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Journal articles on the topic 'Developmentally appropriate practice (DAP)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Pertiwi, Fitri, Ishak Abdulhak, and Viena Rusmiati Hasanah. "Pengaruh pelaksanaan pelatihan developmentally appropriate practice terhadap peningkatan kompetensi pedagogik pendidik PAUD." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 5, no. 2 (November 4, 2018): 142–53. http://dx.doi.org/10.21831/jppm.v5i2.20124.

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Penelitian ini bertujuan untuk mengetahui pengaruh pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) terhadap peningkatan kompetensi pedagogik pendidik PAUD. Penelitian ini menggunakan metode ex post-facto dengan pendekatan kuantitatif. Data dalam penelitian ini dikumpulkan melalui angket dan studi dokumentasi. Pengaruh pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) diidentifikasi melalui perbandingan rata-rata antara data pre-test dan data post-test. Angket juga dikumpulkan lalu dianalisis untuk mengetahui gambaran pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) dan gambaran kompetensi pedagogik pendidik PAUD setelah mengikuti pelatihan Developmentally Appropriate Practice (DAP). Hasil penelitian menunjukkan bahwa setelah mengikuti pelaksanaan pelatihan Developmentally Appropriate Practice (DAP), rata-rata kompetensi pedagogik pendidik PAUD menjadi lebih baik dibandingkan dengan sebelum mengikuti pelaksanaan pelatihan Developmentally Appropriate Practice (DAP), atau dengan kata lain pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) berpengaruh secara signifikan terhadap peningkatan kompetensi pedagogik pendidik PAUD. The influence of developmentally appropriate practice training program on improving early childhood education teachers’ pedagogical competence AbstractThis study aims to investigate the influence of the Developmentally Appropriate Practice (DAP) training program on improving preschool teachers’ pedagogical competence. The study used quantitative approach with ex post-facto as its method. The data are collected by using questionnaires and documentation study. The influence of the Developmentally Appropriate Practice (DAP) training program is identified through a comparison of the average mean score between pre-test and post-test. Questionnaires was also collected and analyzed to find out the process of Developmentally Appropriate Practice (DAP) training program and also to know the preschool teachers’ pedagogical competence after joining the Developmentally Appropriate Practice (DAP) training program. The findings revealed that after joining the Developmentally Appropriate Practice (DAP) training program, the average level of the teachers’ pedagogical competence improves. In other words, the Developmentally Appropriate Practice (DAP) training program has a significant influence on improving the preschool teachers’ pedagogical competence.

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Hutapea, Ruben Pardamean, Nurhayati Simatupang, and Indra Kasih. "Game Development is Developmentally Appropriate Practice (Developmentally Appropriate) Practice Based Education for Elementary School Children." Journal Physical Education, Health and Recreation 5, no. 2 (August 22, 2021): 179. http://dx.doi.org/10.24114/pjkr.v5i2.27573.

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This study aims to: The purpose of this study is to develop games in physical education subjects in schools based on DAP (Developmentally Appropriate Practice). Then in this study will produce a product in the form of a game module with the concept of DAP (Developmentally Appropriate Practice) for basic locomotor movements. This type of research is development research based on the Borg and Gall model. The trial subjects consisted of material experts, game experts, and physical education teachers at the Imanuel Medan Elementary School and Methodist 1 Medan. The first stage of this model is the needs research stage, followed by the design stage, and the third stage is development and implementation. In this stage, all stages involve an evaluation and revision process. The assessment of the material expert is 89%, the game expert is 90.8%, and the results of the evaluation of the sports teacher in the first stage is 73.8%, and the second stage is 86%. Results The results of the product assessment have increased with a significant difference of 12.2%. This shows that the product developed on locomotor motion material through game development based on DAP (Developmentally Appropriate Practice) is feasible to be used in the implementation of learning.

