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Angie Lacher

Join us for One Day Without Shoes 2013 - YouTube - 0 views

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    Service Project TOMS One for One
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    Here is the best TOMS Video I found for our Service Project!
Mary Zich

Becoming an Effective Teacher - Free Educational Psychology Video - 0 views

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    Cute video on effective teaching
Angie Lacher

How ed policy is hurting early childhood education - The Answer Sheet - The Washington ... - 5 views

  • The educational leaders met recently to discuss growing concerns that federal Race to the Top policy mandates on early childhood education are undermining education practice that research tells us is in the best interest of young children’s optimal development and learning. Their concerns fell into three major categories. 1. Current standards are not based on knowledge of child development — both how children learn and what they learn.
  • The standards require that children learn specific facts and skills — such as naming the letters — at specified ages. This has led to more teacher-directed “lessons,” less play-based activity and curriculum, and more rote teaching and learning as children try to learn what is required. Yet decades of research and theory tell us that young children learn best through active learning experiences within a meaningful context. Children develop at individual rates, learn in unique ways, and come from a wide variety of cultural and language backgrounds. It is not possible to teach skills in isolation or to mandate what any young child will understand at any particular time. 2. Current policies support an over-emphasis on testing and assessment at the expense of all other aspects of early childhood education.
  • As teachers strive to raise test scores, they increasingly depend on scripted curricula designed to teach what is on the tests. We know, however, that children learn best when skilled and responsive teachers observe them closely and provide curriculum tailored to meet each child’s needs. Standardized tests of any type do not have a place in early childhood education, and should not be used for making decisions about young children or their programs. Individualized assessments of each child’s abilities, interests and needs provide teachers with the information they require to individualize teaching and learning. 3. Cumulatively, current policies are promoting a de-professionalization of teachers.
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  • The growing focus on standards and testing disregards the strong knowledge base early childhood teachers have. It undermines teachers’ ability to teach using their professional expertise, to provide the optimal, individualized learning opportunities they know how to offer. Instead, teachers are often required to follow prescribed curricula taught in lock step to all children. At the same time, more teachers without strong backgrounds in early childhood education are being hired, increasing the dependence of teachers on standardized tests and scripted curricula.
  • I will work one more year and then retire. Not because I want to , but because I hate the teacher I have had to become.”
  • Very simply — much of the joy has been taken away from education for both children and the adults providing it
  • I feel disrespected as a professional, my students feel the pressure and the parents are confused. I see kids with eyes glazed who are simply overwhelmed by being constantly asked to perform tasks for which they are not yet ready to do. I finally had to leave my classroom and retire early. Now I volunteer in my grandson’s first grade classroom and cringe every time I see what the teacher has to do. She is testing every time I enter the room. I have not seen her sit with a small group of children and actually support them.”
  • The problem is they want ALL children to reach the standards and children do not come ‘standard’. ”
  • It concerns me that policies are being written by people who are not knowledgeable about young children and how they develop. While their intentions may be good, they are setting us up for an epic failure that we have not seen before. Our public education system is at risk and unfortunately, the ‘fixes’ are steering us toward disaster at a rapid rate. It is sad and I am currently exploring my options to leave the profession.”
  • Early respondents to the survey have shared stories highlighting DEY’s concerns: “I just decided yesterday that what I am doing has little to do with my intent when I became a teacher.
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    Developmentally Appropriate Practice Survey Early Childhood Education
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    Wow! This has hit the nail on the head when it comes to testing and teaching and taking the joy out of learning for our youngest learners!
Mary Zich

Helping Slow Learners: Implications for the Classroom | Education.com - 1 views

    • Mary Zich
       
      Quote about failure by Michael Jordan.
  • Michael Jordan put it this way: "I've missed more than nine thousand shots in my career. I've lost almost three hundred games. Twenty-six times I've been trusted to take the game-winning shot and missed. I've failed over and over and over again in my life. And that is why I succeed."
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    for angie
Angie Lacher

