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Course Syllabus
ECED 3043: DEVELOPMENTALLY APPROPRIATE PRACTICE
Arkansas Tech University
Conceptual Framework: Professionals of the 21st Century.
Course Description: Prerequisite ECED 3023 and ECED 3033 (admission to Phase 2).
A study of developmentally appropriate practice for young children, birth through age 9.
This course is an integrated curricular study of appropriate early childhood curriculum,
materials, environments, assessments, expectations, instructional strategies, and
considerations for early childhood educators. Appropriate field observations and
experiences are an integral part of this course and will be integrated during the course
content.
Text Required for Course:
Gestwicki, (2011). Developmentally Appropriate Practice – Curriculum and
Development in Early Education. Wadsworth.
Bibligraphy:
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Brown, K.L. (2003). From teacher-centered to learner-centered curriculum: Improving
learning in diverse classrooms. Education, 124(1), 49-54.
Cooper, P.M. (2003). Effective white teachers of black children: Teaching within a
community. Journal of Teacher Education, 54(5), 413-27.
Dahle, K.B. (2003), Services to include young children with autism in the general
classroom. Early Childhood Education Journal, 31(1), 65-70.
Dever, M.T., Falconer, R.C., & Kessemich, C. (2003). Implementing developmentally
appropriate practices in a developmentally inappropriate climate: Assessment in
kindergarten. Dimensions of Early Childhood, 31(3), 27-33.
Dubrovich, M.A. (2003). Ten rules for cafeteria and playground. The Education Digest,
69, 48-50.
Gibbons, B.A. (2003). Supporting elementary science education for English learners: A
constructivist evaluation instrument. The Journal of Educational Research, 98,
371-80.
Hesse, P., & Lane, F. (2003). Media literary starts young: An integrated curriculum
approach. Young Children, 58(6), 20-26.
Jalongo, M.R., Dragich, D., Conrad, N.K., & Zhang, A. (2002). Using wordless picture
books to support emergent literacy. Early Childhood Education Journal, 29(3),
167-77.
Jones, E. (May 2003). Playing to get smart. Young Children, 32-36.
Lee, S., Yoo, S., Bak, S. (2003). Characteristics of friendships between children with and
without mild disabilities. Education and Training in Developmental Disabilities,
38(2), 157-66.
Kamii, C., & Lewis, B.A. (December 2003). Single-digit subtraction with fluency.
Teaching Children Mathematics, 230-35.
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Morris, D., Bloodgood, J., & Perney, J. (2003). Kindergarten predictors of first- and
second-grade reading achievement. The Elementary School Journal, 104(2), 93109.
Murata, N.M., & Maeda, J.K. (2002). Structured play for preschoolers with
developmental delays. Early Childhood Education Journal, 29(4), 237-40.
Neuharth-Prichett, S., Reguerp de Atiles, J., & Park, B. (2003). Using integrated
curriculum to connect standards and developmentally appropriate practice.
Dimensions of Early Childhood, 3(4), 13-17.
Rushton, S., & Larkin, E. (2001). Shaping the learning environment: Connecting
developmentally appropriate practices to brain research. Early Childhood
Education Journal, 29(1), 25-33.
Smith, K., & Wertz, M. (2003). Problem solving and gifted education: A differentiated
fifth-grade fantasy unit. Gifted Child Today, 26(3), 56-59.
St. Amour, M.J. (2003). Connecting children’s stories to children’s literature: Meeting
diversity needs. Early Childhood Education Journal, 31(1), 47-51.
Wehmeyer, M.L. (2003). Defining mental retardation and ensuring access to the general
curriculum. Education and Training in Developmental Disabilities, 38(3), 271-82.
Wesley, P., & Buysse, V. (2003). Making meaning of School readiness in schools and
communities. Early Childhood Research Quarterly, 18(3), 351-75.
Zucker, S.H. (2003). Comparison of a word study phonics between students with
moderate to mild mental retardation and struggling readers without disabilities.
Education and Training in Developmental Disabilities, 38(2), 192-99.
Additional Requirement: The student will be required to purchase a subscription to
TASKSTREAM, an online assessment system to store your artifact. Go to
www.taskstream.com for registration information. It is important to register and pay
required fees early in the semester. If you have any problems with registration, your
university/college technology professional can assist you in this process.