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Copland, Ian. "Developmentally Appropriate Practice and Early Childhood Special Education." Australasian Journal of Early Childhood 20, no. 4 (December 1995): 1–4. http://dx.doi.org/10.1177/183693919502000402.

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This paper examines issues related to current practice in early childhood special education in the light of developmentally appropriate practice. The emerging debate revolves around the ‘appropriateness’ of DAP principles to the education of young children with disabilities. In particular, the importance placed on play in mainstream early childhood education and whether this can be transferred successfully to special education programs. The emergence of transactional/ecological approaches to early intervention appear to be addressing this issue. This approach is examined. The aim of this paper is, however, to stimulate further debate on the applicability of DAP to early childhood special education. Some possible future directions for research are discussed.

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Thompson, Josh, and Zlata Stanković-Ramirez. "What early childhood educators know about developmentally appropriate practice." Phi Delta Kappan 103, no. 2 (September 27, 2021): 20–23. http://dx.doi.org/10.1177/00317217211051138.

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The National Association for the Education of Young Children recently revised its Developmentally Appropriate Practice (DAP), the standard for early childhood care and education. Josh Thompson and Zlata Stanković-Ramirez explore how DAP has evolved over time and what guidance it provides early childhood educators regarding the interaction between typical waves of child development, children’s individual characteristics, and social and cultural context.

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5

Miranda, Martina L. "Developmentally Appropriate Practice in a Yamaha Music School." Journal of Research in Music Education 48, no. 4 (December 2000): 294–309. http://dx.doi.org/10.2307/3345365.

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Pedagogical practices in a Yamaha Music School were explored using ethnographic techniques to collect data during one semester of instruction. Two groups of participants served as informants in this study: (1) children 4-6 years of age, who were enrolled in the Yamaha Junior Music Courses, and (2) their teachers and parents in the setting. Developmentally Appropriate Practice (DAP) guidelines as published by the National Association for the Education of Young Children were the theoretical grounding for the study. The following question guided the investigation: In what ways are the events and interactions in a Yamaha music class congruent or incongruent with DAP guidelines ? Congruent events and interactions were the pace and variety of instructional activities, recognition of individuals, involvement of parents, and inclusion of dramatic play. Incongruent events and interactions were the approach to two-hand playing, fixed accompaniment tempos, minimal peer interactions, and fixed curricular goals.

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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 (April 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 with families), as published by the National Association for the Education of Young Children (NAEYC). Findings included practices congruent with DAP such as engagement as co-learners, inclusion of children's requests, inclusion of play, adjustment to individual needs, assessment in authentic contexts, and respect for family contexts. Incongruent practices included favoritism, lack of response to developmental needs, inflexible curricular decisions, and sparse communication with families. Implications included the need for early childhood coursework and mentorship.

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7

Quick, Beth Nason. "Beginning Reading and Developmentally Appropriate Practice (DAP): Past, Present, and Future." Peabody Journal of Education 73, no. 3 (June 1, 1998): 253–72. http://dx.doi.org/10.1207/s15327930pje7303&4_12.

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8

Quick, Beth Nason. "Beginning Reading and Developmentally Appropriate Practice (DAP): Past, Present, and Future." Peabody Journal of Education 73, no. 3-4 (June 1998): 253–72. http://dx.doi.org/10.1080/0161956x.1998.9681894.

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9

Hutapea, Ruben Pardamean, Nurhayati Simatupang, and Indra Kasih. "Game Development on Dap Based Physical Education Study (Developmentally Appropriate Practice) for Basic School Children." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 1 (January 26, 2021): 722–30. http://dx.doi.org/10.33258/birci.v4i1.1661.

