Preschool Curriculum

Submitted by: Jazmin Claire Anim

Submitted to: Prof. Noemi Galang

Early Childhood Education: Implementing

Developmentally Appropriate Practices into Literacy
Instruction
A top priority for early childhood educators is to teach children to read. Using
developmentally appropriate practices (DAP) while incorporating foundational concepts into
lessons help teachers differentiate instruction, engage students in the learning process, and
increase achievement of all children. While students are treated as unique individuals, all
practices should be appropriate to the child's age and developmental stage and build on
previously taught concepts.
In early childhood classrooms, the focus should be on DAP that incorporates the physical,
social, emotional, and cultural development of the whole child with diverse populations in
relation to literacy instruction (Eggen & Kauchak, 2007).
Literacy is the core and foundation level of teaching. This allows children to build on basic
skills which start in early childhood classrooms. Teachers must effectively plan literacy
instruction, reflect on developmental stages of children, the interests of those children, and
allow them to engage in the learning and problem solving process (Copple & Bredekamp,
2009). Early childhood professionals that employ a literacy-engaging atmosphere where
DAP is used prove to have thriving and successful students (Copple & Bredekamp, 2009).
DAP reduces learning gaps, increases achievement for all children, and allows students to
share and engage in the learning process while they solve their own problems as they learn
new information (Compple & Bredekamp, 2009).
A teacher that implements DAP into his teaching employs a busy classroom where students
are self-engaged, interacting physically with objects and people, mentally processing, and
constructing knowledge that builds on previous learning (Beaty, 2009). A DAP classroom
has direct-hands-on interaction, is full of materials, activities, and interactions that lead to
different kinds of knowledge that young children should acquire during the early years
(Beaty 2009). As educators we choose teaching strategies that best fit our students by
using our knowledge of children, child development, and learners and how they learn, how
to plan curriculum, understanding what the goals are, and learning styles.

DEVELOPMENTALLY APPROPRIATE LITERACY INSTRUCTION

Direct Instruction
Direct instruction (sometimes referred to as explicit instruction) can be used in a small
group, large group, or in a one-on-one situation (Beaty, 2009). Direct instruction is used to
teach many lessons in an early childhood classroom, and can be incorporated into centers,
small groups, free play, guided reading, and large group activity where the teacher is
providing the instruction and the students are engaged in their learning.

Centers
Centers are used for self-initiated and self-directed activities that students can choose and
learn at their own pace. Not only do students become deeply involved in their own learning,
centers also allow students to become part of a classroom community where they can
progress at their own rate and choose activities that are purposeful to them individually
(Beaty, 2009). Centers encourage social interaction, stimulate language, and help teachers
to enrich the everyday curriculum (Pate, 2009).
Children are able to explore, work with others, interact, engage in language and literacy
development, and be active in centers. These areas will increase their vocabulary, practice
effective expression, use language to describe, compare, and relate, create stories, resolve
conflict, and begin learning the usefulness of daily experiences of literacy activities
(Rockwell et al., 1999).
Free Play
Imagine entering a classroom where children are dressed as doctors, towers are being built,
red and blue paint is being used for the picture of an American flag, children are walking on
a balance beam in the middle of the room, and play dough cookies are being made and
baked. The individual areas children can choose from allow them to converse, pretend, and
explore their physical environment which benefits all areas of literacy instruction (Beaty,
2009). This teaching strategy is called free play which sparks curiosity, allowing children to
practice not only fine and gross motor skills, but also oral language, and even achieve
mastery in many areas. Through this type of self-exploratory play, objects and materials
become real world manipulatives where they can develop their own sense of the world and
their learning styles.
Small Group Instruction
In another classroom a teacher sits on the floor with a small group of children in front of her.
They are discussing a story. The teacher models how to read print from left to right, they
discuss what is happening on each page, and problem solve how the story may or may not
end and why. This is called small group instruction and it allows for open-ended learning
opportunities that are relevant and meaningful to each group (Kostelnik, Soderman, &
Whiren, 2007). Small group instruction is effective because teaching is focused on what
each student in the group needs (Iaquinta, 2006).
Guided Reading
In this last classroom example there is a horseshoe-shaped table with four students and
one teacher sitting around it. They are fluently reading a passage together in unison. They
are using expression and connotation. After they are finished the students engage in a
grand conversation about the story. This practice is called guided reading which increases
students' comprehension, fluency, phonics, phonemic awareness, and provides

opportunities for students to engage in critical and analytical reading patterns (Fisher,
2008). Re-teaching, enrichment, teacher observations, self-monitoring, and helping children
become more confident readers are all goals in a guided reading group (Morrow, 2009).