Developmentally Appropriate Practice: Adlerian Play Therapy with Preschool Children

2014 ◽  
Vol 70 (3) ◽  
pp. 205-219 ◽  
Author(s):  
Dalena Dillman Taylor ◽  
Sue C. Bratton
Keyword(s):  
Preschool Children ◽  
Play Therapy ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice

scholarly journals A National Survey of Spelling Instruction: Investigating Teachers' Beliefs and Practice

2003 ◽  
Vol 35 (3) ◽  
pp. 819-848 ◽  
Author(s):  
Mary Jo Fresch
Keyword(s):  
National Survey ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
The United States ◽  
Traditional Model ◽  
Spelling Instruction ◽  
Individual Instruction ◽  
Teachers Beliefs ◽  
Beliefs And Practice ◽  
Level Of Agreement

Information about current spelling instructional practices across the United States was sought in this national survey with a random sample of teachers of grades 1 through 5. Respondents reported current practices and noted their level of agreement or disagreement to theoretical statements about spelling. Teachers responded to open-ended statements regarding concerns and problems they encounter in teaching spelling. The results suggest teachers rely on a traditional model for instruction. They are aware of more recent research on developmentally appropriate practice but do not necessarily implement those ideas. Implications from this study include provision for professional development, examination of purchased materials in relation to theories of appropriate individual instruction, and support for teachers who want to change instruction to match their beliefs.

An Activity-Based Approach to Physical Education for Preschool Children with Disabilities

1996 ◽  
Vol 13 (3) ◽  
pp. 230-246 ◽  
Author(s):  
Martin E. Block ◽  
Timothy D. Davis
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Physical Education ◽  
Motor Development ◽  
Best Practice ◽  
Children With Disabilities ◽  
Developmentally Appropriate ◽  
Time On Task ◽  
Development Programs ◽  
Goals And Objectives

Traditional motor development programs for preschool children with disabilities usually utilize a behavior-analytic approach in which children are given specific training and instruction on identified IEP objectives. While this approach has its merits in terms of time-on-task and focus on critical IEP objectives, it is not consistent with current developmentally appropriate philosophies in early childhood education. One of the newer techniques suggested by early childhood educators as a “best practice” in educating young children is an activity-based or play-based approach. Children still have individually determined goals and objectives, but these goals and objectives are “embedded” in a variety of child-directed play activities. The teacher acts as a facilitator, encouraging the child to practice individual goals while exploring the environment. The purpose of this article is to introduce the concept of activity-based intervention and provide examples of how it can be implemented within a motor development/physical education context for preschool children with disabilities.

Developmentally Appropriate Practice

2013 ◽  
pp. 905-905
Author(s):  
Aaron Stabel ◽  
Kimberly Kroeger-Geoppinger ◽  
Jennifer McCullagh ◽  
Deborah Weiss ◽  
Jennifer McCullagh ◽  
...  
Keyword(s):  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice

iPods, Internet and Apps, Oh My

2013 ◽  
pp. 1650-1668
Author(s):  
Sally Blake ◽  
Denise L. Winsor ◽  
Candice Burkett ◽  
Lee Allen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Appropriate Technology ◽  
Design And Technology ◽  
Childhood Education ◽  
Beliefs About Technology ◽  
Teachers Attitudes

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

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