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This study aims to develop games in physical education subjects in schools based on DAP (Developmentally Appropriate Practice). Then in this research will produce a product in the form of a game module with the concept of DAP (Developmentally Appropriate Practice) for basic locomotor motion. This type of research is development research based on the Borg and Gall Model. The trial subjects consisted of material experts, game experts, and Physical Education teachers at Imanuel Medan and Methodist 1 Medan elementary schools. The first stage of this model is the needs research stage, followed by the design stage and the third stage is development and implementation. In this stage all stages involve an evaluation and revision process. Material expert judgment is 89%, for game experts by 90.8% and the results of the sports teacher assessment at stage I was 73.8% and at stage II was 86%. Results The results of product appraisal have increased with a difference of significance of 12.2%. This shows that the product developed on locomotor motion through game development based on DAP (Developmentally Appropriate Practice) is appropriate for use in the implementation of learning.

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Aldwinckle, Maree. "The DAP Debate: Are we Throwing the Baby out with the Bath Water?" Australasian Journal of Early Childhood 26, no. 2 (June 2001): 36–39. http://dx.doi.org/10.1177/183693910102600208.

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Responses to the standardised guidelines for developmentally appropriate practice (DAP), as developed by Bredekamp in America, have sparked a debate about the usefulness of DAP as an approach to early childhood education. Australian commentators have joined this debate and are beginning to question the application of DAP in the Australian context. This article attempts to put the DAP debate into perspective by comparing aspects of the American and the Australian perspectives. Understandings of child development as a key determinant of early childhood practice are examined. Problems with detailing and articulating the evolving knowledge base from which early childhood educational practice is drawn are acknowledged. Further, the usefulness of following American trends that may not be applicable to the Australian scene is questioned.

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Hernawati, Hernawati. "PROSES PEMBELAJARAN ANAK USIA DINI BERORIENTASI PERKEMBANGAN (Studi Kasus di Kelompok Bermain Negeri Pembina Citarip dan Kelompok Bermain Al Biruni Cerdas Mulia Kota Bandung)." Jurnal Penelitian Pendidikan 16, no. 2 (October 24, 2016): 110–18. http://dx.doi.org/10.17509/jpp.v16i2.4227.

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Penelitian ini dilatarbelakangi oleh pentingnya pembelajaran anak usia dini berorientasi perkembangan (Developmentally Appropriate Practice/ DAP) yang disesuaikan dengan usia anak, individu anak dan konteks sosial budaya anak. Tujuan penelitian ini untuk mengetahui cara pandang guru dan kepala sekolah terhadap DAP, implementasinya dan kendala yang dihadapi dalam proses pembelajaran anak usia dini berorientasi perkembangan. Penelitian dilakukan pada dua kelompok bermain yang berlokasi di Bandung. Penelitian ini menggunakan metode penelitian studi kasus. Teknik pengumpulan data berupa wawancara, observasi dan studi dokumentasi. Data yang diperoleh kemudian dianalisis menggunakan pendekatan kualitatif dengan tematik analisis. Berdasarkan data dan hasil penelitian ditemukan bahwa konsep pembelajaran anak usia dini berorientasi perkembangan hanya mencakup komponen usia anak dan individu anak namun konteks sosial budaya anak belum terlihat.

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Muzamil, Muzamil. "PENERAPAN METODE DEVELOPMENTALLY APPRORIATE PRACTICES (DAP) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA ABJAD ARAB ANAK USIA DINI DI TPQ SUBULUSSALAM SURABAYA." journal PIWULANG 3, no. 1 (September 22, 2020): 01. http://dx.doi.org/10.32478/piwulang.v3i1.501.

