
- Adaptive seating for children with physical limitations
- Modified materials accommodate different skill levels
- Chunking information into smaller parts
- Providing step-by-step visual instructions
- Offering manipulatives for abstract concepts
Inclusive Classroom Strategies
- Collaboration with specialists integrates individualized goals
- Speech therapists for language development activities
- Occupational therapists for fine motor skill exercises
- Visual supports enhance understanding
- Picture schedules
- Emotion charts
- Social stories
- Multiple modes of communication used
- Sign language
- Picture exchange systems
- Augmentative and alternative communication (AAC) devices
- (IEPs) or (IFSPs) guide instruction for children with special needs
- Classroom culture celebrates diversity
- Multicultural materials and books
- Discussions about differences and similarities
- Peer buddies and support systems
Key Terms to Review (27)
Active Learning: Active learning is an educational approach that engages students in the learning process by encouraging them to participate actively in their own education rather than passively receiving information. This involves hands-on activities, discussions, and problem-solving tasks that promote critical thinking and deeper understanding of concepts, making it essential in early childhood education for fostering exploration and creativity.
Assessment strategies: Assessment strategies are systematic methods used to evaluate and measure children’s learning, development, and progress. These strategies are crucial for understanding how well the curriculum is meeting the needs of each child, allowing educators to make informed decisions about instruction and support. By utilizing various assessment techniques, educators can tailor their approaches to enhance learning outcomes for every child.
Child-centered learning: Child-centered learning is an educational approach that prioritizes the needs, interests, and experiences of children in the learning process. This method fosters active participation, allowing children to engage in exploration and inquiry, leading to deeper understanding and retention of knowledge. By recognizing each child's unique abilities and perspectives, this approach promotes a more personalized learning environment that adapts to their developmental stages.
Cognitive Development: Cognitive development refers to the growth and change in a child's ability to think, learn, and understand the world around them. This process involves acquiring skills such as problem-solving, memory, and language, all of which are crucial for interacting with others and engaging with learning experiences.
DAP: DAP, or Developmentally Appropriate Practice, refers to an educational approach that focuses on meeting the individual needs of children based on their age, developmental stage, and cultural background. This practice emphasizes creating a curriculum that is engaging, relevant, and supportive of children's learning processes, recognizing the importance of play and exploration in early childhood development. It also values the role of teachers in guiding and facilitating learning experiences that promote growth in all areas, including social, emotional, physical, and cognitive domains.
Developmentally appropriate practice: Developmentally appropriate practice refers to an educational approach that considers the age, individual needs, and developmental stages of children when designing learning experiences. This method promotes optimal learning and growth by ensuring that activities, materials, and teaching strategies are suitable for children's cognitive, social, and emotional capabilities.
Differentiated instruction: Differentiated instruction is an educational approach that tailors teaching strategies, resources, and assessments to meet the diverse needs, interests, and readiness levels of all students in a classroom. This method recognizes that each child learns differently and aims to provide personalized learning experiences that foster engagement and achievement.
Flexible scheduling: Flexible scheduling refers to the practice of allowing variation in the timing and structure of educational activities to accommodate the diverse needs of children, families, and educators. This approach enables a more tailored learning experience by adjusting the daily routine and curriculum activities based on children's developmental readiness, family involvement, and specific interests. By embracing flexible scheduling, educational settings can promote a more inclusive and responsive environment that enhances learning outcomes.
Formative assessment: Formative assessment is a range of informal and formal evaluations that teachers use to monitor student learning and provide ongoing feedback to improve student achievement. This type of assessment is designed to inform instruction and help educators adapt their teaching strategies based on students’ needs throughout the learning process.
Head Start Framework: The Head Start Framework is a comprehensive early childhood education program aimed at enhancing the cognitive, social, and emotional development of children from low-income families. It emphasizes a holistic approach that includes family engagement, health services, and community partnerships to promote school readiness and lifelong learning.
HighScope Curriculum: The HighScope Curriculum is a comprehensive educational framework designed for early childhood education that emphasizes active learning, child-initiated activities, and a supportive environment. It encourages children to take charge of their own learning through hands-on experiences and interaction with materials, peers, and teachers. This approach aligns with the principles of developmentally appropriate practice by recognizing that children learn best when they are engaged and motivated.
Individualized Education Plans: Individualized Education Plans (IEPs) are legal documents designed to ensure that students with disabilities receive personalized instruction and support tailored to their unique needs. IEPs outline specific educational goals, the services provided, and accommodations necessary for the student to succeed in a school setting, all while adhering to federal and state regulations.
Individualized family service plans: Individualized Family Service Plans (IFSPs) are tailored documents designed to support the unique needs of infants and toddlers with disabilities, focusing on both the child and their family. These plans outline specific services and strategies that will assist the child’s development and ensure family involvement in the process. The creation of an IFSP involves collaboration among professionals and family members to address developmental goals, necessary resources, and appropriate interventions.
