As we have been reading about developmentally appropriate practice in chapters one and two of Developmentally Appropriate Curriculum (Kostelnik et al, 7th Ed.), several practices stood out as very useful but also challenging.
1) In the description of Mrs. Clarkson’s kindergarten classroom on page 25, it referred to students working on several activities and subjects at the same time. On the same page, recommended practice #11 mentions how these activities could be assessed:
Assessment takes place continuously throughout the day and addresses all developmental domains. Adults gather information about what children know and can do, through observations, by collecting work samples, and by inviting children to document their own learning.
It seems like it could be difficult to have children of this age document their own learning, but it is something I would like to explore further. If anyone has any strategies to share or suggest, please feel welcome to respond in the discussion thread.
2) On page 55 readers are reminded “children do not accomplish a standard through a single activity or all in one day.” This reinforces the fact that standards or outcomes are not a list of tasks to be checked off. I confess I like the idea of a lesson plan or activity that neatly ‘ticks a box’. But this certainly risks not properly accommodating students who may be in different phases of the developmental sequence of learning. Do any other educators with a goal-oriented personality find this challenging?
3) The statement that children learn through play is made on page 47. Unstructured play is less formal than teacher-led activities, yet it seems very relevant to assess and document the learning that takes place during and how it meets the early learning, content, and performance standards.
4) It is worth noting that the benefits of play for this age group are also confirmed by pediatric neuroscience (page 24).
5) The use of silence at times to support children’s learning is discussed on page 69. Also, the use of behavior reflections is discussed on page 62. Teachers must use their discretion constantly whether to be actively involved by offering feedback or encouraging reflection in the moment, or to stay in a quiet, observant mode. At times it is beneficial to let the students concentrate or maintain their focus, so it is an ongoing challenge for the teacher to use their judgement about their level of involvement.
1) In the description of Mrs. Clarkson’s kindergarten classroom on page 25, it referred to students working on several activities and subjects at the same time. On the same page, recommended practice #11 mentions how these activities could be assessed:
Assessment takes place continuously throughout the day and addresses all developmental domains. Adults gather information about what children know and can do, through observations, by collecting work samples, and by inviting children to document their own learning.
It seems like it could be difficult to have children of this age document their own learning, but it is something I would like to explore further. If anyone has any strategies to share or suggest, please feel welcome to respond in the discussion thread.
2) On page 55 readers are reminded “children do not accomplish a standard through a single activity or all in one day.” This reinforces the fact that standards or outcomes are not a list of tasks to be checked off. I confess I like the idea of a lesson plan or activity that neatly ‘ticks a box’. But this certainly risks not properly accommodating students who may be in different phases of the developmental sequence of learning. Do any other educators with a goal-oriented personality find this challenging?
3) The statement that children learn through play is made on page 47. Unstructured play is less formal than teacher-led activities, yet it seems very relevant to assess and document the learning that takes place during and how it meets the early learning, content, and performance standards.
4) It is worth noting that the benefits of play for this age group are also confirmed by pediatric neuroscience (page 24).
5) The use of silence at times to support children’s learning is discussed on page 69. Also, the use of behavior reflections is discussed on page 62. Teachers must use their discretion constantly whether to be actively involved by offering feedback or encouraging reflection in the moment, or to stay in a quiet, observant mode. At times it is beneficial to let the students concentrate or maintain their focus, so it is an ongoing challenge for the teacher to use their judgement about their level of involvement.