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Pedagogy PaperKacey ChildressLouisiana State UniversityPedagogy PaperA developmentally appropriate classroom is one where teachers intentionally plan learning activities based on the children’s interests while also considering setting challenging yet achievable goals (Copple & Bredekamp, 2009). Developmentally appropriate practice contains three core considerations which include what is known about child development and learning, what is known about each child as an individual, and what is known about the social and cultural contexts in which children live. Teachers must be well informed of child development in order to plan successful curriculum. They must be aware of what students will usually like, what they are typically able to do, and what methods are usually effective in teaching and managing young children. Using this knowledge, teachers can create a positive classroom environment full of appropriate materials and activities (Copple & Bredekamp). Teachers must also take the time to learn about each child as an individual. Each student will enter the classroom with important prior life experiences that must be considered when planning curriculum. Children will have different strengths, interests, and approaches to learning. They will also have different family lives and attitudes toward school. Successful teachers must be aware of this when thinking of learning activities so that each individual child is able to participate (Copple &Bredekamp). The first core consideration of developmentally appropriate practice is for teachers to have knowledge about children’s development as it relates to planning for educational experiences that will best promote children’s learning (Copple & Bredekamp, 2009). Teachers must know a great deal about young children’s development and what to expect in order to plan successful learning experiences. In knowing about children’s typical development, teachers are able to understand what the children will typically behave like, what they can and cannot do, and what strategies they should use in order to best teach the young students. When teachers are aware of these things, they can make important decisions about the classroom environment, materials provided, and learning activities. Though teachers should know what to expect out of a certain age group of children, they must also remember that each child is an individual who will develop at his or her own rate (Copple & Bredekamp). In my placement classroom, there is no nap or rest time included in the kindergarten schedule. This shows that the administrators and teachers are neglecting to respect what is known about child development. Teachers should be knowledgeable about child development and what will be optimal for their learning and growth (Copple & Bredekamp, 2009). According to Copple and Bredekamp, a developmentally appropriate class schedule should include “restful times” (p. 221). Even though some children may be ‘non-nappers,’ they still need a rest period in kindergarten (Saifer, 2003). Brewer includes an hour rest period in the suggested schedule for kindergartners, yet at my placement site, there is no time for nap or resting (2007).Nap or rest time has been removed from kindergarten schedules to make room for more instructional time. “Standards overload is overwhelming to teachers and children alike and can lead to potentially problematic teaching practices” (Copple & Bredekamp, 2009, p. 4). Greater importance is being placed on lecturing to whole groups, teaching objectives, and sticking to a strict schedule (Copple & Bredekamp). All of these factors play a role in why naps have been removed from my placement classroom. The children simply have too much to do in a day to have the time to rest or relax. By not giving kindergartners down time to relax, the children’s developmental needs are being neglected.Developmentally appropriate classrooms are ones where children are respected as individuals with different needs and strengths (Copple & Bredekamp, 2009). A developmentally inappropriate classroom expects all children to achieve the same goal in the same way at the same time. Developmentally appropriate practice takes into consideration each child’s talents and interests. Developmentally appropriate practice is always changing depending on each group of children and how they are developing (Brewer, 2007). A developmentally inappropriate classroom, however, will utilize the same curriculum, lessons, and materials for each group of children and each child as an individual regardless of the children’s interests and experiences (Copple & Bredekamp, 2009). Teachers in DAP classrooms are warm and caring, whereas DIP teachers do not take the time to get to know their students and families. Also, DAP classrooms encourage learning through hands on experiences and peer interaction, rather than using mostly teacher-led instruction like in a DIP classroom setting (Copple & Bredekamp).Developmentally appropriate classrooms that support children’s development on their own levels and recognize children’s differences and interests promote greater learning than classrooms that utilize developmentally inappropriate practices (Copple & Bredekamp, 2009). Developmentally inappropriate practices can potentially be dangerous and “do not serve children well” (Copple & Bredekamp, p. 217). They could even cause children lasting damage. In the past twenty years, many educational associations have endorsed principles associated with DAP. These include Council for Exceptional Children, National Council of Teachers for Mathematics, International Reading Association, National Education Association, and more (Kostelnik, Soderman, & Whiren, 2011). According to Dunn and Kontos, students in a developmentally appropriate classroom have better language development and creative skills (1997). These children also show less stress behaviors than those in didactic classrooms. DAP also is shown to contribute to higher levels of academic functioning and confidence in young children (Dunn & Kontos). “Developmentally appropriate practices create a positive classroom climate conducive to children's healthy emotional development” (Dunn & Kontos, p. 3).Small GroupSmall group instruction is when a teacher works with a smaller number of children to provide more individualized attention to work on more focused skills or concepts (Copple & Bredekamp, 2009). In small groups, teachers can give more individual support to children and notice if any children are having difficulty grasping a concept or skill. Small groups also allow children to interact within a smaller group of their peers allowing for more conversations and collaborative problem solving (Copple & Bredekamp). Small group instruction allows a teacher to provide differentiated instruction to students who are at varying developmental levels. This means that a teacher could incorporate more challenges into the small group lesson for children who are ready, but can give more assistance to other children who may need it (Saifer, 2003). In my placement class, Mrs. Cabello typically uses small groups to work with her “lowest achieving students.” This grouping is based on previous assessments she has