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This research aims to improve the reading ability of students in TPQ Subulussalam Surabaya by using DAP (developmentally Appropriate Practices) through the medium of the flannel board. The subjects of this study were the early age students in TPQ Subulussalam Surabaya. The samples taken were 16 students with an engineering sample Matched Design Group (MG). The 16 students were divided into two groups, experimental and control group. Based on the tables of statistical tests on the experimental group stated that the exact Sig. (2-tailed) = 0.008 which means the exact sig. <Real level (α / 2 = 0.05) and control group stating that exact Sig. (2-tailed) = 0.125 which means the exact sig. > Real level (α / 2 = 0.05). the result is utterly rejected by Ho. The result obtained is that the application method of DAP (developmentally Appropriate Practices) through the flannel board can improve the reading skills of early age students in TPQ Subulussalam Surabaya.Penelitian ini bertujuan untuk meningkatkan kemampuan membaca siswa di TPQ Subulussalam Surabaya dengan menggunakan metode DAP (Developmentally Approriate Practices) melalui media papan flannel. Subyek penelitian ini adalah santri di TPQ Subulussalam Surabaya. Sampel penelitian berjumlah 16 santri yang diambil dengan teknik sampel Matched Group Design (MG). 16 santri tersebut dibagi menjadi dua kelompok, eksperimen dan kontrol. Berdasarkan tabel Test statistic pada kelompok eksperimen yang menyatakan bahwa exact Sig. ( 2-tailed ) = 0,008 yang berarti exact sig. < taraf nyata ( α/2 = 0.05 ) dan kelompok kontrol yang menyatakan bahwa exact Sig. ( 2-tailed ) = 0,125 yang berarti exact sig. > taraf nyata ( α/2 = 0.05 ). maka hasilnya adalah tertolaknya Ho. Hasil yang dapat diperoleh adalah bahwa penerapan metode DAP (Developmentally Approriate Practices) melalui papan flanel dapat meningkatkan kemampuan membaca santri di TPQ Subulussalam Surabaya.

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Sexton, David, Patricia Snyder, Marcia Lobman, and Theresa Daly. "Comparing the Developmentally Appropriate Practice (DAP) Beliefs of Practitioners in General and Special Early Childhood Service Settings." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 25, no. 3 (July 2002): 247–61. http://dx.doi.org/10.1177/088840640202500305.

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Hegde, Archana V., and Deborah J. Cassidy. "Kindergarten Teachers' Perspectives on Developmentally Appropriate Practices (DAP): A Study Conducted in Mumbai (India)." Journal of Research in Childhood Education 23, no. 3 (March 2009): 367–81. http://dx.doi.org/10.1080/02568540909594667.

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15

Alqaryouti, Ibrahim A., and Ahmed H. Hemdan. "Student Teachers’ Beliefs about Developmentally Appropriate Practices and Their Relationship with some Demographic Variables." Journal of Educational and Psychological Studies [JEPS] 10, no. 1 (January 1, 2016): 166. http://dx.doi.org/10.24200/jeps.vol10iss1pp166-181.

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The purpose of this study was to investigate female student teachers’ beliefs towards developmentally appropriate practices (DAP) and the relationship between these beliefs and the GPA. It also aimed to investigate the differences in DAP beliefs among female student teachers at different years(lst through 4th year). Study sample consisted of 60 female students selected from the Early Child Education program at the College of Education, Sultan Qaboos University from different years (lst through 4th year). The study used the three subscales of teacher beliefs scale: (a) integrated/social- cultural curriculum, (b) teacher-directed / basic school skills and (c) child-centered learning. The results indicated a significant correlation at p=0.01 among the three TBS subscales, the total score and GPA. Significant differences were also found between the different years where the beliefs of the second, third and fourth year students were better than first year students beliefs on all subscales and the total score.

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Novrieta, Dina, and Listini Listini. "Management and Evaluation Program PAUD University." Edugama: Jurnal Kependidikan dan Sosial Keagamaan 3, no. 1 (July 31, 2017): 1–19. http://dx.doi.org/10.32923/edugama.v3i1.679.

