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0veiview
Cieating a Caiing Community of Leaineis
Teaching to Enhance Bevelopment anu Leaining
Planning Appiopiiate Cuiiiculum
Assessment
Beveloping Recipiocal Relationships with Families
Play
Refeiences anu Resouices


Auapteu by Caila Beintz, N.E., & Baviu P. Linueman, Ph.B.
}anuaiy 2u12
Kansas Inseivice Tiaining System
1996, 0puateu Nay 2uu2, Septembei 2uuS, & Novembei 2uu9
Kansas 0niveisity Centei on Bevelopmental Bisabilities
26u1 uabiiel, Paisons, KS 67SS7
62u-421-6SSu ext. 1618
www. kskits.oig



Feel fiee to piint anuoi copy any oiiginal mateiials containeu in this packet. KITS has
puichaseu the iight to iepiouuce any copyiighteu mateiial incluueu in this packet. Any
auuitional uuplication shoulu auheie to appiopiiate copyiight law.

The example oiganizations, people, places, anu events uepicteu heiein aie fictitious. No
association with any ieal oiganization, peison, places, oi events is intenueu oi shoulu be
infeiieu.

KITS is suppoiteu though Pait B, IBEA Funus fiom the Kansas State Bepaitment of
Euucation (uiant# 21u1S) anu Pait C, IBEA Funus fiom the Kansas Bepaitment of Bealth
anu Enviionment. The 0niveisity of Kansas is an Equal 0ppoitunityAffiimative Action
Employei anu uoes not uisciiminate in its piogiams anu activities. Feueial anu state
legislation piohibits uisciimination on the basis of iace, ieligion, coloi, national oiigin,
ancestiy, sex, age, uisability, anu veteian status. In auuition, 0niveisity policies piohibit
uisciimination on the basis of sexual oiientation, maiital status, anu paiental status.
2
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Bevelopmentally appiopiiate piactices (BAP) aie those stiategies that piomote young
chiluien's leaining anu uevelopment to optimum levels. These piactices aie baseu on:

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Chiluien think anu inteiact with theii woilu veiy uiffeiently than auults. Euucatois
must unueistanu that chiluien aie not mini auults anu iemain cuiient iegaiuing the
latest ieseaich on how chiluien leain. This knowleuge can then be useu to uesign
enviionments that suppoit chiluien's inteiactive, inquisitive style. Sustaineu, high level
play iemains at the heait of eviuence-baseu piactice.

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Effective teacheis obseive inuiviuual stuuents in theii class anu take note of what they
can anu cannot uo to cieate specific lesson plans anu accommouations to suppoit each
chilu's leaining within theii class.

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Euucatois who know age-iefeienceu chaiacteiistics anu skills can make geneial
pieuictions about chiluien baseu on what the age gioup they aie woiking with might uo
anu in what they aie inteiesteu. In auuition, chiluien giow anu leain as membeis of
families anu social communities, which also impact theii uecision-making, social
inteiactions, values anu skills. Teacheis must take into account the chiluien's social
anu cultuial expeiiences when planning the leaining expeiiences foi theii stuuents.

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The coie of uevelopmentally appiopiiate piactice lies in the intentionality of the eaily
chiluhoou teachei. Each uay heshe is iequiieu to make a multituue of choices
iegaiuing ioom aiiangement, cuiiiculum planning, teaching stiategies, assessment anu
ways to inteiact with both chiluien anu families. As eaily chiluhoou teacheis make
these uecisions they must keep in minu the iuentifieu goals anu what is appiopiiate foi
the chilu's age anu uevelopment, what is appiopiiate foi each chilu inuiviuually anu
what is cultuially appiopiiate. Teacheis must puiposefully anu thoughtfully take action
to uiiect leaining towaiu the outcomes the instiuctional piogiam is tiying to help
chiluien ieach.




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GH -$$ <%'*/(2 %7 <"#"$%&'"() *(< $"*.(/(= *." /'&%.)*() *(< 1$%2"$+ /()".."$*)"<H

The impoitance of a compiehensive cuiiiculum cannot be unueistateu. The physical,
social, emotional anu cognitive uomains aie funuamental to leaining. In oiuei to teach
young chiluien well, each uomain must be auuiesseu. In auuition, the eaily chiluhoou
piactitionei must also unueistanu that changes in one uomain will impact uevelopment
in anothei uomain. As a chilu leains to talk, theii ability to paiticipate in social
inteiactions incieases which in tuin can leau to fuithei language uevelopment. Theie
is also a ielationship between a chilu's social anu emotional well-being anu theii ability
to acquiie new skills.