given to the children, and the children in these groups usually work on reading and phonics skills. Occasionally, she will use small group instruction to provide more challenging activities for her “highest achieving group.” This particular example of using small group as a learning format included four children labeled as “low achievers” in reading and phonetic skills. Mrs. Cabello gave each student a paper with each letter of the alphabet in a square with a picture that corresponds with the letter such as T and tiger. She then laid out small colorful discs for each child to use. She told the students that they were to place a disc on the letter she called out. She then showed the students what she meant by saying the letter B and placing a disc on her own paper on top of the square with the letter B. She started the activity by calling out the letter S. Kyle, who is an English language learner, looked down at his paper and did not move a disc. Samuel, another English language learner, easily identified the letter S on his paper and exclaimed, “S in my name!” Mrs. Cabello responded to him, “Yes, you are right, S is the first letter of your name. It is also the first letter of Seth’s name.” Another student in the small group, Seth, looked around on his paper before placing the disc correctly on the S. Vanessa looked at Seth’s paper, and then told Mrs. Cabello that she could not find S. Mrs. Cabello then told Kyle and Vanessa to find the picture of the sun and there would be the letter S. The two children located the sun image and then placed a disc there. This activity continued with the letters R, P, A, B, C, and T. Vanessa was unable to identify any of the letters correctly on her page without prompting except for A. Kyle was only able to find P and C correctly on his own, while Samuel and Seth were able to find all of them with only minimal assistance.This was a teacher led small group lesson used to help the children meet the Common Core Standard of Print ConceptsDemonstrate understanding of the organization and basic features of print.d. Recognize and name all upper- and lowercase letters of the alphabet.Teaching strategies that Mrs. Cabello implemented are giving instructions, demonstrating, and acknowledging the children’s statements. Mrs. Cabello told the children exactly what she expected them to do with the colored discs and the paper she gave them, which is the strategy of giving direction (Copple & Bredekamp, 2009). She then gave an example to the children by doing the first letter herself. She modeled how to locate the letter on the page and place a disc in the correct square. She was showing the students how to perform the action the correct way (Copple & Bredekamp). Another strategy she used in this lesson was acknowledging the children. When Samuel said that S was in his name, Mrs. Cabello told him he was correct and gave him positive attention (Copple & Bredekamp). This small group lesson was not very effective or appropriate. I do not believe the children achieved the goal that was set nor do I feel that their letter identification skills improved because of this instruction. I understand Mrs. Cabello was trying to make the activity a bit more engaging by providing colorful discs and papers with pictures; however, the activity was essentially the same as just pointing to letters on a paper. According to Kostelnik, Soderman, and Whiren, small group instruction should involve an “appropriate match between instruction and the understandings the children bring into the classroom” (2011, p. 95). This small group lesson would have been more effective if Mrs. Cabello was more aware of which letters each child could already identify. A principle of developmentally appropriate practice states that “development and learning proceed at uneven rates across different areas of a child’s individual functioning” (Copple & Bredekamp, 2009, p. 11). Just because Samuel and Seth did not typically test well on other material, does not mean that they are not able to correctly identify letters. By grouping the children in a way that always places the same few students in a “low achieving group,” Mrs. Cabello is neglecting this principle of developmentally appropriate practice. Furthermore, developmentally inappropriate classrooms focus on “structured phonemic awareness activities, continuing with such instruction even after children have mastered those particular skills” (Copple & Bredekamp, 2009, p. 236). Also, since the objective of identifying letters is to be able to eventually make connections between letters and sounds to become a skilled reader, the children should look at letters in relevant print (Kostelnik, et al., 2011). The kindergarten classroom should be a print-rich environment with various forms of appropriate print in all areas of the classroom (Kostelnik, et al.). If this was the case in my placement site, I believe the children would be more exposed to the letters, and Mrs. Cabello could “refer to letters at appropriate times” instead of having to use small group time to work on letter identification (Kostelnik,et al., p. 354). Small group time should incorporate “engaging learning experiences and materials,” not “worksheets, flashcards, and other materials that do not engage children’s interest, promote their self-regulation or involve them in higher-order thinking skills” (Copple & Bredekamp, 2009, p. 222).Children in small group describedWhole GroupWhole group instruction in a pre-kindergarten or kindergarten class should be used for sharing experiences with one another. This time should be used for children to practice talking in a large group setting, listening to others, answering questions, and processing new information (Copple & Bredekamp, 2009). Kindergarten aged children can benefit from group time by reviewing calendar and weather, but lecturing to young children does not hold much value (Brewer, 2007). Also, when planning for whole group instruction, teachers should be mindful of the children’s attention span and be aware of cues that the children may give when they are no longer focused. Restless children are no longer paying attention; therefore, they are not benefiting from the whole group time (Copple & Bredekamp). In my placement setting, Mrs. Cabello uses the learning format of whole group the most often. The children enter the room, put away their belongings, and then sit on the carpet when they are finished for daily jobs and morning math. After this, the children stay seated for reading instruction. They then get up to journal for about fifteen minutes and after, they return to the floor for more instruction. After this, they go to recess and snack for about 35 minutes, and then return to the rug for whole- group phonics instruction. Overall, in the morning, the children are sitting on the carpet in whole group, teacher led instruction for an estimated one hour and 25 minutes. According to Copple and Bredekamp, it is developmentally inappropriate to “overuse a learning format in the course of the day and make little use of others” (p. 223). In my placement classroom, whole group instruction is used for the vast majority of the day while small group and center time that involves child choice is rarely utilized. One example of