Intentional Teaching: Intentional teaching refers to a purposeful approach where educators actively plan and implement strategies to support children's learning and development. This approach emphasizes the importance of understanding each child's unique needs and interests, allowing educators to tailor their interactions and experiences to foster meaningful learning. By being proactive, educators can create engaging environments that encourage exploration and critical thinking.
Learning Objectives: Learning objectives are specific statements that clearly define what learners are expected to achieve by the end of a lesson or educational experience. They guide the development of curriculum, inform assessment strategies, and help educators understand what knowledge and skills students should acquire. By articulating clear goals, learning objectives ensure that instruction is focused, relevant, and aligned with educational standards.
Montessori Method: The Montessori Method is an educational approach developed by Dr. Maria Montessori that emphasizes child-centered learning, independence, and hands-on, experiential activities. This method focuses on allowing children to learn at their own pace in a prepared environment that encourages exploration and discovery, fostering a love for learning and supporting developmental milestones.
Multi-sensory learning: Multi-sensory learning is an educational approach that engages multiple senses—such as sight, sound, touch, taste, and smell—to enhance the learning experience. This method recognizes that individuals learn differently and encourages the integration of various sensory modalities to improve understanding and retention of information. By incorporating different activities and materials that appeal to diverse senses, multi-sensory learning creates a more engaging and effective environment for learners.
NAEYC Standards: NAEYC Standards refer to the National Association for the Education of Young Children’s guidelines designed to ensure high-quality early childhood education and care. These standards provide a framework that supports educators in developing effective curricula, aligning teaching practices with developmental milestones, and fostering positive learning environments for young children.
Ongoing assessment: Ongoing assessment is a continuous process of gathering information about a child's learning and development, which helps educators make informed decisions to support each child's growth. This process allows educators to adjust teaching strategies and interventions based on the child's current needs, strengths, and interests, ensuring that the curriculum remains relevant and effective. By implementing ongoing assessment, educators can track progress over time and foster an environment of responsive teaching.
Piaget's Theory: Piaget's Theory of Cognitive Development is a framework that explains how children think and learn as they grow. It suggests that children progress through four stages of cognitive development—sensorimotor, preoperational, concrete operational, and formal operational—each characterized by different ways of thinking. This theory emphasizes the importance of active exploration and interaction with the environment, shaping how educational practices are designed to support cognitive growth in early childhood.
Play-based learning: Play-based learning is an educational approach that uses play as the primary mode through which children explore, discover, and understand the world around them. This method emphasizes the importance of play in promoting cognitive, social, emotional, and physical development, allowing children to learn in a natural, engaging way that supports their overall growth.
Scaffolding: Scaffolding is an instructional technique that involves providing support to learners as they acquire new skills or knowledge, gradually removing this support as they become more competent. This approach helps to bridge the gap between what a learner can do independently and what they can achieve with guidance, promoting deeper understanding and skill development.
Social-emotional development: Social-emotional development refers to the process through which young children learn to understand their own emotions, develop empathy for others, form relationships, and navigate social environments. This development is crucial as it influences how children interact with peers and adults, impacting their overall well-being and success in life.
Summative Assessment: Summative assessment is a method of evaluating student learning at the end of an instructional unit by comparing it against a standard or benchmark. This type of assessment is used to measure the effectiveness of educational programs and provides a comprehensive view of students' learning achievements, often guiding decisions about curriculum and instruction.
Universal Design for Learning: Universal Design for Learning (UDL) is an educational framework that aims to optimize teaching and learning for all individuals by providing multiple means of engagement, representation, and action and expression. This approach recognizes the diverse needs of learners and seeks to create flexible environments that accommodate various learning styles and preferences, fostering inclusivity and accessibility throughout the educational experience.
Vygotsky's Social Constructivism: Vygotsky's Social Constructivism is a learning theory that emphasizes the importance of social interactions and cultural context in the construction of knowledge. It argues that cognitive development occurs through social interaction, where learners engage with others to build understanding and meaning. This perspective highlights the role of language and collaborative learning in shaping children's cognitive abilities and influences how curriculum is designed to be developmentally appropriate.
Zone of Proximal Development: The Zone of Proximal Development (ZPD) is a concept introduced by psychologist Lev Vygotsky, referring to the difference between what a learner can do independently and what they can achieve with guidance from a more knowledgeable individual. This zone emphasizes the importance of social interaction and scaffolding in learning, where support is provided to help children reach higher levels of understanding and skill. Recognizing the ZPD helps educators tailor their teaching strategies to meet children's needs, ensuring they are challenged yet supported as they develop.