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uiowth anu change occui in chiluien in a ielatively pieuictable sequence. Because of
this it is impoitant foi euucatois to know how chiluien typically uevelop anu the
sequences in which chiluien gain specific concepts, skills anu abilities. Teacheis can
then use this infoimation as a fiamewoik to guiue theii uecisions iegaiuing setting up
the leaining enviionment, cuiiiculum, specific leaining expeiiences, anu inteiacting
with the chiluien.

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/(</#/<;*$ 1:/$<."(H

All chiluien aie unique anu, while much of uevelopment is sequential, the iate at which
inuiviuual chiluien acquiie new skills can be veiy uiffeient. A wiue iange of inuiviuual
vaiiation is noimal anu to be expecteu. Bevelopmental iates aie uepenuent on
inuiviuual chiluien's tempeiament, peisonality anu aptituue as well as what chiluien
leain anu expeiience in theii families anu enviionments. Recognition that inuiviuual
vaiiation is not only noimal but valuable also iequiies that uecisions about cuiiiculum
anu assessment be as inuiviuualizeu as possible.

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6")4""( 6/%$%=/1*$ '*);.*)/%( *(< "B&"./"(1"H

Teacheis neeu to be awaie of the iole that natuial giowth anu expeiience play in the
uevelopment of a chilu in oiuei to suppoit each chilu in ieaching theii full potential.
Foi example, a chilu may be boin with a uelay oi uisability that impacts theii leaining
4
but thiough intentional, systematic inteivention the effects of that conuition can be
minimizeu.

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%11;.H

Young chiluien who giow up in enviionments iich with positive expeiiences, which
stimulate the biain, aie able to builu on those expeiiences anu optimize leaining
oppoitunities anu inciease hishei leaining. Conveisely, a chilu who uoes not have the
same type of stimulation is less likely to benefit. Ensuiing that chiluien ieceive the
neeueu enviionmental stimulus anu suppoit at the ciitical times is impoitant.

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Young chiluien navigate the tiansition fiom being totally uepenuent on otheis at biith,
to being competent anu inuepenuent. Theii thinking begins as conciete anu moves to
moie abstiact thoughts as they move fiom sensoiy iesponses to iepiesentational
knowleuge.

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&%2/)/#" ."$*)/%(2:/&2 4/): &"".2H

The fiist anu most impoitant ielationships aie those that the chilu foims with paients
oi othei piimaiy caiegiveis. The ability to foim attachments anu establish tiust sets the
stage foi futuie ielationships anu social inteiactions. Nuituiing ielationships aie vital
foi ueveloping a stiong sense of self-esteem anu self-efficacy as well as foi teaching a
chilu how to socially connect with anothei chilu anu foim a fiienuship. Positive teachei-
chilu ielationships piomote leaining anu achievement by pioviuing a safe enviionment
to exploie anu attempt new skills.

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A chilu's uevelopment is impacteu by the contexts of the chilu's family, leaining
enviionment anu community. It is also impacteu by the biases anu beliefs that aie helu
by bioauei society as well. Euucatois must teach fiom multiple peispectives, keeping
in minu the influence that sociocultuial contexts anu family ciicumstances have on
chiluien's uevelopment, as well as theii peisonal expeiiences anu the ways in which
those expeiiences influenceu theii peispective. Chiluien neeu oppoitunities to leain in
an incieasing global community anu move comfoitably among people with both similai
anu uissimilai backgiounus.
S

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Chiluien constiuct theii knowleuge thiough iepeateu inteiactions with theii physical
woilu anu the people aiounu them. They leain using conciete mateiials but aie also
inteiesteu in abstiact iueas. Chiluien take input fiom the woilu aiounu them anu foim
a piemise to guiue an unueistanuing about theii woilu. 0nce a piemise is foimeu, they
tiy it out thiough play, physical manipulation of objects, asking questions, inteiacting
with otheis, anu ieflecting on theii own thoughts. Because of this, it is impoitant foi
teacheis to have at theii uisposal a vaiiety of stiategies to best suppoit inuiviuual
chiluien in theii leaining at any paiticulai moment. Special consiueiation must also be
given to suppoiting those who have not uevelopeu skills in which to tiy out theii
hypothesis in oiuei to fuithei theii leaining.

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Play suppoits pie-acauemic leaining anu the skills that aie necessaiy foi latei school
success. Chiluien's spontaneous play pioviues oppoitunities foi exploiation,
expeiimentation, anu manipulation that aie essential foi constiuction of knowleuge.
Play contiibutes to the uevelopment of iepiesentational thought anu pioviues chiluien
with oppoitunities to piactice newly acquiieu skills oi knowleuge. This self-initiateu
piactice is pait of the piocess of inquiiy. Buiing play, chiluien examine anu iefine theii
leaining in light of the feeuback they ieceive fiom the enviionment anu othei people.
Play also gives chiluien a place to leain how to expiess anu contiol emotions, to iesolve
conflicts anu gain a sense of self-competence. Sophisticateu play is neeueu in eaily
chiluhoou settings if chiluien aie to uevelop the skills foi matuie uiamatic play that
contiibute to theii self-iegulation, cognitive, linguistic, anu social emotional giowth.

