Developmentally Appropriate Practices For Students Education Essay

pay offmentally Appropriate Practices For Students Education Essay growthally impound practices (DAP) describe an approach to education that focuses on the nipper as a underdeveloped human being and lifelong learner. This approach recognized the infant as an active pauseicipant in the learnedness transit a participant who constructs meaning and companionship through interaction with other(a)s, friends and family, materials and surroundings (Houser, D. Osborne, C). Developmentally appropriate practices require teachers to mend decisions in the elucidateroom by combining their knowledge of s digestr exploitation with an understanding of the individual child to achieve desired and meaningful consequences (Houser, D. Osborne, C). Research shows that developmentally appropriate practices cover success in the early grades (Novella, R.). The approach encourages active participation by the child in the learning process. In this process of learning, the teacher acts as the facilitator and guides the child through the activities of the day, in order to reach an outcome the child feels is meaningful. The NAEYC has supportive evidence that suggests that the success or failure of a child in his or her early stages in school could predict the outcome of how they perform later in school (Houser, D. Osbourne, C). This is why there is so much importance placed upon developmentally appropriate practices. Teachers need to attract that teaching methods do bugger off an effect on how students academically develop later in life. An adaptation from the Developmentally Appropriate Practices in primaeval Child hooligan Programs, published by the NAEYC, mentions guidelines to suffice teachers through the DAP process. The Franklin Public Schools, in Franklin MA, made an adaption of the guideline aras, and divided them into four major argonas. The beas mentioned be milieu, curriculum, assessment, and instructional strategies.Since there is much(prenominal) an importance placed on developmentally appropriate practices, teachers force out look at these four major areas to patron foster positive learning and optimal development of young children. In the environment area, teachers create an engaging, and responsive environment to enhance the childs learning and development. This event of DAP is relevant to all grade levels. The classroom is supposed to enhance exploration, observation, experiment, and allow for bump taking in a safe environment. If students feel comfort commensurate indoors their environment, hence creative learning will occur. Curriculum planning should be based on how children learn best. For teachers to effectively employ DAP, they must present a thorough understanding some how children develop and learn, therefore, combining this knowledge with the frame twists designated by a given state, teachers should be equipped with adequate resources to help children reach his or her full potential. To optimize each chil ds progress in learning, instructional strategies keep be used by teachers to ensure success. An grammatical case a teacher might use as an instructional system would be to observe and interact with whole groups, small groups, or evening individually. The benefit to instructional strategies is that it helps students to be motivated and perambulatio nones the instinctiveness to concern risks. Teachers should ask questions, make comments, and give feedback. This will help stimulate childrens find and learning. Assessment in a developmentally appropriate classroom is on passing play, authentic, and purposeful. The developmental needs of students are assessed, teachers adapt instruction to these needs, and the results of assessment are used to improve instruction.Development is an important aspect to how and why children learn. Children pass through s foreveral stages ahead change state adults. There are four stages of growth where children learn indisputable things infancy (birth to age two), early puerility (ages 3 to 8), later childhood (ages 9 to 12), and adolescence (ages 13 to 18) (Borgen, W. Norman, E.). For teachers to effectively teach and understand students, the need to trace developmental bearing is a necessity. Adolescence is the takening of a more Gordian idea process. Since this age group encompasses those from the ages of thirteen to eighteen, teens in this developmental phase angle experience a variety of behavioural changes. The jejune Assessment textbook mentions that in cognitive development, mentation changes both quantitatively and qualitatively during adolescence. Adolescents gage think faster and more efficiently than children (Gumbiner, 2003, p.27). Typical cognitive behaviors that teenager young encounter are developing advanced reasoning achievements, developing abstract thinking skills, and developing the ability to think round thinking (Novella, R.). Advanced reasoning skills involve serve welling the questio n, what if? This skill entangles thinking about multiple options and possibilities. The use of more hypothetical and logical thinking skills are used to process information. Abstract thinking is the use of thinking about things that do not actually exist. Prime pillow slips of this type of thinking skill would be religion, faith, or trust. The development of the ability to think about thinking is a process kn cause as meta-cognition. As defined by Websters dictionary, meta-cognition is the awareness or analysis of ones own learning or thinking process. This thinking strategy layabout be used to improve learning, and an example of this development strategy would be creating mnemonic devices. cognitive development changes croup affect teens in a number of authoritys. One affect is that teens install a heightened level of self consciousness. Teens tend to believe that e actuallyone is as touch on with their thoughts and behaviors as they are. Teens also tend to believe that no o ne has ever experienced the same feelings or emotions as they have. The coined phrase drama ottoman comes to mind in regard to this statement. In teenager youth, often hear phrases are, Youll never understand, or You have ruined my life. Another regular(prenominal) cognitive behavior in the adolescent youth is the, It cant happen to me or the, Im invincible syndrome. Teens often use this belief to make risks like swallow and driving, smoking, or other harmful and thoughtless behavioral decisions, without thinking of the consequences. Cognitive behaviors such as the tendency to become overly cause-oriented and to exhibit a justice orientation are also very present in adolescent development. An example of cause-oriented behavior would be a teen becoming ve explicatearian after reading about cruelty to animals. Justice oriented behavior is the tendency of teens to point out flaws between adults words and their actions. Teens may await their parents by saying something like, But you let Johnny (big brother) go to the prom when he was a sophomore. They see little room for error and construe points are seen more in black and white, rather than gray.The adolescent youth face many brotherly and emotional development issues. At the adolescent stage in a teens life, presenting an identity, autonomy, and achievement are important developmental components (Novella, R.). As a teenager, one of the most important tasks is trying to answer the question, Who am I? This question, however, is one that teens think about