a whole group lesson in my placement class is when they children were seated on the carpet, and they each had a dry erase board with lines and a marker. Mrs. Cabello was up at the Promethean board, and the children were ready to begin the familiar activity. Mrs. Cabello calls a child up to pull a picture from behind a locked picture on the Promethean board. The child is to then decide if the word represented by the picture began with an A or a P, and then slide the picture under the correct letter on the board. The other children sitting down are to write an A or P on their dry erase board to match the picture chosen on the board. I have seen them perform this activity many times with different letters and pictures. In all, there are usually around ten pictures for the activity; on this day there were 6 A words and 5 P words.Mrs. Cabello pulled the first picture which was a peanut, and said the word ‘peanut,’ while emphasizing the P sound. The children then called out ‘P!’ and wrote a P on their board. This continued as other children volunteered to go up to the board. On this particular day each child correctly identified whether the letter began with a P or an A. For example, Jake went to the board and dragged a picture of an apple to the A, and said, “Apple starts with A.” Mrs. Cabello responded, “Good. Now everyone write an A.” During the lesson, Mrs. Cabello picked up Jessica’s dry erase board and held it up for the entire class to see, and said, “This is what all of your boards need to look like. Y’all need to work toward this.” Other students volunteered, and went to the board as the seated children wrote the corresponding letter on their board until there were no more pictures. Once the activity was complete, Mrs. Cabello pointed to each picture on the board and told the children to say each word aloud. Once this was done, the assistant for the day collected the markers and boards.In this teacher led whole group lesson, the students sat on the floor and did as they were told. They only got up or spoke when called upon to do so. Mrs. Cabello used different teaching strategies for this whole group instruction time. She used the strategy of chaining, or introducing the children to new steps one at a time, because the children had previously only done this activity with the letter A; now P had been added (Kostelnik, et al., 2011). Since the children were able to complete the task of dragging the A pictures and writing the letter A on their boards, Mrs. Cabello added another step into the process. Mrs. Cabello also used the teaching strategy of modeling and demonstrating by doing the first example aloud for the class. She dragged out the picture, said the word, and identified which sound the word started with. She finally dragged the picture under the correct letter. She was showing the children how to appropriately complete the task (Kostelnik, et al.). Additionally, Mrs. Cabello utilized the strategy of repetition in this lesson. The children have been working on identifying the sound of the letter A since the beginning of school, and by using the letter A again in this activity, she was allowing the children to practice identifying it’s sound (Kostelnick, et al.). The strategies Mrs. Cabello used were effective because the children were successful at the activity; however, the activity was not very developmentally appropriate. This whole group activity required children to be more of passive learners, sitting and listening, instead of active learners providing ideas. According to Kostelnik, Soderman, and Whiren, “group time is not a synonym for sit time, nor should whole group time be passive” (p. 118). The students in this class were sitting for the majority of the time, unless they were one of the eleven children selected to click a picture on the Promethean board. The activity failed to recognize children as individuals who develop at their own rate, which neglects the developmentally appropriate practice core principle of knowing that development proceeds at varying rates from child to child. All children have different strengths and needs, and therefore, should not be expected to all produce the same end result (Copple & Bredekamp, 2009). Not every child in the class is capable at identifying beginning sounds, while others are extremely proficient. Often times children who did not truly know or understand the correct answer would simply copy from a friend, which does not show evidence of true learning or development. Additionally, some children in the class do not have motor skills refined enough to write in between the lines given on the white boards. Mrs. Cabello’s held up what she felt to be an exemplary student model dry erase board, telling the children that all of their boards should appear as hers. According to Kostelnik, et al., doing so is implementing ineffective praise. This particular lesson was meeting the Common Core Standard of Phonological Awareness and one of the Conventions of Standard English:2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes).1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.a. Print many upper- and lowercase letters.The children were able to correctly identify the initial sound of the word represented in the picture, but there are more developmentally appropriate ways to achieve this skill. This type of lesson is better suited for small group, where each child would be able to be actively engaged, instead of sitting for the majority of the time (Kostelnik, et al, 2011). This activity would also be more meaningful to the children if they were able to produce words that started with the sound of the letter A on their own or find objects in their environment, instead of using pictures on the Promethean board. According to Brewer, students in kindergarten should learn phonemic awareness through songs, books, and discussions with others about words and sounds (2007). Additionally, while the children do enjoy using the dry erase boards to practice writing, the boards should be free of pre-existing lines since some children are not yet able to write small enough to fit, and they need more practice writing using big motions. Children in large group describedLearning CentersIn kindergarten, a substantial part of the day should be devoted to center time and free play that involves a variety of centers that engage the children. These centers can include dramatic play, blocks, art, writing, computer, books, science, math, and sand/water (Copple & Bredekamp, 2009). According to Copple and Bredekamp, having a large amount of time dedicated to child chosen activities is “vital to young children’s learning and development” (p. 40). Teachers must be intentional and use careful planning when creating centers to support educational goals. The teacher should use center time to observe children and talk to them to further engage their learning (Copple & Bredekamp). Teachers should be “supporting and sustaining children’s enegagement in high-level play (Gronlund, 2010, p. 91). This means teachers should be actively involved in the child’s play, helping to further their understanding of topics and challenge the students. In my placement classroom, a total of 45 minutes is dedicated to child- directed centers in the