View Content - EDUC642D G01 Integrating Technol in Classrm (2013Spring) - St. Catherine... - 2 views

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    Teacher Expectations Can Influence How Students Perform
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    Article about how teacher expectations can Influence How Students Perform For Week 3 Tech. Class With Siri
Brooke Meissel

bredekamp_ch3.pdf (application/pdf Object) - 4 views

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    The researchers found that children's increased academic achievement in first-grade classrooms was related to moderate or high levels of developmentally appropriate practice in prekindergarten. Similarly, Burts et al. 90 Part 1 The Early Childhood Education Profession: Foundations (1993) found that children who attended more developmentally appropriate kindergartens had better reading grades in first grade.
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    One of the most important functions of NAEYC's work on developmentally appropriate practice has been to further discussion and debate in the field about teaching practices. Given the history of the field, it is likely that this topic will continue to be debated in the future.What aspects are most likely to continue to provoke thought? Undoubtedly the realities of diversity and changing cultural contexts in our country will continue to raise questions about what is culturally as well as developmentally appropriate. Increased demands for accountability and the challenge to close the achievement gap raise the stakes over which practices can be successfully defended. Likewise, debates about what belongs in the curriculum have been a constant and will continue in the future, but are likely to be driven more by research than in the past.
Brooke Meissel

ERIC/EECE Digest Archive. Developmentally Appropriate Practice: What Does Research Tell... - 2 views

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    "What have we learned from research on DAP? First, developmentally appropriate practices are not the norm in early childhood programs. Although teachers endorse this pedagogical method, they often struggle with implementation. Professional preparation designed to help teachers implement developmentally appropriate practice can be quite effective. We need to learn more about how to most effectively support teachers' implementation of developmentally appropriate practice. "
Brooke Meissel

Part 1 - Background - 2 views

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    DAP background video
Angie Lacher

Developmentally Appropriate Early Childhood Education - YouTube - 0 views

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    DAP Video
Angie Lacher

Shifting Images of DAP - 4 views

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    American Educational Research Association
Angie Lacher

Developmentally Appropriate Practice Research - 2 views

  • Grounded both in the research on child development and learning and in the knowledge base regarding educational effectiveness, the framework outlines practice that promotes young children’s optimal learning and development. Since its first adoption in 1986, this framework has been known as devel-opmentally appropriate practice.
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    NAEYC Article Early Childhood
Angie Lacher

Developmentally Appropriate Practice - Wikipedia, the free encyclopedia - 1 views

  • Developmentally appropriate practice (or DAP) is a perspective within early childhood education whereby a teacher or child caregiver nurtures a child's social/emotional, physical, and cognitive development by basing all practices and decisions on (1) theories of child development, (2) individually identified strengths and needs of each child uncovered through authentic assessment, and (3) the child's cultural background as defined by his community, family history, and family structure.[1]
  • Some critics have argued that some reforms such as NCTM mathematics and Whole Language which fully support "Developmentally Appropriate Practices" are believed to introduce students to materials and concepts which may be too advanced for young children, or above their reading levels.[2] On the opposite side, some critics claim that DAP approaches use content and concepts considerably below traditional grade levels. Educators in many states implement DAP approaches to meet learning standards that were established by specialized professional associations, including in the content areas of language arts, math, social studies and science. The National Science Education Standards proposes to teach elementary school students how to construct their own experiments, whereas traditionally high school students and even college students were typically taught how to perform pre-designed experiments, but not to construct their own experiments.
  • Wikimedia
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  • Developmentally appropriate practice is based upon the idea that children learn best from doing. Children learn best when they are actively involved in their environment and build knowledge based on their experiences rather than through passively receiving information. Active learning environments promote hands on learning experiences and allow children to interact with objects in their environment, as well as their peers and teachers.
  • Therefore, early childhood teachers strive to achieve an optimal balance between children's self-initiated learning and adult guidance and support.
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    Developmentally Appropriate Practice Wikipedia
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    Good descriptions of Goals and Critics of Developmentally Appropriate Practice
Angie Lacher

