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Relevant bibliographies by topics / Developmentally appropriate curriculum

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Academic literature on the topic 'Developmentally appropriate curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Developmentally appropriate curriculum"

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Jipson, Janice. "Developmentally Appropriate Practice: Culture, Curriculum, Connections." Early Education & Development 2, no. 2 (1991): 120–36. http://dx.doi.org/10.1207/s15566935eed0202_4.

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Fletcher, Janice, and Laurel Branen. "Making mealtime a developmentally appropriate curriculum activity for preschoolers." Day Care & Early Education 21, no. 3 (1994): 4–8. http://dx.doi.org/10.1007/bf02361395.

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Miranda, Martina L. "The Implications of Developmentally Appropriate Practice for the Kindergarten General Music Classroom." Journal of Research in Music Education 52, no. 1 (2004): 43–63. http://dx.doi.org/10.2307/3345524.

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The purpose of this study was to examine the implications of Developmentally Appropriate Practice (DAP) for the kindergarten general music classroom. Ethnographic procedures (classroom observations, interviews, and artifact collection) were used to collect data in three kindergarten music classrooms throughout an academic year. Data were coded using five global dimensions of DAP (creating a caring community of learners, teaching to enhance development and understanding, constructing appropriate curriculum, assessing children's development and learning, and establishing reciprocal relationships

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Thompson, Mumuni. "Attaining Children’s Development through Appropriate Assessment Practices: Insights from Kindergarten Teachers." Global Research in Higher Education 1, no. 1 (2018): 57. http://dx.doi.org/10.22158/grhe.v1n1p57.

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<em>The research contributes to the conversation regarding kindergarten teachers’ knowledge about developmentally assessments practices in attaining curriculum goals of selected kindergartens classrooms within the Ghanaian settings. The mixed method research approach was employed. Quantitative data were gathered from 1,413 teachers using questionnaires, while qualitative data were collected from 10 participants who were interviewed and observed. The participants for the quantitative research were randomly selected from ten districts in the Central Region of Ghana. The data were analysed

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Morelock, Martha J., and Karin Morrison. "Differentiating ‘developmentally appropriate’: The multidimensional curriculum model for young gifted children." Roeper Review 21, no. 3 (1999): 195–200. http://dx.doi.org/10.1080/02783199909553961.

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Zeece, Pauline Davey. "Curriculum Design Strategies in Emergent Literacy: The Role of Developmentally Appropriate Literature Selections." Early Childhood Education Journal 37, no. 5 (2009): 345–50. http://dx.doi.org/10.1007/s10643-009-0360-x.

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Allingham, Sue. "Why we must take back ownership of the EYFS." Early Years Educator 21, no. 3 (2019): 10–11. http://dx.doi.org/10.12968/eyed.2019.21.3.10.

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While our early years curriculum is broad and far ranging, looking at developmentally appropriate practice from birth, we are rapidly losing this in the rush to assess and level, says Dr Sue Allingham.

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Douglas, Masako. "Pedagogical Theories and Approaches to Teach Young Learners of Japanese as a Heritage Language." Heritage Language Journal 3, no. 1 (2005): 60–82. http://dx.doi.org/10.46538/hlj.3.1.3.

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This paper proposes a theoretical framework for the development of curricula for Japanese heritage language schools. Although these schools provide most of the Japanese heritage language (JHL) instruction available to elementary and secondary school pupils, they have received little attention or support from the academic community. Specifically, they are in need research-based knowledge as well as models for teaching methodology, developing curricula and instructional materials, and providing teacher training. This paper examines recent theories and approaches in the fields of heritage languag

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Schwartzstein, Richard M., Jules L. Dienstag, Randall W. King, et al. "The Harvard Medical School Pathways Curriculum: Reimagining Developmentally Appropriate Medical Education for Contemporary Learners." Academic Medicine 95, no. 11 (2020): 1687–95. http://dx.doi.org/10.1097/acm.0000000000003270.

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Edwards, Suzy. "New Directions: Charting the Paths for the Role of Sociocultural Theory in Early Childhood Education and Curriculum." Contemporary Issues in Early Childhood 4, no. 3 (2003): 251–66. http://dx.doi.org/10.2304/ciec.2003.4.3.3.