classroom. An additional 30 minutes is given to teacher chosen quiet centers. The children also have a 20 minute recess.In quiet centers, Alexa was assigned to white boards, which consists of a large dry erase board, markers, and erasers to be used at a table. Here, Alexa was using the dry erase board to write different words she knew, such as her own name and her classmates’ names. I walked over to see what she was doing, and she said she wanted to write a letter to her friend Abigail. From previous experience working with Alexa in the classroom, I knew that she enjoys writing, writes well, and can use phonetic spelling to create words. Alexa is currently in the stage of writing known as phonetic writing, which includes many print conventions such as spaces between words and representing words with the letters whose sounds they hear (Brewer, 2007). I asked her what she wanted to write to her friend, and she told me, “Dear Abigail, How is school? You are my friend. Love, Alexa.” She first asked my how to spell the words, but because I knew she was able to sound out words, I helped her to do so. I encouraged her to just write the words as she thought they should be spelled, and helped her when she was stuck. In the end, this is what she wrote, “Deer Abigail, Ho is scol? You are my fred. Love, Alexa.” Some of the words she included in her ‘letter’ were sight words, she was able to easily spell them. This center activity was mainly teacher directed, since my mentor teacher assigns children to certain centers and the children can only use the materials in that particular center. However, Alexa was able to decide what she wanted to do with the white boards, which was to write a letter. Some children choose to write words, letters, numbers, or draw pictures. By writing a letter using phonetic spelling and conventional grammatical rules like a greeting and commas, Alexa was showing understanding of an English Language Arts Common Core Standard under Concevntions of Standard English, which is Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation.c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.Alexa capitalized the letters in her and Abigail’s names and the first letter of each sentence. She also used proper punctuation by using periods without any reminders from me. She was able to spell simple words phonetically by using her previous knowledge of letters and their sounds.Teaching strategies I used to help Alexa write her letter were modeling, scaffolding, and silence. When Alexa was unsure of how a word was spelled, I would help her by breaking apart the words and emphasizing each sound. After I did it alone a couple times, she was able to break apart words with me. I also used the strategy of silence when I thought it was necessary. I remained silent when I felt that she could come up with a spelling or sound out a word on her own. Because I was aware of Alexa’s developmental level, I knew that not automatically helping her would challenge her instead of frustrate her. When she was done writing the letter to Abigail, I used scaffolding to encourage her to write a letter to someone else on her own. I told her to sound out the words like I did, and she decided she wanted to write a letter to her mom. I told her I would come back to check on her, and I went to go see what some other children were doing in a different center. According to Copple and Bredekamp, it is “important for educators to know the sequences in which children gain specific skills, building on prior development and learning” (p. 11). Because I knew that Alexa was already able to identify letters and letter sounds, I knew that she was ready to attempt phonetic spelling. Children are able to learn when an adult models and demonstrates a skill for them, so it was appropriate of me to show Alexa how to break apart a word to figure out it’s spelling (Copple & Bredekamp, 2009). When Alexa was figuring out words on her own, I knew when to step back and be silent to let her come to her own conclusion about the word’s spelling, which is developmentally appropriate for her. According to Copple and Bredekamp, children should be encouraged to “apply their developing knowledge of sound/letter correspondences to spell independently” (p. 237). By not telling Alexa how to spell each word, I was helping her to develop the skill of phonetic spelling and encourage this type of writing in a safe environment. Additionally, I used scaffolding to get Alexa to write a letter without my help since I saw her doing so well on the first letter. Alexa was still excited about writing letters, so I thought that suggesting she write another one on her own would be a challenging yet achievable goal. Copple and Bredekamp say that “effective learning experiences build on what children already can do, but also encourage them to stretch a reasonable amount toward a new level of achievement” (p. 38). By suggesting Alexa write a letter without my help, I was creating a small challenge by using the strategy of scaffolding. Because “young children learn best within complex play that is set up, guided, and mediated by skilled teachers,” the overall activity was not completely appropriate (Saifer, 2003, p. 16). Though I tried to use to the best of my ability teaching methods that were developmentally appropriate for the individual child, the classroom should incorporate much more child chosen free center time in order to become a more appropriate learning environment. Child in center describedLearning EnvironmentThe environment in which children learn is an important aspect in their development since they spend so much time in their classrooms. Learning environments should be carefully planned and consideration should be given to physical space, areas of exploration, having appropriate materials available, and making a pleasant space for the students (Brewer, 2007). The classroom should include private space for children who may need a moment to themselves to regroup or work quietly. There should also be personal space, such as a cubby, for each child to store his or her belongings (Kostelnik, et al., 2011). A small group space must also be included in the classroom “for two to six children” to “encourage quiet interaction with one another” (p. 125). Additionally, the classroom should have space for large group instruction, and a comfortable area for children to sit together on the floor is ideal (Kostelnik). The teacher must also think about which furniture to use and its appropriateness in terms of size, comfort, and appeal to young children (Brewer). Other considerations to be made when planning out a classroom are colors, lighting, and temperature. The environment must be stimulating but not overwhelming (Brewer). Displays in the classroom should be relevant to the content the children are learning and should spark interest, relay information to parents, and display children’s work (Kostelnik). “Good displays make expectations and learning visible, share ideas, help children reflect on their experiences, and learn directly from the environment” (Kostelnik, p. 127). They should also be at the correct height for the children to see and utilize throughout the day. Teachers should make sure that both indoor and outdoor environments