School Readiness - Developmentally Appropriate Instruction

3.1.2 Developmentally Appropriate Instruction

Bredekamp, Knuth, Kunesh & Shulman (1992) have reviewed the research literature on curriculum instruction and assessment for young children. They offer a number of practical suggestions based on those research findings.

They first identify the consensus that has emerged about teaching and learning in general. Schooling should promote learning that;

* · is active and hands on

* · leads to understanding by constructing meaning from learning experiences

* · includes acquisition of basic skills

* · uses interactive teaching and cooperative learning

* · offers a broad range of context that is integrated across traditional subject matter divisions.

Bredekamp et al also summarize the considerations that curricular developers should take into account when they represent developmentally appropriate practice for young children. They include;

* · child development knowledge

* · characteristics of children

* · knowledge of various disciplines

* · values of our culture

* · parents wishes

* · the practical knowledge that children need to function in society.

Bredekamp & Shepard (1990) have warned us about inappropriate teaching practices that can hinder the learning of young children. They advise against using standardized tests to place young children in kindergarten classes and even up to the Grade Three level. They also advise against extensive uses of drill and practice in workbooks for young students.

The National Association of Elementary School Principals (NAESP) in the US has described how young children learn differently than their older peers. " Children in the three to eight range acquire knowledge in ways that are significantly different from the way older children learn. Young children learn best through direct sensory encounters with the world and not through formal academic processes. Since early childhood is a period of rapid mental growth and development, children seek out the stimuli they need to nourish these developmental abilities. Young children acquire knowledge almost exclusively by doing and through movement."

Effective grouping practices is also critical for teaching at this age. The North Central Regional Education Laboratory has described these practices based on work such as Gaustad (1992) and Katz (1992).

Other authors ( Katz, 1994; Edwards & Springate, 1995) have examined preschool teaching practices in Italy to learn how we can promote creativity among young children and to use project-based learning.

Staff development and qualifications are also important. The ERIC Clearinghouse on Early Childhood Education and the North Central Regional Education Laboratory have provided advice and some suggested standards.

Go to these sections for more on what schools can do to increase readiness:

3.1.1 Kindergarten

3.1.3 Curriculum / Learning Outcomes

3.1.4 Student Assessment

3.1.5 School Social Climate

3.1.6 School Physical Environment

3.1.7 Involving Parents

3.1.8 Early Prevention

3.1.9 Poverty

3.1.10 Special Needs

3.1.11 Support from School District, Ministry and Other Agencies

3.1.12 Monitoring Progress

Also go back to the Introduction for more about parents, communities and agencies efforts.