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This article identifies the growing role of sociocultural theory as an informant to the early childhood curriculum. Beginning with a brief description of the more traditional Piagetian interpretation regarding development and its use in early childhood education and curricula such as DAP (Developmentally Appropriate Practice), the article identifies key theoretical arguments made against this view on the basis of ontological, methodological and/or epistemological precepts. The growing literature regarding the use of curriculum approaches to early childhood education based on the sociocultural

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Dissertations / Theses on the topic "Developmentally appropriate curriculum"

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Langenbrunner, Mary R. "Kindergarten Teachers' Implementation of a Developmentally Appropriate Curriculum: A Survey." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/3512.

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Broderick, Jane Tingle. "Using Materials with Intention in Developmentally Appropriate Classrooms." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4233.

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Lynch, Dale P. "Teachers' Expressed Beliefs and Practices About Developmentally Appropriate Education of Multi-age and Single-age Classrooms." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2943.

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The purpose of this study was to determine the expressed beliefs and practices about developmental education from early childhood teachers in Tennessee's First Educational District. A questionnaire measuring expressed beliefs and practices was administered to teachers (kindergarten through third grade) in public schools with both multi-age and single-age classrooms. The area of teaching specialization along with the number of years taught within the organization structure are paramount in the study. Teachers' expressed beliefs concerning the amount of outside influences with planning and imple

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Bang-Jensen, Valerie. "The forgotten fourth and fifth : portraits of upper elementary students and teachers in developmentally appropriate classrooms /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974382.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Typescript; issued also on microfilm. Sponsor: Celia Genishi. Dissertation Committee: Karen Kepler Zumwalt. "Bibliography of children's books and other fiction"--Leaf 372. Includes bibliographical references (leaves 362-371).

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Heaston, Amy R. "The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum in an early childhood center." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833011.

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The purpose of this study was to identify parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) in selected early childhood centers. The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum was also studied. Additionally, the relationship between parent perceptions of a developmentally appropriate curriculum and the selection of early childhood centers was examined.The Parent Perception Questionnaire, developed by the researcher, was mail

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Darnell, Mary McEuen. "A Study of Utah Teachers' Developmentally Appropriate Beliefs and Practices as Related to Perceptions of Kindergarteners' Successful School Entry." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/173.

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This study was an exploration of 450 Utah kindergarten teachers' perceptions of problems children face at the time of kindergarten entry, as well as an examination of the teachers' developmentally appropriate beliefs and practices. Consistent with previous research, teachers' beliefs were found to be more developmentally appropriate than their reported practices. This study also investigated the relationship between both teacher and classroom/school demographics and teachers' developmentally appropriate beliefs and practices. Further, the relationship between teachers' perceptions of childr

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Moore, April D. "The relationship between the use of developmentally appropriate practice and the inclusion of product-producing art activities in infant programs." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0319104-232342/unrestricted/MooreA040704f.pdf.

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Thesis (M.A.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0319104-232342. Includes bibliographical references. Also available via Internet at the UMI web site.

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Brading, Elizabeth Ely. "The Curricular Practices of Early Childhood Teachers Working in Public Sschool Primary Grades." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etd/743.

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Little is known about the curricular practices or thinking of early childhood teachers attempting to use developmentally appropriate practices in public school primary grades. The purpose of this study was to investigate four primary grade teachers' thoughts and classroom practices, through observation, interviews, and classroom schedules. Data were analyzed following the procedures for open, axial, and selective coding as explained by Strauss (1987). All four teachers exhibited common elements: educational beliefs consistent with those of the National Association for the Education of Young Ch

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Evanshen, Pamela Ann. "An analysis of configurations in a nongraded elementary school in northeast Tennessee." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0416101-211857/unrestricted/evanshenn0417.pdf.

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Lin, Mu-En, and 林沐恩. "The Study of the Relationships of Teachers’ Background,the Belief of Developmentally Appropriate Practice, and the Influences on Curriculum Decision-Making Among Taichung City Nursery School or Kindergarten Teachers of Three-Year-Olds and Under." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/91264906781760846360.