are safe for children, and allow for multiple types of play areas such as blocks, music, writing, art, sand/water, science, dramatic play, and more (Brewer, 2007). Centers are “interest areas that provide children with a wide range of materials and opportunities to engage in hands-on learning” (Kostelnik, 2011, p. 132). Center areas should be planned keeping in mind that traffic flow should not interrupt children in any center, and quiet and noisy centers should be separated (Brewer). Centers should be large enough for multiple children to play in them together, and should include enough materials for collaborative play. The learning environment also includes the materials that the teacher selects for the classroom, and these materials must be appropriate and engaging for all children in the class regardless of developmental level. Materials should also be durable and open ended when possible to allow for many different, creative uses (Brewer, 2007). Materials should be available for the child to access independently instead of having to rely on a teacher to provide them (Copple & Bredekamp, 2009). Additionally, literacy materials should be provided in all centers in the classroom. According to Kastelnik, et al., “Children will use functional literacy materials consistently if they are available: cookbooks for the housekeeping center, drawing paper and pens to record plant growth…Books may go anywhere” (2011, p. 148). The environment in Mrs. Cabello’s class is colorful, well lit, and kept at a comfortable temperature. The space is not very large, but it accommodates the twenty students. In the front of the room is a large Promethean board flanked by bulletin boards, both of which are used for calendar and daily math. Above this, an alphabet is displayed. In the middle of the room there is a large foam square for the children to sit on during whole group time. The children are each assigned a seat and must sit “criss-cross.” Another wall includes a white board, but it is blocked by the computer and listening centers, and another bulletin board that is currently blank. Above this, the numbers are displayed. On the back wall, color words and pictures are hung above the writing table. On the cabinets in the back, there is a word wall displayed with the children’s names and sight words. There are four tables for the children to sit at to complete seat work like worksheets, and each child is assigned to a specific table and seat based on his or her ability level determined by Mrs. Cabello. On the other wall, there is a row for cubbies, and each child has his or her own cubby to place their backpacks, coats, and papers. There are shelves in the front of the room that hold the blocks, math manipulatives, and game tubs. The placement of the block carpet conflicts with the traffic flow to in from these shelves. There are four computers available for child use throughout the day, and each computer has a set of headphones. There is also a writing table with space for four children. The materials provided here are notepads, colored paper, lined paper, unlined white paper, pencils, markers, scissors, staplers, glue, stencils, and crayons. Near the book shelf are two regular chairs and puppets meant for reading, and close by is a shelf unit that holds the dry erase board center materials, puzzles, and ABC center materials, which include magnetic letters, ABC blocks, and books. In the front of the room near the door, there is a storage shelf with teacher materials, and also play dough and cookie cutters. The doll house and legos are kept stowed away except for free center time before dismissal. There is no designated art, sand/water, or science center in the classroom. In order for the classroom to be a more developmentally appropriate learning environment, displays should show children’s work and materials relevant to the current teachings. For example, since the children are working on the writing process, a large sheet of paper with the writing process written and depicted in pictures should be visible in the classroom. Also, the alphabet, numbers, and color words should be hung at child eye level so they can easily access these resources (Zitzmann, personal communication, 2012). To show that children’s work is valued, it should be hung in the classroom (Copple & Bredekamp, 2009). In Mrs. Cabello’s classroom, she could use the empty bulletin board to hang children’s work such as writing samples or graphs. To further improve the classroom, current centers should be expanded and missing centers should be added. The writing table should include more interesting writing utensils, blank books for story writing, and other materials for practicing writing skills such as sandpaper cards, play dough with letter cards, or hair gel bags (Zitzmann). An art area with various supplies such as easels, paints, markers, glitter, glue, scissors, scraps, and much more should be included in the classroom to encourage child creativity (Brewer, 2007). An interactive sensory area such as a sand/water table should be added to the classroom so that children can learn about “the flow of fluids, volume, measurement, comparison, observation, and evaluation” (Kostelnik, 2011, p. 140). Another addition to the classroom should be a science center to encourage investigations, comparisons, and predictions (Kostelnik, et al.). Materials such as magnets, magnifying glasses, and plants could be included in this area (Brewer, 2007). The doll house in Mrs. Cabello’s room could be kept, but a true dramatic play area filled with various settings, costumes, and materials should be added to encourage role playing, self-expression, vocabulary development, and social knowledge (Kostelnik, et al., 2011). Relevant props should be included, and the dramatic play area should be changed as the children’s interests change (Saifer). Furthermore, the materials in the centers should be rotated often to avoid boredom and provoke high level thinking (Saifer, 2003). Variety in materials helps to ensure children’s interest and enthusiasm for each center (Kostelnik, et al.) When children show interest in new topics, materials that span across all centers should be added to promote development in all domains (Copple & Bredekamp, 2009). Mat for group time and front wall; Side wallRoutines and SchedulesA daily schedule helps the teacher to manage the class in an appropriate manner, and should reflect the needs of the children as a group and also as individuals (Brewer, 2007). Appropriate schedules for kindergarten classes should arrange for a large period of time to be occupied by child-chosen activities, such as centers. Then, the teacher can schedule in additional instructional activities, such as whole-group time, snack time, and story time (Brewer). “The key to a successful daily schedule is alternating long, active periods with short, quiet periods, and alternating short, teacher-led activities with long child-initiated activities” (Saifer, 2003, p. 7). Schedules help create a comfortable routine and structure for young children so they are aware of what comes next each day (Brewer). Developmentally appropriate classrooms allow for children to work alone, in small groups, and with the whole group daily (Kostelnik, et al., 