Foundations of Developmentally Appropriate Practices in Programs for Young Children

Foundations of Developmentally Appropriate Practices in Programs for Young Children
Historical, philosophical, organizational, and curricular issues related to developmentally appropriate practices in programs for young children.
 Hours1.0 Credit, 1.0 Lecture, 0.0 Lab
 PrerequisitesSFL 210
 NoteDue to enrollment constraints, SFL 221 may not be retaken to improve a grade unless approved by the Child and Family Studies Laboratory Steering Committee.
 TaughtFall, Winter
 ProgramsContaining SFL 221
Course Outcomes

Content and Theory

Obtain an historical perspective of early childhood and a philosophical foundation in developmentally appropriate practices.

Become conversant with the developmentally appropriate practice standards published by NAEYC (National Association for the Education of Young Children) and understand how they apply to making effective educational decisions that will benefit children and enhance their growth and development.

Communicate the principles of developmentally appropriate practices to parents and colleagues.

Understand how to create classrooms that incorporate the five guidelines or points of the "Mariner's Star":

  1. creating a caring community of learners
  2. teaching to enhance development and learning
  3. constructing an appropriate curriculum
  4. assessing children's learning and development
  5. establishing reciprocal relationships with families.

Gain a functional understanding of how teachers within a developmental model implement appropriate guidance and classroom management strategies, function in "lead" and "support" teacher roles, create and modify effective learning environments, facilitate and scaffold learning and, develop strategies to meet the diversity of needs in the children and families they serve.

Research and Evaluation Methodologies

  • Utilize observational opportunities to assess teaching roles, learning environments, and young children’s individual and/or group learning.