throughout the mannequin of their adolescent years. Teens use the thoughts and opinions of others to come to their own likes and dislikes. They begin to integrate the opinions of concourse like their parents, other adults, and friends to come their own beliefs and values. Teens who have a doctor identity know where they do, or dont fit in the world. A very important social developmental component is the ability for teens to establish autonomy. self-r eliance does not mean being a loner and totally free from others. Autonomy refers to becoming an independent person within relationships (Novella, R). This means that teens have gained the ability to make independent decisions based on what they feel is remunerate or wrong. Autonomy is important for adolescent teens because it helps them become less emotionally dependent on parents. To become self-sufficient in society, autonomy is a necessary achievement for teens. Achievement is also an important social development behavior for teens because it helps them picture their strengths and weaknesses. Competition and success are valued attitudes in the American culture. The American culture is immensely influenced by competition. There has been a large increase in the number of reality shows produced like, American flawlessness and Americas Got Talent. These shows epitomize the essence of completion in American culture today. individuality and purpose, in social cognition developmen t, as stated in the Adolescent Assessment textbook, mentions that, moral reasoning is based on rewards and self-interest. In other words, a teenager will work hard to obtain healthy grades to be accepted to a prestigious university (Gumbiner, 2003, p.27). Teens need to study their strengths and realize where their achievement preferences are, and in what areas they are willing to strive for success (Novella, R.). all teenager is unique and will invariably experience different social and emotion development issues.There are a variety of typical behavior patterns of social behavior development. Teens begin to spend more magazine with their friends than their parents. Also, teens may begin to keep a journal as part of tracking ones own thought and opinions. This method helps teens work through how they feel. Teens may begin to lock their bedroom door. This is a way teens wish to establish privacy. Other behaviors include the involvement of multiple hobbies and the elusiveness about w here they are going or with whom. Teens may become more argumentative, or not expect to be seen with parents in public. Although teens may be more argumentative and not want to be seen in public with parental figures, they may begin to view parents more as people. Teens may start asking questions like, I wonder what my parents were like as a teen? (Novella, R.).Britannica Encyclopedia defines psychomotor learning as, development of organized patterns of muscular activities guided by signals from the environment. This type of behavior combines cognitive functions and strong-arm movements. Learning is demonstrated by physical skills such as movement, strength, speed, etc. An example of psychomotor assessment that the classroom Assessment textbook mentions would include testing of students keyboarding skills in computer class or students prowess in shooting a basketball in gym class (Popham, 2008, p.35). In psychomotor development, the focus is on coordinated learning from the arms, hands, feet, fingers, while verbal processes are not emphasized. For adolescent teens, behavioral examples would include driving a car, and any eye-hand coordination tasks, such as athletics, or playing musical instruments.For teachers, the cognitive, social/emotional, and psychomotor development of adolescent teenagers can have an impact on learning. It is important for teachers to know what they can do to effectively reach teenage students. It would be beneficial for teachers to be able to relate to his/her students in whatever way possible. Gaining respect from teens is an important division that can aid teachers in behavioral development. If students know you listen and carry off about them, you will earn their respect, and they will be more seeming to share their feelings. To combat the cognitive behavior of it cant happen to me, teachers can provide opportunities for teens to participate in supervised risky behavior such as extreme sports. Lots of schools have athletic team s like wrestling, or rugby, which are intense sports. Teens tend to want to get involved with things that have deeper meanings, so encouraging students to get involved with community service activities, or other school related activities, like student government, can greatly benefit student behavior. Teachers can take the opportunity to discuss students view and opinions about certain topics in the news, or on television. This can help with the development of ain beliefs, and help engage students to think independently. The impact of learning that the social/emotional development can have on teens is that this is the succession when teens are trying to establish themselves. Assigning activities like weekly personal reflections or discussions of current events could help teens begin to think about their own thoughts and opinions in certain topics areas. This also helps students gain confidence in discussing their beliefs in front of the class. Another useful method may be to includ e more group involvement. Since teens like to be with other teens, let them work on tasks together. This could encourage social and problem solving skills.It is important for teachers to take development into consideration when planning lessons and activities for the classroom. Knowing how and why students act the way they do is important to effectively reaching the classroom audience. Since adolescent teenagers are concerned with friends, image, psychomotor development tasks, such as sports, then knowing these motivational behaviors can help a teacher know how to get through to his/her students. If you have an educational objective that is pretty cut and dry, then finding a way to either incorporate kinesthetic movement, or social interaction will probably increase the likely hood that students will master that objective. At the adolescent age, teenagers are very center on factors other than school. It would be beneficial for teachers to realize the cognitive, social/emotional, a nd psychomotor development behavior of teens at this age. This would allow the teacher to have a better grasp on why students behave the way they do. Teachers can have a major impact on students during this time in their life. There are a variety of changes, both physical and non-physical that are occurring to students in the adolescent stages of development. Teens face both challenges at home and at school. A teacher can benefit by being forthright minded and creative in creating lesson plans. Teens at this age enjoy locomote around, working in groups, and talking out loud, so incorporating these elements into projects or assessments may prove to be successful. Lastly, the importance of being a good meeter will be stressed again. Students at this age have a lot going on in their lives. Having a teacher who is willing to develop a personal relationship with his/her students creates a trusting environment. A trusting environment will lead to respect respect leads to unfastened ea rs, open ears leads to mastery of knowledge, and mastery of knowledge leads to a happy classroom.