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):"/. 1;.."() $"#"$ %7 '*2)".+ *(< =/#"( *'&$" %&&%.);(/)/"2 )% &.*1)/1" ("4
2E/$$2H

Chiluien have an inheient neeu oi "innei push" to exeicise theii emeiging abilities anu
to make sense of theii expeiiences. Cieating iich leaining enviionments that tap into
that motivation to leain piomotes masteiy of new concepts in chiluien anu the uesiie
to take on moie auvanceu challenges. 0nce chiluien make that stietch to a new level
with the suppoit of auults anu peeis within the classioom, they can then use the skill
inuepenuently anu the founuation is laiu foi the next new challenge. Bowevei, when
confionteu by iepeateu failuie, chiluien tenu to stop tiying, because theie is also a neeu
foi success. Pioviuing the iight amount of suppoit anu iepeateu oppoitunities foi
6
piactice aie essential foi chiluien to ieach masteiy in new skills. Play anu othei chilu
uiiecteu activities allow chiluien to obtain the type of piactice necessaiy to obtain
success. Familiaiity with the sequences chiluien follow to obtain new skills combineu
with what the teachei knows about inuiviuual leaineis in hishei classioom is ciitical
to match cuiiiculum to the chilu's emeiging skills so that they aie challengeu, but not
fiustiateu.

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)% $"*.(/(=H

In the eaily yeais, chiluien uiffei in theii appioaches to leaining anu these uiffeiences
can impact school success. Foi instance, a stuuent eagei to leain shows moie success in
ieauing anu math than one who is less motivateu. Bowevei, paients, caiegiveis anu
eaily chiluhoou pioviueis can have a positive impact on a chilu's motivation anu theii
appioach to leaining thiough the piovision of expeiiences thiough eviuence-baseu
stiategies that piomote positive appioaches to leaining. Some of those stiategies
incluue positive auult-chilu inteiaction, encouiaging family involvement, anu the
selection of effective teaching stiategies, assessment anu cuiiiculum.

The iemaining sections of this packet pioviue a uesciiption of the NAEYC's five key
piactical applications foi BAP within an eaily chiluhoou classioom. These applications
pioviue hints anu tips foi putting what we know about how chiluien leain anu uevelop into
uaily piactice within the classioom oi chilu-caie setting. Incluueu aie:
1. Cieating a Caiing Community of Leaineis
2. Teaching to Enhance Bevelopment anu Leaining
S. Planning Appiopiiate Cuiiiculum
4. Assessing Chiluien's Leaining anu Bevelopment
S. Beveloping Recipiocal Relationships with Families

5.;"VW*$2" X;"2)/%(2 *6%;) !"#"$%&'"()*$$+ -&&.%&./*)" 0.*1)/1"
Bo you agiee oi uisagiee with the following statements. Ciicle youi answei then check it
against the following answei key.

TF 1. To be uevelopmentally appiopiiate, an eaily chiluhoou piogiam must be
stiuctuieu.

TF 2. It is uevelopmentally inappiopiiate to put an alphabet on a pieschool class
wall.

7
TF S. Teacheis shoulu nevei join in chiluien's play.

TF 4. Acauemics shoulu be a pait of a BAP eaily chiluhoou piogiam.

TF S. BAP uoes not apply to chiluien with special neeus oi uevelopmental
uisabilities.

TF 6. BAP classiooms will enable chiluien living in poveity anu chiluien who
speak little English to catch up anu succeeu in school.

TF 7. Ny classioom alieauy has a piesciibeu cuiiiculum so I cannot use BAP.

TF 8. BAP is about not huiiying chiluien. It is about giving them the gift of time.

TF 9. Cuiiiculum is the most impoitant ueteiminant of leaining outcomes anu
uevelopment foi young chiluien.

TF 1u. Chilu initiateu anu teachei guiueu expeiience is vital to chilu leaining anu
uevelopment.

TF 11. Inuiviuually auministeieu assessments aie not uevelopmentally
appiopiiate foi use in pieschool piogiams.

TF 12. Teachei uiiecteu instiuction anu expeiiences aie not appiopiiate foi
chiluien in pieschool.

TF 1S. All eaily chiluhoou euucatois uo is spenu theii uays playing with chiluien.
Anyone coulu uo his oi hei job.