2011). According to Copple and Bredekamp, developmentally appropriate classrooms should “allocate extended periods of time in learning centers so that children are able to get deeply involved in an activity at a complex level” (2009, p. 222). Additionally, children in a kindergarten class should be able to have time to investigate things that interest them (Copple & Bredekamp). Moreover, developmentally appropriate schedules allow for some flexibility. For example, schedules should not be so rigid to where children engaged in an activity must stop to move onto the next activity immediately (Copple & Bredekamp).Based on these developmentally appropriate explanations of schedules and their importance, my placement classroom follows an in appropriate routine for kindergarteners. My placement classroom’s schedule is as follows:8:25 – 8:40- Students enter, unpack, and sit on the mat8:40- Daily jobs, calendar, morning math9:00- Reading/Writing instruction (Journaling included)10:00- Recess10:20- Snack10:30- Phonics instruction10:45- Seatwork, and quiet centers when done11:15- Clean up centers11:20- Small group/ interventions11:50- Clean up, prepare for lunch12:00- Lunch/Bathroom12:45- Math1:20- Social Living/Science2:00- Ancillary2:45- Free centers3:20- Pack upThis schedule is a great contrast to the sample schedules outlined in developmentally appropriate books. The schedule is also followed very strictly, and additional time for play is not allowed. Furthermore, if children do not finish their seatwork in the allocated time, they must complete it during free center time. Taking away the small amount of child-chosen activity time scheduled to finish worksheets demonstrates a teacher who does not “recognize how important it is for children to guide some of their own activities” (Copple & Bredekamp, 2009, p. 223). Mrs. Cabello’s classroom allows for approximately an hour and 25 minutes each day for some form of play, though only 35 of those minutes is child-chosen play in centers. Brewer suggests that a full day kindergarten class include two hours and 45 minutes of child play, whether it is outdoor or activity time (2007). In this example schedule, teacher-led times, however, are broken into small segments of time, such as a fifteen minute morning meeting before an hour of child chosen activities, or a 30 minute story and literature time after a 30 minute outdoor play time (2007). Mrs. Cabello’s schedule is a strict one without much room for improvisation or extended investigation. Children should be allowed to move at their own pace and not feel hurried from one activity to another (Kostelnik, et al., 2011). According to Kostelnik, et al., there are many guidelines for teachers to follow to create a developmentally appropriate schedule (2011). Whole group experiences should involve sharing experiences, music, or literature, planning groups, and directions for centers. Whole group sessions should be kept short and “should not exceed 30 minutes for 7 year olds” (p. 154). Mrs. Cabello keeps the children, who are five and six, on the carpet in whole group instruction for a much longer time period than that, which causes the children to lose focus. According to Saifer, whole group time should be used for “reading a story, sharing events from the weekend, playing rhythm instruments, or singing songs” (p. 11). Using whole group time for such long periods of time for direct instruction does not follow developmentally appropriate practice. Also, Mrs. Cabello’s class schedule provides no time for rest or calm activities for the students, and according to Copple and Bredekamp, developmentally appropriate classes have schedules that “include periods of activity and movement and also quiet and restful times” (2009, p. 221). Additionally, a closing should be held each day with the children to share and review the day’s activities (Kostelnik). TransitionsTransitions are times when children are moving from one activity to another, and they may involve periods of waiting for some children (Saifer, 2003). Brewer states that, “Transitions from one activity to another are the most likely times for behavior problems or disruptions” (2007, p. 132). Transitioning can be difficult for young children since even a short period of time can seem like a very long amount of time to a child. This can lead to children misbehaving as they wait for the next activity (Saifer). Children should be made aware of transitions throughout the day, and materials for each activity should be prepared in advance to prevent long periods of waiting (Saifer). Transitions should be interesting and capture the children’s attention so they can be ready to move on to the next activity (Kostelnik, 2011). According to Brewer, “The transition times between activities need to be planned just as carefully as the activities themselves to avoid disruptions in the schedule” (p. 132). In my placement classroom, I have rarely witness any planned transitions occur. The children are usually hurried from one activity to another without any real transitioning. When the allotted time for an activity is up, Mrs. Cabello tells the children to clean up and go sit on the mat. If there is ever any extra time, Mrs. Cabello instructs the children to play the quiet game with a “wand keeper.” One child is assigned to be the wand keeper, and he or she stands in the front of the class. The wand keeper holds a plastic wand and is told to choose a friend sitting quietly to come up next to be the new wand keeper. The game continues with the children selecting one another until the next activity is ready. This game is not very successful, because often times the children do not pay much attention to the wand keeper and want to talk to their classmates. Also, the game does not serve its purpose of “choosing a friend sitting quietly,” since usually the wand keeper will just select a friend to come up to the front next regardless of their noise level. The only other example of a transition I have seen is my teacher counting down. If she believes the children are taking too long to sit down after cleaning up or moving, she will count down from five; and by the time she reaches zero, all children are to be sitting quietly in their spots. To line the children up to go outside or to lunch, Mrs. Cabello calls out their assigned number and tells them to get in line silently. This usually does not lead to a smooth transition because the children are excited for lunch and they want to hurry in their spots and talk to their classmarts.None of the transitions I have seen in my placement class are developmentally appropriate. They do not interest the children nor prevent disruptions, and they involve nagging by the teacher. Some examples of appropriate and engaging transitions would be playing a rhythm, singing songs, using fingerplays, or guessing games (Brewer, 2007). Teachers should have a list of fingerplays and fun, short activities accessible for use during transition times (Saifer, 2003). To make transitioning easier for children, the teacher should alert them when it is almost time to clean up and move on to another activity. Saifer says that teachers should “give a five minute warning before the children have to finish playing” (p. 24). Transitions