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CEEQFjAC&url=http%3... - 1 views

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    Developmentally Appropriate Practice
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    Excellent NEA Paper on Developmentally Appropriate Practice
Angie Lacher

Is Common Core "Developmentally Appropriate"? | Diane Ravitch's blog - 2 views

  • the pushing down of the elementary school early childhood has reached a new peak with the adoption by almost every state of the so called common core standards.” That report also looks at the high rate of preschool expulsions of late. Preschoolers and kindergarteners are now being expelled at three times the rate of K-12 children. How can that be okay? Peter Gray has documented the decline of play and the increase of childhood problems over recent decades in his article “The Decline of Play and the Rise of Psychopathology in Children and Adolescence” (The American Journal of Play, volume 3, number 4; Spring 2011). The increase in the number of young children attending overly-academic preschools and kindergartens is most assuredly part of the problem. An increase in childhood depression and anxiety are some of the results. When our mission should be, at the very least, to do no harm, clearly the children are being harmed. We cannot toss them in the trash like a cake with too much salt or a recipe gone awry (to further Karen’s analogy above). They are human beings, for goodness sake.
  • Finding ways to stay developmentally appropriate, when many of the tests and assessments are not, is becoming increasingly difficult. And looking critically at the how, what, when and why of testing and assessments which have increased with RTTT, is important work for the early childhood community. If ever there was a time in the USA for early childhood educators to be looking closely at policy and debating the direction of early childhood education, now is the time. As the leading organization of early childhood educators, NAEYC should be at the forefront of advocating for young children – and speaking out against policies that aren’t grounded in what decades of research has proven: that children develop best — socially, emotionally and cognitively — when they have educational experiences that promote creativity, thinking and problem solving skills, and engage in meaningful activities geared to their developmental levels and needs.
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    Common Core "Developmentally Appropriate?" Article about Common Core
Angie Lacher

Planning - Developmentally Appropriate Practices | Child Care Aware - 0 views

  • Developmentally appropriate practice means you use knowledge about child development to create a program that is suitable for the age and stage of development of your group of children. At the same time, your program considers the needs of the individual child.
  • Age appropriate. You use information about typical development within a specific age span to plan a learning environment and experiences. Individual appropriateness. You understand each child is unique with his or her own pattern and timing of development. You plan your curriculum to respond to individual differences. Child-guided and teacher-guided experiences. You allow time for children to select activities from the many experiences you have prepared. You plan interactive small-group and large-group activities. Culturally and socially responsive. You respect the social and cultural context in which children live. Play. You support children's play as a way for them to learn.
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    Developmentally Appropriate Practices
Angie Lacher

Developmentally Appropriate Practice (DAP) | National Association for the Education of ... - 4 views

  • Developmentally appropriate practice, often shortened to DAP, is an approach to teaching grounded both in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.
  • DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.
  • DAP with Kindergarteners
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  • Developmentally appropriate practice is the foundation for all of NAEYC's work including—publications, training programs, conferences, accreditation of child care programs, and more.
  • • Knowing about child development and learning.
  • Knowing what is typical at each age and stage of early development is crucial. This knowledge, based on research, helps us decide which experiences are best for children’s learning and development. (See “12 Principles of Child Development and Learning” from Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.) • Knowing what is individually appropriate. What we learn about specific children helps us teach and care for each child as an individual. By continually observing children’s play and interaction with the physical environment and others, we learn about each child’s interests, abilities, and developmental progress. • Knowing what is culturally important. We must make an effort to get to know the children’s families and learn about the values, expectations, and factors that shape their lives at home and in their communities. This background information helps us provide meaningful, relevant, and respectful learning experiences for each child and family.  
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    Developmentally Appropriate Practice (DAP) | National Association for the Education of Young Children | NAEYC
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