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Abstract: Early childhood education is a development interface, the development of children combines the innate potential (genetic) and potential environmental influences.Thus, social skills in management practice is necessary.This can be understood because the ability to socialize and communicate with others is very decisive in achieving organizational goals.This can be understood because the ability to socialize and communicate with others is very decisive in achieving organizational goals.Implementation of early childhood that is more pressing on academic activities (reading, writing, and arithmetic) and memorization that is less meaningful for children, should be directed to learning that is centered on the interests of children by applying learning in accordance with the developmental (Developmentally Appropriate Practice) DAP. Abstrak: Pendidikan anak usia dini adalah pengembangan antarmuka, perkembangan anak yang menggabungkan potensi bawaan (genetik) dan pengaruh lingkungan potensial. Jadi, keterampilan sosial dalam praktik manajemen diperlukan. Hal ini dapat dipahami karena kemampuan bersosialisasi dan berkomunikasi dengan orang lain sangat menentukan. dalam mencapai tujuan organisasi. Hal ini dapat dipahami karena kemampuan bersosialisasi dan berkomunikasi dengan orang lain sangat menentukan dalam mencapai tujuan organisasi. Penerapan pendidikan anak usia dini yang lebih menekankan pada kegiatan akademik (membaca, menulis, dan berhitung) dan menghafal yang kurang bermakna bagi anak-anak, harus diarahkan untuk pembelajaran yang berpusat pada minat anak-anak dengan menerapkan pembelajaran sesuai dengan DAP perkembangan (Praktik Tepat Guna Pembangunan).

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Goldstein, Lisa S. "Teaching the Standards is Developmentally Appropriate Practice: Strategies for Incorporating the Sociopolitical Dimension of DAP in Early Childhood Teaching." Early Childhood Education Journal 36, no. 3 (July 19, 2008): 253–60. http://dx.doi.org/10.1007/s10643-008-0268-x.

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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 (September 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 explanations for development proposed by Vygotsky and Rogoff are identified. The article argues that the manner in which sociocultural theory is being utilised in early childhood education may be considered in terms of three main ‘pathways’, including the transformative, assimilated positivist and social-constructivist paths.

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Ivrendi, Asiye, and James E. Johnson. "Kindergarten teachers' certification status and participation in staff development activities in relation to their knowledge and perceived use of developmentally appropriate practices (DAP)." Journal of Early Childhood Teacher Education 23, no. 2 (January 2002): 115–24. http://dx.doi.org/10.1080/1090102020230203.

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Dovey-Pearce, Gail, Tim Rapley, and Janet E. McDonagh. "Delivering developmentally appropriate health care: Roles for psychologists as members of the multi-disciplinary health care team." Clinical Child Psychology and Psychiatry 25, no. 3 (February 21, 2020): 579–93. http://dx.doi.org/10.1177/1359104520907147.

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There is increasing global attention on the health and wellbeing needs of young people. Preventive and proactive approaches will likely lead to the clearest dividends for young people, their own children and wider society. A brief overview of the international context for young people’s health care is given. As well as influencing policy, there are important roles for the health care team, including psychologists, to influence the organisations they work within, advocating for the needs of young people and their families. This is the focus of this article. The concept of developmentally appropriate health care (DAH) for young people is explored. It could help when planning services and approaches that respond to the needs of young people. Building relationships is likely to be key, to connect with young people to help them make health and wellbeing decisions, and provide individualised support. The ‘connectedness’ research could also be helpful in looking beyond the health care evidence. A key challenge for psychologists and their multi-disciplinary health care colleagues, in practice and research, is to move away from a reliance on binary, easier-to-measure health and wellbeing outcomes and, instead, find ways to promote and measure developmental outcomes that are meaningful to young people and their families.

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Rapley, Tim, Albert Farre, Jeremy R. Parr, Victoria J. Wood, Debbie Reape, Gail Dovey-Pearce, and Janet McDonagh. "Can we normalise developmentally appropriate health care for young people in UK hospital settings? An ethnographic study." BMJ Open 9, no. 9 (September 2019): e029107. http://dx.doi.org/10.1136/bmjopen-2019-029107.