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碩士<br>靜宜大學<br>青少年兒童福利研究所<br>90<br>The purpose of this study was to explore the relationships between teachers’ belief of the Developmentally Appropriate Practice and teachers’ background variables, and how those affected curriculum decision-making among the teachers of three-year-olds and under. The research population were the teachers of three-year-olds and under at registered nursery schools or kindergartens in Taichung City. One hundred and eighty-two (182) effective questionnaires were used for data analysis. The statistical techniques included frequency distribution, percentage, Pearson

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Books on the topic "Developmentally appropriate curriculum"

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Garcia-Nevarez, Ana, and Kimberly A. Gordon Biddle. Developmentally Appropriate Curriculum and Instruction. Edited by Ana Garcia-Nevarez and Kimberly A. Gordon Biddle. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147.

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Homespun curriculum: A developmentally appropriate activities guide. Humanics Learning, 1998.

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Kostelnik, Marjorie J. Developmentally appropriate curriculum: Best practices in early childhood education. 5th ed. Pearson Education, 2011.

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Gestwicki, Carol. Developmentally appropriate practice: Curriculum and development in early education. Delmar Publishers, 1995.

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Kostelnik, Marjorie J. Developmentally appropriate curriculum: Best practices in early childhood education. 5th ed. Pearson Education, 2011.

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Gullo, Dominic F. Developmentally appropriate teaching in early childhood: Curriculum, implementation, evaluation. NEA Professional Library, National Education Association, 1992.

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Developmentally appropriate practice: Curriculum and development in early education. 3rd ed. Thomson Delmar Learning, 2006.

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Kostelnik, Marjorie J. Developmentally appropriate curriculum: Best practices in early childhood education. 5th ed. Pearson Education, 2011.

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Developmentally appropriate practice: Curriculum and development in early education. 4th ed. Wadsworth Cengage Learning, 2011.

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Keil, Soderman Anne, and Whiren Alice Phipps, eds. Developmentally appropriate curriculum: Best practices in early childhood education. 3rd ed. Prentice Hall, 2004.

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Book chapters on the topic "Developmentally appropriate curriculum"

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Roundtree, Wanda J. "Developmental Learning Theories." In Developmentally Appropriate Curriculum and Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-1.

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Herrera, Alicia. "Educational Policy in Context." In Developmentally Appropriate Curriculum and Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-12.

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Biddle, Kimberly A. Gordon. "Social and Emotional Learning." In Developmentally Appropriate Curriculum and Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-6.

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Valdez, Lindy, and Erin Miranda Morrison. "Movement, Visual, and Performing Arts." In Developmentally Appropriate Curriculum and Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-7.

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Harven, Aletha. "Embracing Diversity to Humanize the Classroom Environment." In Developmentally Appropriate Curriculum and Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-8.

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Claravall, Eric B. "Engaging Students’ Learning and Thinking Through Reading." In Developmentally Appropriate Curriculum and Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-3.

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Collado, Cindy. "Developmental Diversity in the Classroom." In Developmentally Appropriate Curriculum and Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-9.

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Gonsier-Gerdin, Jean. "Positive Behavioral Interventions and Supports." In Developmentally Appropriate Curriculum and Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-2.

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Garcia-Nevarez, Ana. "Language and Literacy Development." In Developmentally Appropriate Curriculum and Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-4.

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Ghosh Hajra, Sayonita. "Mathematics." In Developmentally Appropriate Curriculum and Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-5.

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Conference papers on the topic "Developmentally appropriate curriculum"

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Jerkovic, Ljiljana, and Mile Ilić. "THE CONCEPT OF MULTIFACETED TEACHING AND LEARNING IN THE INCLUSIVE CLASSROOM." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.125j.

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Thispaperexpoundsfurther multifacetedteachingandlearningin the contemporary classroom, by taking into account a selection of thematically relevant research papers on this new concept and inclusive education. The analytic-synthetic method and the comparative method are used to identify thematically appropriate postulates of present-day didactic paradigms (rationalist, constructivist and phenomenological) and modern didactic theories (critical-constructivist, critical-communicative, theory of teaching and learning, curriculum theory, theory of developmental instruction), which the concept of mul

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