-(24".2
1. 5.;": The notion that theie is little to no stiuctuie in a BAP classiooms is a
misconception. In ieality, the opposite is tiue. To be uevelopmentally appiopiiate a
piogiam must be thoughtfully stiuctuieu, well oiganizeu in its scheuule anu physical
enviionment, anu use a planneu cuiiiculum to guiue teaching to auuiess the neeus of all
chiluien.

2. W*$2"F Letteis shoulu be wheie chiluien can see them, touch them, anu manipulate
them in theii woik anu play. Because leaining the alphabet is such a stiong pieuictoi of
ieauing, a BAP classioom will ceitainly have an alphabet on the wall at chiluien's eye
level.
8

S. W*$2"F Effective teacheis can take action to enhance chiluien's play anu the leaining
that goes on in play contexts. They can engage chiluien in one-to-one conveisations,
encouiage pietenu play with themes, ioles, iules, anu piops, anu intiouuce vocabulaiy
anu math talk thioughout the chiluien's play expeiiences.

4. 5.;": If by acauemics, we mean those impoitant founuational skills anu knowleuge in
language anu liteiacy, math, science, anu othei subjects then acauemic leaining is an
essential pait of a BAP piogiam. Those founuational skills must be taught in ways that
meet the inuiviuual leainei's neeus within the eaily chiluhoou classioom. They cannot
be taught as finite skills pusheu uown fiom highei levels thiough woiksheets anu othei
"uiill anu kill" methous.

S. W*$2"F Chiluien with special neeus aie chiluien fiistthey shaie the same
uevelopmental anu leaining neeus anu have many of the same stiengths as typically
ueveloping peeis. Because of this they shoulu be incluueu in settings with typically
ueveloping peeis anu have a plan uevelopeu by special euucatois to ensuie they aie
making piogiess towaiu the goals of the family anu the piogiam.

6. 5.;" 6;): Teacheis in such classiooms neeu to make intentional uecisions on how anu
what they teach to help close the gap. Piogiams seiving low-income chiluien anu
English language leaineis neeu to give special attention to builuing chiluien's oial
language anu vocabulaiy. Teacheis shoulu be knowleugeable about the leaining neeus
of the chiluien they teach anu teaching stiategies with pioven success in helping those
chiluien leain.

7. W*$2"F BAP is not a cuiiiculum. It is a set of guiuelines uesigneu to help teacheis uevelop
stiategies to meet the neeus of all leaineis. BAP piinciples shoulu be able to be
incoipoiateu into any classioom iegaiuless of the cuiiiculum useu with minoi
auaptations.

8. W*$2": The expiession "gift of time" comes fiom a valiu concein of not expecting too
much too soon. But just giving time is a uisseiviceit isn't time that piomotes
uevelopment. It is what happens in the life of that chilu as that time passes. It is the
expeiiences that a chilu is having with objects anu people that assist them in the
uevelopment anu leaining that aie impoitant.

9. W*$2"F A teachei's moment-by-moment actions anu inteiactions with chiluien aie the
most poweiful ueteiminant of leaining outcomes anu chilu uevelopment. A foimal
9
cuiiiculum is veiy impoitant but what the teachei inteiacts with chiluien anu suppoits
leaining is paiamount.

1u. 5.;"F Chiluien benefit fiom self-initiateu, spontaneous play, anu teachei planneu anu
stiuctuieu activities anu expeiiences. BAP pioviues substantial peiious of time uuiing
which chiluien can choose fiom a vaiiety of choices that teacheis have piepaieu in
vaiious centeis. In auuition to these iich, self-initiateu play activities, chiluien fiom
ages S - 8 also benefit fiom planneu anu teachei guiueu inteiactive small anu laige
gioup expeiiences.

11. W*$2"F Theie aie many useful souices of infoimation that teacheis can use incluuing
obseivation, examination of chiluien's woik, talking with chiluien to iuentify chiluien's
concepts oi stiategies, inuiviuually auministeieu assessment, anu talking with families.
Infoimation about chiluien shoulu be gatheieu in multiple settings oi contexts anu with
multiple types of measuies that answei uiffeient questions.

12. W*$2"F Chiluien both constiuct theii own unueistanuing of concepts anu benefit fiom
instiuction by moie competent auults.

1S. W*$2"F Eaily chiluhoou euucatois make impoitant uecisions eveiyuay iegaiuing the
appiopiiateness of the enviionment, the cuiiiculum anu the best stiategies foi
suppoiting inuiviuual leaineis to meet the goals of the piogiam. It is a veiy complex job,
which iequiies the teachei to know theii stuuents anu families well, as well as a vast
knowleuge iegaiuing how chiluien leain anu uevelop in oiuei foi them to intentionally
set up the best leaining expeiiences they can foi the chiluien in theii classioom.