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ObjectiveThe WHO has argued that adolescent-responsive health systems are required. Developmentally appropriate healthcare (DAH) for young people is one approach that could underpin this move. The aim of this study was to explore the potential for DAH to become normalised, to become a routine, taken-for-granted, element of clinical practice.DesignQualitative ethnographic study. Analyses were based on procedures from first-generation grounded theory and theoretically informed by normalisation process theory.SettingTwo tertiary and one secondary care hospital in England.Participants192 participants, health professionals (n=121) and managers (n=71) were recruited between June 2013 and January 2015. Approximately 1600 hours of non-participant observations in clinics, wards and meeting rooms were conducted, alongside 65 formal qualitative interviews.ResultsWe observed diverse values and commitments towards the care of young people and provision of DAH, including a distributed network of young person-orientated practitioners. Informal networks of trust existed, where specific people, teams or wards were understood to have the right skill-mix, or mindset, or access to resources, to work effectively with young people. As young people move through an organisation, the preference is to direct them to other young person-orientated practitioners, so inequities in skills and experience can be self-sustaining. At two sites, initiatives around adolescent and young adult training remained mostly within these informal networks of trust. At another, through support by wider management, we observed a programme that sought to make the young people’s healthcare visible across the organisation, and to get people to reappraise values and commitment.ConclusionTo move towards normalisation of DAH within an organisation, we cannot solely rely on informal networks and cultures of young person-orientated training, practice and mutual referral and support. Organisation-wide strategies and training are needed, to enable better integration and consistency of health services for all young people.

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FOX, LISE, MARY FRANCES HANLINE, CYNTHIA O. VAIL, and KIM R. GALANT. "Developmentally Appropriate Practice." Journal of Early Intervention 18, no. 3 (July 1994): 243–57. http://dx.doi.org/10.1177/105381519401800301.

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Carta, Judith J., Ilene S. Schwartz, Jane B. Atwater, and Scott R. McConnell. "Developmentally Appropriate Practice." Topics in Early Childhood Special Education 11, no. 1 (April 1991): 1–20. http://dx.doi.org/10.1177/027112149101100104.

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King, Margaret. "Developmentally appropriate practice." Day Care & Early Education 21, no. 1 (September 1993): 33–35. http://dx.doi.org/10.1007/bf02430447.

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Kostelnik, Marjorie J. "Misconstructing Developmentally Appropriate Practice." Early Years 18, no. 2 (March 1998): 19–26. http://dx.doi.org/10.1080/0957514980180205.

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Blasi, Mary Jane, and Nola Enge. "UNDER CONSTRUCTION: DEVELOPMENTALLY APPROPRIATE PRACTICE What Is Constructivist about the Revised Developmentally Appropriate Practice?" Journal of Early Childhood Teacher Education 19, no. 3 (January 1998): 293–300. http://dx.doi.org/10.1080/0163638980190313.

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Latip, Asep Ediana, and Asep Supena. "PENGEMBANGAN PEMBELAJARAN TEMATIK TERPADU DI SEKOLAH DASAR DENGAN GANGGUAN NEUROPSIYCHOLOGY." Primary : Jurnal Keilmuan dan Kependidikan Dasar 10, no. 2 (January 4, 2019): 177. http://dx.doi.org/10.32678/primary.v10i02.1290.