should serve an educational purpose such as color identification if the children are dismissed to centers by the color of their shoes or rhyming practice by reciting a well-liked nursery rhyme. They should add to the activities of the day, not disrupt them (Brewer).Children with ExceptionalitiesIn my placement classroom, we currently do not have any students with exceptionalities, as none of the twenty children are identified as special needs. However, if a child was to have exceptionality, the classroom environment and curriculum would have to be adapted to successfully teach the child. This would include making changes to the materials in the classroom, the classroom layout, and teaching strategies. Areas in the classroom would have to be wheelchair accessible if a student was in a wheelchair. This would mean pathways would have to be larger and adaptive equipment for the child would have to be included in the classroom (Brewer, 2007). For example, a child in the dramatic play area should be able to put on different costumes and use various props as his friends do. This is possible with adaptations planned carefully by the teacher, such as “dress-up clothing that opens from the front, has large openings, and fastens with Velcro closures” (Brewer, p. 101). Additionally, if a child has a visual impairment, careful consideration must be given to placement of objects in the classroom so she does not trip. Also, the teacher must be aware of seating arrangements so that the child is able to see the teacher and the displays when necessary (Brewer). In my placement classroom, the students are typically well-behaved, and do not require much behavior management. If a child with a behavioral disorder was to be placed into our classroom, adaptations to help the child succeed would have to be put in place. Some children with special needs require more guidance and support (Brewer, 2007). Sometimes guidance for children with special needs involves a greater emphasis on teaching social skills. To help the child, the other students in Mrs. Cabello’s class should be taught and shown how to initiate play with the child with special needs by extending invitations or sharing a toy. The child may also need Mrs. Cabello’s help in understanding his classmate’s social cues, so more attention may have to be paid to the child in free centers to help guide his behavior (Brewer). Additionally, removing the child from an over stimulating situation can help the child control his impulsive behaviors (Kostelnik, et al., 2011). Mrs. Cabello could also provide the child with direct suggestions of how to handle situations when he is upset or frustrated if the situation appears it may escalate; however, she should be sure to not over-shelter the child so that he can learn some autonomy (Kostelnik, et al.). Overall, if a child with special needs was in my placement class or my future classroom, appropriate adaptations would have to be made to ensure equal participation and treatment of the child.Sensitivity for DiversityIn my placement classroom, there are three English language learners. Each child is able to speak and understand English at a different level. Jake is fluent in English and rarely speaks Spanish in the classroom, Samuel can comprehend English phrases and speaks some English and some Spanish in the classroom, and Kyle does not speak much English in the classroom, but can speak fluent Spanish. This is typical according to Copple and Bredekamp because each child will develop at his or her own rate depending on their previous experiences (2009). Teachers with English language learners in their classes should place an importance on the children’s home culture, and promote development in both languages. Teachers should support the development of the child’s native language by taking the time to learn words in the child’s language, providing books in the child’s language, and playing songs in the child’s language (Copple & Bredekamp). The whole class can learn from these students by listening to familiar songs and nursery rhymes in the student’s home language as well. By showing respect to various cultures, the teacher can show children that speaking in more than one language is welcomed in the class room (Copple & Bredekamp). Teachers should also use picture cues, props, and demonstrations to help English language learners develop their language skills. In order for the children to develop language skills, they should be encouraged to talk in a variety of formats with the teachers and their peers such as in class discussions, small groups, and free play (Copple & Bredekamp). Teachers with ELL students should focus on making the children feel comfortable and welcome in the classroom, so that they can become bilingual (Saifer, 2003). The other children in the class who speak only English should be taught some words in the ELL students’ home language so they can communicate. Also, songs and finger plays in English can be used so that all children can participate together in these activities to help build language skills (Saifer). Samuel and Jake are more outgoing children who know more English, so they tend to speak to the other children, while Kyle only typically interacts with Jake and Samuel. Mrs. Cabello does not talk with Kyle often, and the other children rarely communicate with him since they do not know how. When Kyle first started in Mrs. Cabello’s class, he cried every day for long periods of the time especially during transitions. Mrs. Cabello said that he needed to get used to the routine and that he would learn soon. She does not speak any Spanish to the three ELL students, and there are no picture cues in the classroom to help the children connect the languages. Once, when Kyle was talking to Samuel in Spanish during whole group instruction, Mrs. Cabello instructed him to turn around and to “stop talking in Spanish.” Teachers with ELL students should acknowledge development in both English and the child’s native language (Kostelnik, et al., 2011). Also, according to Copple and Bredekamp, it is not appropriate for “teachers pay so much attention to English language learners that those children feel unusual” (2009, p. 226). This occurs when Kyle does speak words or a phrase in English because Mrs. Cabello will praise him in front of the class and say things like, “Good English!”I have never seen Mrs. Cabello incorporate Spanish or the boy’s home cultures in any activities, books, or music. Everything in the classroom is written and spoken in English only. There is no visible respect or incorporation of these children’s home cultures and languages in the classroom or curriculum. The three ELL children should be encouraged to share things from home about their culture to the other students. Bilingualism should be viewed as a positive attribute rather than a hindrance to the child’s learning (Kostelnik, et al., 2011). Mrs. Cabello should encourage development in both Spanish and English for the three ELL children, and she should document growth in both languages (Kostelnik, et al.). Furthermore, the ELL students should be speaking often with the children who are fluent in English in meaningful ways to learn about conversation (Brewer, 2007). This means that the children should