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Developmentally-appropriate Instruction
Ashley L. Moose
Regent University
APPROPRIATE INSTRUCTION 2
Introduction
children before my senior year of college. I did not realize how important it is to be aware of the
social, emotional, and academic stages of growth that children go through in different grades.
activity, lesson, and classroom (Early Childhood Network, 1997). I have had the opportunity to
student teach with two very different groups of students with very different needs. My first
placement was in a 4th grade class that was very culturally diverse and located in a semi-urban
needs of the children is much different than any other class I have worked in. Developing lessons
and activities that are both age and culturally appropriate for each of my classes has been a
The first artifact that I have chose to show how I create developmentally appropriate
material is a station activity that my Kindergarten students did to practice decoding Consonant
Vowel Consonant (CVC) words. I printed and cut out nine different pictures of bunny rabbits
with a picture of an object on their belly. I then taped the bunny pictures in various spots around
the classroom. The students had to walk around the room and find the bunny, look at the picture
on their belly, and then sound out the CVC word and record it on their recording sheet. This
APPROPRIATE INSTRUCTION 3
activity is developmentally appropriate because it got the students up and moving rather than just
having them sit and do a worksheet. This activity is also developmentally appropriate because it
gives the student’s freedom and choice. They were able to choose which bunny they wanted to
start at and which bunny they wanted to go to next. Sandra Crosser (1996) says that an
age-appropriate schedule for early childhood education is built around “blocks of time during
which the children move freely about the classroom and self-selecting activities” (Crosser,
1996). I have found that the best time to give kindergarten students free choice is during literacy
stations. When they are not in a guided reading group, I normally try to give them a station
Second Artifact
The second artifact that I have chosen is the student diversity survey from my first
student teaching placement along with a photo of my students participating in a novel study of a
book called “Bud, Not Buddy”. I helped plan the novel study along with my mentor teacher and
reading specialist. We chose that particular book because we wanted something that the boys in
our class could relate to and connect with. As I spent more time in 4th grade, I noticed that many
books for children in that grade have a female as the main character and seem to catered towards
young girls. There were many young boys in our class who needed a positive role model in their
life and needed a character that they could connect with. This novel study was a hit with the boys
and I was able to see some of my toughest students become passionate about reading. The book
was also chosen because it deals with a young African American boy and how he was treated in
America back in the 1800’s. There were many African American boys in my class who were
able to truly connect with the main character and it was one of my favorite things that I got to be
APPROPRIATE INSTRUCTION 4
by the National Association for the Education of Young Children (NAEYC), “asserts that
children learn actively through physical and social experiences to construct their own
understandings of the world around them. In order to accomplish these goals, NAEYC
recommends that educators in early childhood programs provide opportunities for work with
peers and for exploration with manipulatives and hands-on activities” (Parker &
Kindergarten have gotten tougher recently, it is important that teachers continue to maintain a
cultural makeup and background of the students in a classroom. Bredekamp and Copple describe
knowledge of child development, individual children and cultural and social context (Bredekamp
& Copple, 1997). It is the responsibility of the teacher to become familiar with the cultural and
social needs of their students and to shape their instruction around those needs. I certainly have a
lot more to learn about creating a developmentally-appropriate classroom, but I am thankful for
the chance to student teach and learn how to teach in a variety of different grades as well as
References
http://eres.regent.edu:2048/login?url=https://search-proquest-com.ezproxy.regent.edu/doc
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Crosser, S. (1996). The Butterfly Garden: Developmentally Appropriate Practice Defined [Web
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=115
http://eres.regent.edu:2048/login?url=https://search-proquest-com.ezproxy.regent.edu/doc
view/203863654?accountid=13479