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Potensi peserta didik yang beragam dalam suatu kelas pembelajaran merupakan hal yang perlu dipahami oleh seorang guru kelas. Kemampuan memahami keragaman potensi peserta didik merupakan bagian dari kompetensi pedagogik guru. Kajian ini bertujuan untuk memberikan informasi berkenaan dengan pelaksanaan pembelajaran tematik terpadu di sekolah dasar dengan peserta didik yang mengalami gangguan neuropsichology. Apalagi dengan diterapkannya kebijakan pelaksanaan pendidikan inklusi, suatu keharusan bagi guru kelas untuk memahami pelaksanaan pembelajaran tematik terpadu pada kelas inklusi. Pada kelas inklusi dapat dipastikan terdapat peserta didik yang mengalami gangguan neuropsychology, seperti terdapat siswa yang mengalami ADHD (Attention Deficit Hyperactivity Disorder), learning disabilities, autis, dan/atau tunagrahita, tunarungu, tunadaksa, tunawicara, tunanetra, tunalaras, serta tunaganda, meskipun pada kelas noninklusi, keragaman potensi peserta didik juga perlu untuk mendapatkan layanan pendidikan yang developmentally appropriate practice dengan tingkatan pendidikan sekolah dasar. Pelaksanaan pembelajaran tematik terpadu di kelas dengan terdapat siswa yang mengalami gangguan neuropsichology, atau pada sekolah dasar inklusi tentu membutuhkan setting pembelajaran yang bervariasi, misalnya menciptakan lingkungan belajar yang interatif (interactive learning environment) antara siswa dengan siswa atau antara guru dengan siswa. Pembahasan ini dilakukan dengan me-review literatur yang relevan, selanjutnya disintesis dan digeneralisasi sehingga diperoleh formula efektif dalam pelaksanaan pembelajaran tematik terpadu di sekolah dasar inklusi.

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Hatch, Amos, Barbara Bowman, Jamilah R. Jor'Dan, Christina Lopez Morgan, Craig Hart, Lourdes Diaz Soto, Sally Lubeck, and Marilou Hyson. "Developmentally Appropriate Practice: Continuing the Dialogue." Contemporary Issues in Early Childhood 3, no. 3 (October 2002): 439–57. http://dx.doi.org/10.2304/ciec.2002.3.3.10.

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Wien, Carol Anne. "Time, work, and developmentally appropriate practice." Early Childhood Research Quarterly 11, no. 3 (January 1996): 377–403. http://dx.doi.org/10.1016/s0885-2006(96)90013-7.

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Charlesworth, Rosalind. "Developmentally Appropriate Practice is for Everyone." Childhood Education 74, no. 5 (August 1998): 274–82. http://dx.doi.org/10.1080/00094056.1998.10521951.

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Lubeck, Sally. "Is Developmentally Appropriate Practice for Everyone?" Childhood Education 74, no. 5 (August 1998): 283–92. http://dx.doi.org/10.1080/00094056.1998.10521952.

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Cesarone, Bernard. "ERIC/EECE Report: Developmentally Appropriate Practice." Childhood Education 74, no. 5 (August 1998): 332–34. http://dx.doi.org/10.1080/00094056.1998.10521964.

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Kohler, Maxie, Lois Christensen, and Jennifer Kilgo. "Among the Periodicals: Developmentally Appropriate Practice." Childhood Education 88, no. 6 (October 26, 2012): 407–12. http://dx.doi.org/10.1080/00094056.2012.741494.

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

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Wakefield, Alice P. "Developmentally Appropriate Practice: “Figuring Things Out”." Educational Forum 57, no. 2 (June 30, 1993): 134–43. http://dx.doi.org/10.1080/00131729309335404.

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Lee, Ok-Hee. "Childhood Images in Developmentally Appropriate Practice." Journal of Curriculum and Pedagogy 3, no. 2 (December 2006): 107–24. http://dx.doi.org/10.1080/15505170.2006.10411608.

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Hendricks, Mary, and Ann Robinson. "Ideas with Impact: Developmentally Appropriate Practice." Journal for the Education of the Gifted 17, no. 1 (January 1993): 85–89. http://dx.doi.org/10.1177/016235329301700108.

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Brice, Richard A. "Developmentally Appropriate Practice & Parent Involvement." Kappa Delta Pi Record 28, no. 3 (April 1992): 71–73. http://dx.doi.org/10.1080/00228958.1992.10517882.

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Rogers, Cosby Steele, and Dorothy Justus Sluss. "Developmentally Appropriate Practice in Higher Education." Journal of Early Childhood Teacher Education 17, no. 1 (January 1996): 4–14. http://dx.doi.org/10.1080/1090102960170102.

