This book brings together the best information available on developing an integrated, holistic approach to curriculum and instruction for children age three to eight in such formal group settings as childcare, pre-school, and the early elementary grades. Concentrating as much on the "how" of curriculum development as on the "what and why," the authors present numerous examples and practical, research-based guidelines--organized by developmental domain--for translating theory into best practice that accommodates age-appropriateness, individual differences, and social and cultural diversity. For childcare, pre-school, and early elementary grades instructors.

Alice Phipps Whiren is a professor in the Department of Family and Child Ecology, College of Human Ecology, Michigan State University.

Every adult needs a child to teach. It's the way adults learn. --Anonymous What are developmentally appropriate practices, and how effective are they? How can we create the best programs for young children? As early childhood educators, what is our role in shaping children's educational experiences? What is the child's role? What is the role of the family and community? How can we tell if children are actually learning? Questions such as these are typically asked by early childhood professionals-in-training as well as by seasoned practitioners in the field. Our work with students and increasing numbers of educators probing for answers indicated the need for a comprehensive guide to support the exploration, planning, and implementation of developmentally appropriate programs. Thus, our goal in writingDevelopmentally Appropriate Curriculum: Best Practices in Early Childhood Educationwas to bring together the best information currently available for developing an integrated approach to curriculum and instruction in the early years. We also hoped to bridge the worlds of child care and early education, as well as those of preprimary and primary programs. The resulting volume addressesearly childhood professionals-in-training and professionals working in formal group settings with young children from 3 to 8 years old.We realize that early childhood education spans birth to age 8 years; however, we see infancy and toddlerhood as unique ages within this period, requiring specialized knowledge beyond the scope of this text. For this reason, we did not focus on infants or toddlers in our discussions. We believe the information in this book will be valuable to both novices and master practitioners. The o ideas in this text have been extensively field-tested and found to be effective. All are designed to give you a cohesive view of the"what," "why," and "how" of developmentally appropriate practices. Finally, we have had many years of experience working directly with young children and their families and with educators in preprimary and primary settings. We have been in urban, suburban, and rural programs; large-medium and small classes; public, private, not-for-profit, and profit-seeking organizations; half- and full-day programs; preschool classes; and the elementary grades. Currently, all of us are actively engaged in educating young children and/or the professionals who work with them. DISTINCTIVE FEATURES OF THIS TEXT Developmentally Appropriate Curriculum: Best Practices in Early Childhood Educationoffers instructors and readers several unique features that increase reader understanding and skill development: The text addresses the classroom as an ecosystem. This ecosystem includes contributions by children and adults, the physical and social environments, and contextual factors leading to learning. The concept of developmentally appropriate practices is pervasive throughout the volume. Each chapter addresses principles of age appropriateness, individual appropriateness, and socio cultural appropriateness. This book spans the early childhood years from 3 to 8. It provides a comprehensive, cohesive approach that results in greater continuity for children and practitioners. Each chapter progresses clearly from theory and research to practice. We use developmental domains to address the early childhood curriculum. Doing so helps practitioners better understand the link between child development and program implementation. Every curriculum chapter includes sample activities. The text addresses individual curricular domains as well as curriculum integration. Detailed directions facilitate the application of developmentally appropriate practices. We demonstrate the interaction of developmental goals, developmentally appropriate practices, and re