Answers to Review Questions in Text

1. Developmentally appropriate curriculum is age-appropriate, individually appropriate, and framed in the context of a child’s culture. Culturally appropriate curriculum reflects the children, their families, and their community and enhances children’s ability to view events and situations from a different perspective. Three core considerations that determine whether a curriculum is DAP are:

• What is known about child development and learning of a particular age group so that the curriculum has appropriate experiences and learning activities to help children achieve and to challenge them.

• What is known about each individual child, the individual rate of growth, and the unique learning style so that the curriculum will reflect their needs, interests and preferences.

• What is known about the social and cultural context of each child so that the curriculum provides meaningful and relevant learning experiences that are respectful of the backgrounds of the children and families in the group.

2. Play is considered a foundation for learning because classroom teachers learn about children by listening to and observing spontaneous play activity and planning curriculum that encourages play. They discover each child’s individual personality, learning style, and preferred modeof play.

3. The key elements of written lesson plans are found in Figure 10.13

4. Describe five play-based curriculum models that are developmentally appropriate. Include the elements that foster development through play.

1. High Scope: The schedule includes extended periods of free-play time and guidelines for teachers intervention in play activities (Frost, et al, 2008).

2. Bank Street: The Bank Street model originated the play-based approach used in many early childhood settings today through the use of interest centers, water and sand play, blocks, puzzles, painting, and small and large group play. (Frost, et al, 2008).

3. Reggio Emilia: Play, in the Reggio Emilia classroom, is focused on children’s ability to represent their experiences through the arts.

4. Waldorf: Waldorf schools are play-based; a hallmark of the curriculum is learning through play, and large periods of time are devoted to creative play.

5. Montessori: Montessori programs may not be play-based in the way the four previous models are, but they are certainly child-centered and child-based in philosophy and practice.

Recommended Resources

Films/Videos

“Childhood” (PBS 1991). Short segments on Reggio Emilia in Parts 3 and 4. Ambrose Video. A Classroom with Blocks. NAEYC’s video that brings to life the Block Book. The Creative Curriculum. Teaching Strategies.

The Creative Spirit (for Reggio Emilia). PBS television series, 1992. In Part 2. (PBS Video). Culture and Education of Young Children. NAEYC video with Carol Brunson Phillips Day.

Curriculum for Preschool and Kindergarten. (16 min.). Lilian Katz discusses in this NAEYC video what is appropriate for 4- and 5-year-olds.

Developmentally Appropriate Practice: Birth Through Age 5. NAEYC video based on its position statement; shows both appropriate and inappropriate programs. Music Across the Curriculum. NAEYC video.

Play and Learning. NAEYC video #4 in Raising America’s Children series. Play and Learning. (18 min.). Play is discussed by Barbara Biber in this NAEYC video: Why is play important and what can children learn when they play?

Setting Sail: An Emergent Curriculum Project. M. Carter and D. Curtis. Redleaf Press. Starting from Square One by Bev Bos. Redleaf Press.

Teaching the Whole Child in Kindergarten. NAEYC video.

Toddler Curriculum: Making the Connection. NAEYC video.

Tools for Teaching Developmentally Appropriate Practice: The Leading Edge in Early Childhood Education. NAEYC video.

Other Resources

Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Banks, J. (2006). Cultural diversity and education: Foundations, curriculum and teaching. Boston: Allyn & Bacon.

Carlsson-Paige, N., & Levin, D. E. (1987). The war play dilemma. New York: Teachers College Press.

Derman-Sparks, L. Anti-bias curriculum: Tools for empowering young children. Washington, DC: NAEYC.

Gestwicki, C. (2007). Developmentally appropriate practice: Curriculum and development in early education. Clifton Park, NY: Thomson Delmar Learning.

Helm, J. H., & Katz, L. (2001). Young investigators: The project approach in the early years New York: Teachers College Press.

Hendrick, J. (Ed). (1997). First steps toward teaching the Reggio way. St. Paul, MN: Redleaf Press.

Paley, V. G. (1984). Boys and girls: Superheroes in the doll corner. Chicago: University of Chicago Press.