Developmentally Appropriate Practice
Idioma: inglés
Editorial: National Association for the Education of Young Children, 2023
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- Nuevo
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N° de ref. del artículo CW-9781952331121
- Título
- Developmentally Appropriate Practice
- Editorial
- National Association for the Education of Young Children
- Año de publicación
- 2023
- Estado
- New
- Encuadernación
- PAP
- Idioma
- inglés
- ISBN 10
- 1952331129
- ISBN 13
- 9781952331121
- Peso del artículo
- 650 gramos
Case studies provide real-world examples that make for rich discussions and greater learning in educational and professional development settings. Engage with case studies on developmentally appropriate practice to enhance your knowledge and skills.
Developmentally appropriate practice (DAP) requires a nuanced understanding of child development, individual children, and the social and cultural contexts of children, families, and educators. This casebook presents nearly 50 cases addressing infancy through third grade and across multiple, diverse settings. Written and edited by teacher educators, researchers, classroom teachers, and other early childhood professionals, these cases offer unique opportunities for critical thinking and discussion on practice that supports all children and families.
The cases are organized into eight parts that reflect the six guidelines of DAP plus the topics of supporting children with disabilities and supporting dual language learners. Brief overviews of each guideline and the additional topics set the stage for study of the cases.
Each case provides an opportunity to
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Make connections to the fourth edition of Developmentally Appropriate Practice in Early Childhood Programs
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Think critically about the influence of context on educator, child, and family actions
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Discuss the effectiveness of the teaching practices and how they might be improved
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Support your responses with evidence from the DAP position statement and book
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Explore next steps beyond the case details
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Apply the learning to your own situation
Use this book as a companion to the fourth edition of Developmentally Appropriate Practice in Early Childhood Programs in higher education coursework, as professional development in programs, or for stand-alone study.
“Sinopsis” puede pertenecer a otra edición de este título.
Acerca del autor
Pamela Brillante, EdD, is professor in the Department of Special Education, Professional Counseling and Disability Studies, at William Paterson University. She has worked as an early childhood special educator, administrator, and New Jersey state specialist in early childhood special education. She is the author of the NAEYC book The Essentials: Supporting Young Children with Disabilities in the Classroom. Dr. Brillante continues to work with schools to develop high-quality inclusive early childhood programs.
Jennifer J. Chen, EdD, is professor of early childhood and family studies at Kean University. She earned her doctorate from Harvard University. She has authored or coauthored more than 60 publications in early childhood education. Dr. Chen has received several awards, including the 2020 NAECTE Foundation Established Career Award for Research on ECTE, the 2021 Kean Presidential Excellence Award for Distinguished Scholarship, and the 2022 NJAECTE’s Distinguished Scholarship in ECTE/ECE Award.
Stephany Cuevas, EdD, is assistant professor of education in the Attallah College of Educational Studies at Chapman University. Dr. Cuevas is an interdisciplinary education scholar whose research focuses on family engagement, Latinx families, and the postsecondary trajectories of first-generation students. She is the author of Apoyo Sacrifical, Sacrificial Support: How Undocumented Parents Get Their Children to College (Teachers College Press).
Christyn Dundorf, PhD, has more than 30 years of experience in the early learning field as a teacher, administrator, and adult educator. She serves as codirector of Teaching Preschool Partners, a nonprofit organization working to grow playful learning and inquiry practices in school-based pre-K programs and infuse those practices up into the early grades.
Emily Brown Hoffman, PhD, is assistant professor in early childhood education at National Louis University in Chicago. She received her PhD from the University of Illinois at Chicago in Curriculum & Instruction, Literacy, Language, & Culture. Her focuses include emergent literacy, leadership, play and creativity, and school, family, and community partnerships.
Daniel R. Meier, PhD, is professor of elementary education at San Francisco State University. His publications include Critical Issues in Infant-Toddler Language Development: Connecting Theory to Practice (editor), Supporting Literacies for Children of Color: A Strength-Based Approach to Preschool Literacy (author), and Learning Stories and Teacher Inquiry Groups: Reimagining Teaching and Assessment in Early Childhood Education (coauthor).
Gayle Mindes, EdD, is professor emerita, DePaul University. She is the author of Assessing Young Children, fifth edition (with Lee Ann Jung), and Social Studies for Young Children: Preschool and Primary Curriculum Anchor, third edition (with Mark Newman). Dr. Mindes is also the editor of Teaching Young Children with Challenging Behaviors: Practical Strategies for Early Childhood Educators and Contemporary Challenges in Teaching Young Children: Meeting the Needs of All Students.
Lisa R. Roy, EdD, is executive director for the Colorado Department of Early Childhood. Dr. Roy has supported families with young children for over 30 years, serving as the director of program development for the Buffett Early Childhood Institute, as the executive director of early childhood education for Denver Public Schools, and in various nonprofit and government roles.
“Acerca de” puede pertenecer a otra edición de este título.
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