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Novick, Rebecca. "Activity-Based Intervention and Developmentally Appropriate Practice." Topics in Early Childhood Special Education 13, no. 4 (October 1993): 403–17. http://dx.doi.org/10.1177/027112149301300405.

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Vengopal, Kalpana. "Blooming Flowers: A case for developmentally appropriate practice." Journal of Early Childhood Research 13, no. 2 (July 30, 2014): 126–36. http://dx.doi.org/10.1177/1476718x14538597.

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Gammage, Philip. "The Education Reform Act and Developmentally Appropriate Practice." Early Years 12, no. 1 (September 1991): 39–42. http://dx.doi.org/10.1080/0957514910120111.

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Fisher, Ros. "Developmentally Appropriate Practice and a National Literacy Strategy." British Journal of Educational Studies 48, no. 1 (March 2000): 58–69. http://dx.doi.org/10.1111/1467-8527.00133.

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Nelson, Regena Fails, and Andrea B. Smith. "Changes in teachers’ perceptions of developmentally appropriate practice." Journal of Early Childhood Teacher Education 25, no. 1 (January 2004): 75–78. http://dx.doi.org/10.1080/1090102040250111.

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Castle, Kathryn, and Kelly Rahhal. "Moving toward Developmentally Appropriate Practice in Primary Teaching." Journal of Early Childhood Teacher Education 13, no. 1 (January 1992): 3–6. http://dx.doi.org/10.1080/10901027.1992.11089951.

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Hapidin, R. Sri Martini Meilanie, and Eriva Syamsiatin. "Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 15–31. http://dx.doi.org/10.21009/jpud.141.02.

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Abstract:

Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110. Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32, 13–22. https://doi.org/10.1016/j.ecresq.2015.01.003 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, pp. 1–5). OISE University of Toronto. Ejuu, G., Apolot, J. M., & Serpell, R. (2019). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood. https://doi.org/10.1177/2043610619832898 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, (April), 1–76. Retrieved from gov.nl.ca/edu Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study of active free play. Children’s Geographies, 13(1), 73–88. https://doi.org/10.1080/14733285.2013.828449 Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kathy, E. (2016). Play-based versus Academic Preschools. Parent Cooperative Preschool International, 1–3. Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy and Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972 Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71– 83. https://doi.org/10.1080/09575146.2010.529425 Mcginn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Retrieved from www.allianceforchildhood.org. Özerem, A., & Kavaz, R. (2013). Montessori Approach in Pre-School Education and Its Effects. Tojned The Online Journal of New Horizons in Education, 3(3), 12–25. Pendidikan, K., & Kebudayaan, D. A. N. Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. , (2015). Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Reid, A. (2009). Is this a revolution?: A critical analysis of the Rudd government’s national education agenda. 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Lee Van Horn, M., and Sharon L. Ramey. "A new measure for assessing developmentally appropriate practices in early elementary school, A Developmentally Appropriate Practice Template." Early Childhood Research Quarterly 19, no. 4 (October 2004): 569–87. http://dx.doi.org/10.1016/j.ecresq.2004.10.002.

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Parker, Audra, and Stacey Neuharth-Pritchett. "Developmentally Appropriate Practice in Kindergarten: Factors Shaping Teacher Beliefs and Practice." Journal of Research in Childhood Education 21, no. 1 (September 2006): 65–78. http://dx.doi.org/10.1080/02568540609594579.

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Atun-Einy, O., and A. Scher. "Measuring developmentally appropriate practice in neonatal intensive care units." Journal of Perinatology 28, no. 3 (December 13, 2007): 218–25. http://dx.doi.org/10.1038/sj.jp.7211908.

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Taylor, Dalena Dillman, and Sue C. Bratton. "Developmentally Appropriate Practice: Adlerian Play Therapy with Preschool Children." Journal of Individual Psychology 70, no. 3 (2014): 205–19. http://dx.doi.org/10.1353/jip.2014.0019.

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