be allowed more time to speak to one another so that the three ELL children can develop language and a sense of belonging in the classroom (Kostelnik, et al.).In addition to having three ELL students in the class, there are two black children, and children of different socioeconomic statuses. Some books in the reading center show illustrations of black children, but most are of white children. Mrs. Cabello does provide black, tan-skinned, and white puppets for use in the reading center. Books and other materials in the classroom should depict diverse people so that children are able to relate to characters in the stories (Kostelnik, et al., 2011). Materials should show both men and women in several different occupations, workers in a variety of fields, people of all races, classes, and religions in a respectful way, and depict families with different structures (Kostelnik, et al.). Even if a classroom does not exemplify much diversity, a variety of diverse materials should be present and utilized in the classroom to teach children about diversity in the world around them (Kostelnik, et al.). Philosophy of TeachingI believe in teaching children by using material that is relevant to their lives. I believe that children learn best through hands on activities, instead of mindless worksheets. I value the importance of play for young children (Copple & Bredekamp, 2009). I believe in implementing lessons throughout play activities, since stimulates language and cognitive development in children that I believe workbooks cannot teach effectively since they require one correct answer from each child without any regard to individualization (Brewer, 2007). I want my students to not only learn from me, but from one another. I also want them to make their own discoveries and explore materials with excitement. I believe children must mistakes to learn important lessons. I believe that sometimes it is imperfect work that is the most valuable, because learning occurs in the process of an activity not the end result. I believe in valuing each child as an individual with his or her own past experiences, opinions, and needs. Each child will develop at a different rate, and I must respect this as a teacher (Copple & Bredekamp).I, as the teacher, am my students’ guide. I believe that each child is capable of learning, but at his or her own pace (Copple & Bredekamp, 2009). As a teacher, I want to provide a safe, fun, and caring environment for my students to learn and grow mentally, physically, socially, and emotionally (Copple & Bredekamp). I want my students to wake up each morning eager to come to school and learn new things. I also know that some of the most important learning occurs outside of the classroom, and I will value the knowledge the children bring into class every day. As a teacher, I not only want to teach my students what they need to know at the end of the school year, but also how to be compassionate people. I want my class to be one where every child feels comfortable enough to be his or her self. I want my students to learn to respect one another and help each other, instead of constantly competing against one another. This can happen by valuing each child’s development and growth instead of expecting all children to achieve at the same rate (Copple & Bredekamp). I believe in teaching by using various methods such a large group, play centers, small group, and one on one communication (Copple & Bredekamp). I want my students to spend majority of their day in child directed activities so that their learning is meaningful (Kostelnik, Soderman, & Whiren, 2011). Though I must follow standards that are not developmentally appropriate, I must do my best to teach the material in the most appropriate way (Copple & Bredekamp). I believe in the use of effective praise (Kostelnik, et al.). I want every student to be proud of his or her work in my classroom. I also want my class to be one filled with excitement and a love of learning. I will enter my classroom every morning prepared, but flexible because I know that some of the best learning happens spontaneously. I will always be enthusiastic about the material I teach, because if I am not, then why would the children be? While I value order and organization, I believe children should be engaged in learning and in discussion with their fellow classmates and me. I strongly believe in the social aspect of education. Being smart is great, but a person must also possess good communication and people skills. I believe that forming friendships at school are important for young children. Social skills and talking will be valued in my classroom (Copple & Bredekamp). I will assess children on their growth, not on what they cannot yet do. I want each child to make great strides in every realm of learning, including emotional and social development (Copple & Bredekamp, 2009). I want to establish portfolios for each child in my class because not only are they valuable tools for assessing children’s growth, but they are keepsakes for parents and children as they grow (Brewer, 2007). I believe that material should be presented to children in many ways because every child learns differently. I also believe that while one child may struggle in math and reading, he has a talent in another area, and this too must be recognized and praised. I believe in focusing on positive achievements, not a student’s shortcomings. However, I also believe that if a child is truly struggling in any area, it my job to see what more I can do to help that child succeed without putting pressure on him or her.I am influenced by my education classes I have taken at LSU, and by my fellow education classmates. I am inspired by my professors and peers’ dedication and passion for the appropriate education of young children. Their passion drives me to want to be a better educator so I can help create a more appropriate learning environment for young students since it is disappearing from many schools today. I believe that children are capable of doing much more than people may assume, and with help they can achieve even greater things (Brewer, 2007). Most of all, I am influenced by my past experiences as a student, and now, by my observations in various classrooms. Though I have witnessed much inappropriate practice that makes me upset or frustrated, I know that seeing this only motivates me more to create an appropriate learning environment for my students one day. I want to take what I have learned and what I will continue to learn to create a classroom where my students will enjoy learning, develop their skills, and learn respect for others.ReferencesBrewer, J. (2007). Introduction to early childhood education: Preschool through primary grades. Boston, MA: Pearson.Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.Dunn, L., & Kontos, S. (1997). Developmentally appropriate practice: What does research tell us? [S.l.] : Distributed by ERIC Clearinghouse, 1997.Kostelnik, M., Soderman, A., & Whiren, A. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Upper Saddle River, NJ: Pearson Education, Inc.Saifer, S. (2003). Practical solutions to practically every problem. St. Paul, MN: Redleaf Press. ................
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