Examples Of Developmentally Appropriate Practice

Vygotsky and Piaget theories can apply to an Early Childhood classroom simply because most of their theories will benefit the teachers to use in their classroom. Vygotsky’s scaffolding is when teacher to show guidance towards their students so the students can have the ability to comprehend and think on their own. Solving problems and solution is a boundless to use in the classroom especially if the teachers need and want the children to prepare themselves for the real world. Piaget’s theory has the four stages of Cognitive ability. Thus it will benefit the teacher to use when they are observing the child thinking abilities with proper use of the assessment and difference of the child’s age. For an example if the teacher is teaching two years old she would want to look for make believe play, when a child likes to pretend they are a character from movie or book this stage is call Preoperational Stage. Teachers should observe the activities when the child is pretending to be Queen Elsa or Princess Anna.

Piaget, Vygotsky, and Erikson are very well known men for their different theories of development. Although each of them believe different things about how a child develops, I believe that a child can go through all of these theories and benefit from them. I also understand that not everyone is the same, and what might be true for someone could be different for someone else. In my own personal experience, I believe I went through and I’m going through all these different stages in theories throughout my life. I also work at a daycare and we use aspects from each of these theories when going about teaching children. The three different theories include: Piaget’s theory of cognitive development, Vygotsky;s sociocultural theory of

Vygotsky is a Russian psychologist. Vygotsky is a theorist also he has a different outlook on cognitive development, which he agrees with Piaget about the transition happen from adolescence to adulthood. It gives Vygotsky opinion. Another theorist is Kohlberg theory and outlook on cognitive development is a skill theory which tools are provided for developmental. Kohlerg theory of cognitive development has skill structure which is call levels, it describes what the level consists of. These three theorists share a common idea on cognitive development. Even know the three theorists share a common idea about cognitive development, but they also have a different perspective that affects the cognitive development. It will describe the stages of cognitive development. Piaget is known as one of the most popular theorist he is famous for cognitive development. Piaget was a theorist who study for cognitive development. Piaget develops four stages of growth dealing with cognitive development. Piaget develops the ground work of cognitive development. Cognitive development has four stages and it is known as the formal stage. It will introduce the main elements that will occur in the adolescence and in early adulthood. It will describe three elements that have or will occur in the formal stage.

Vygotsky may have overplayed importance on social influences because he suggests that child’s cognitive development occurs through social interactions, for example children do internalisation of problem solving via mutual interactions. However, if social learning is the essence of cognitive development then learning would be a lot faster than it is. Thus Vygotsky ignores the biological aspects that aid or restricts the cognitive development such as the development of brain and maturation. Therefore Piaget’s theory of cognitive development is different to

Across all aspects and various lenses of development it is evident that children from birth until adolescence require guidance. In contrast, some theorists such a Piaget suggest that children are vastly independent and do not require parental or adult assistance for majority of their development. However, theorists such as Vygotsky believe otherwise. As Vygotsky was discussed during lecture, his developmental theory surrounding the methods of which children learn was a main focus. Namely, the methods of which children learn with adult

B. Blake & T. Pope. (2008). Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in. Journal of Cross-Disciplinary Perspectives in Education, Vol. 1, No 1,, 59-67. Retrieved from http://jcpe.wmwikis.net/file/view/blake.pdf

According to the National Association for the Education of Young Children (NAEYC), “developmentally appropriate practice (DAP) is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education” (Developmentally Appropriate Practice (DAP) Introduction, n.d.). First adopted in 1986, developmentally appropriate practice is grounded in research on child development and learning, as well as knowledge base in educational effectiveness. The DAP outlines practices intended to promote the goal of young children’s ideal learning and development. As with many approaches, there are some issues that arise regarding developmentally appropriate practice.

To be up to date with the developmentally appropriate practices a teacher must know about a child’s development and learning. They need to know the typical education requirements at each stage and if that child meets that criteria or not.

Developmentally Appropriate practice (DAP) is a framework that design to help each child in terms of the child needs and support at their appropriate age level as they grow. This is the foundation where they help each child to meet learning goals as an individual and part of the group in terms of physical, social and emotional, cognitive and language skills.

age and are commonly used to get students where they should be in the learning phases and

Developmentally appropriate practice (DAP) is “a framework of principles and guidelines for best practice in the care and education of young children, birth through age 8” (Helm, 2008). As of late, there has been much exchange and open deliberation concerning the models development and its relationship to formatively fitting practices (DAP) in early childhood education (ECE). It is a system that accepts the level of where children are developmentally and will help them learn new skills. DAP is explained by NAEYC (2013), to include five key points. It is essential to “Create a caring community; Teaching to enhance development and learning; Planning curriculum to achieve important goals; Assessing children’s development and learning; and establishing

The key benefits of DAP or Developmental Appropriate Practices according to the National Association Education of Young Children is the importance of Teachers being able to meet children where they are, as individuals, and as a whole group when it comes to social/cultural development. With an emphasis on helping child reach challenging and achievable goals. (Naeyc, 2009). Therefore, the naeyc encourages teachers to ask the following questions:

The essay is going to introduce short overviews of Piaget (1926) and Vygotsky’s (1978) theories to indicate their different approaches when considering cognitive development. Piaget (1926) developed a constructivist theory which is the basis for the other cognitive development theories that followed. He proposed the definition of schema which refers to children’s construction of shaping their thought and actions through the set of cognitive processes as assimilation, disequilibriums and accommodation. When encountering new experiences, children try to interpret them in terms of known cognitive schemas. In case of failing, they need to adjust their interpretation to the reality (Schaffter & Kipp,8th ed). Based on his assumptions, Piaget (1926) proposed that child as a lone individual progress through four main stages of cognitive development. On the other hand, Vygotsky (1978) presented sociocultural theory. Vygotsky (1978) concentrated on the social interaction between child and adult considering

According to the study.com website, 'Vygotsky believed that adults in a society foster children's cognitive development in an intentional and systematic manner by engaging them in challenging and meaningful activities.' (18/03/17). In my setting, practitioners scaffold children's learning by supporting them to understand concepts. One way this is done is through modelling concepts. Piaget and Vygotsky's theory is similar as both believed that there are some problems that a child is not able to understand however the difference is, Vygotsky believed that with support, children are able to achieve more complex tasks and eventually be able to do it independently which Piaget considered out of a child's mental

In my classroom, I use both Piaget and Vygotsky's theories. Piaget outline gives me a general idea as to what a child should be doing at a certain age and point in their growth. I keep documentation and portfolios on each one of my students. When a child enters my classroom I access where they are in their developmental stage as well as quarterly. Referring to Piaget's Stages of development helps me keep a somewhat accurate account of where they should be. It helps me plan cognitive activities for that child also. Vygotsky's theory stress the fundamental role of social interaction in a child's development. I didn't always support this theory until a few years ago. Vygotsky places considerably more emphasis on social factors contributing to