Justification/Rationale: Emphasis in this course is on developmentally appropriate
practices, environments, instructional strategies, methodologies, and materials for early
childhood educators. Teacher candidates will build the competencies necessary to meet
state licensure standards and NAEYC guidelines for appropriate practices.
Course Objectives:
The students will:
1. Use knowledge of how children develop and learn to provide opportunities that
support the physical, social, emotional, language, cognitive, and aesthetic
development of all young children from birth through age 9.
(SS: 2.1.1, 3.1.1, 2.2.1, 3.1.5)
(NAEYC: 1a,1b,1c,2a,2b,2c,3a,3b,3c,3d,4b,4c,4d,5a,5b,5d)
2) Use knowledge of how young children differ in their development and approaches
to learning to support the development and learning of individual children.
(SS: 1.3.6, 2.2.1) (NAEYC: 1a,1b,1c,2a,2b,2c,3a,3b,3c,3d,4b,4c,4d,5a,5b,5d)
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3) Apply knowledge of cultural and linguistic diversity and the significance of
sociocultural and political contexts for development and learning, recognizing that
children are best understood in the contexts of family, culture, and society.
(SS: 1, 1.2, 1.3.6, 3.2.4)
(NAEYC: 1a,1b,1c,2a,2b,2c,3a,3b,3c,3d,4b,4c,4d,5a,5b,5d)
4. Plan and implement developmentally appropriate curriculum goals and
instructional practices to include learning centers and child-directed activities and
demonstrate developmentally appropriate methodologies for teaching and
assessing young children.
(SS: 1.1.1, 2.1.1, 2.3.2, 3.1.3, 4.1.1, 4.1.2)
(NAEYC: 1a,1b,1c,2a,2b,2c,3a,3b,3c,3d,4b,4c,4d,5a,5b,5d)
5. Use and explain the rationale for developmentally appropriate methods that
include play, small group projects, open-ended questioning, group discussion,
problem solving, cooperative learning, and inquiry experiences to help young
children develop intellectual curiosity, solve problems, and make decisions.
(SS: 1.3.5, 2.3.7, 3.3.5) (NAEYC: 1a,1b,1c,2a,2b,2c,3a,4b,4c,4d,5b,5d)
6. Explain the parent/family role and how it is nurtured in a specific early childhood
setting.
(Ss: 4.33.1, 5.1.6) (NAEYC: 1a,1b,2c,3a,4g,4c,4d,5b,5d)
7. Demonstrate the ability to assess and use various media and instructional
technologies in enhancing the classroom environment and curriculum.
(SS: 2.1.6, 2.2.3, 2.2.5, 2.3.3, 2.3.8, 3.1.4) (NAEYC: 1a, 1c, 3a, 3b, 3c, 3d, 5a)
8. Recognize developmentally appropriate and inappropriate practices for various
ages and stages of children.
(SS: 1.3.1, 1.3.2, 3.1.1) (NAEYC: 1a,1b,1c,2a,2b,2c,3a,4a,4b,4c,4d,5b,5d,5e)
9. Demonstrate an understanding of the importance of teachers as advocates for
developmentally appropriate curriculum practices.
(SS: 5.3.7) (NAEYC: 2a, 2b, 2c, 2a, 2b, 2c, 3a, 3b, 3c, 3d, 4b, 4c, 4d, 5a, 5b, 5c,
5d)
10. Demonstrate how to write clear instructional objectives on various levels of
taxonomies.
(SS: 2.1.1, 2.1.7, 2.3.1) (NAEYC: 1c)
Organizing Theme: The Early Childhood Educator is a life long learner who
uses reflective decision making to implement developmentally appropriate
practice.
Methods of Instruction: A variety of instructional methods in this course may
include lectures from the instructor, textbook readings,, powerpoints, small group
projects, presentations, and on-line research. In addition, students will be
required to complete a field-based observation of children in public schools
focusing on inclusion of special students.
Assessment Methods: Assessment Methods: A variety of assessment methods
will serve to evaluate comprehension and application of the concepts and skills
outlined in the course objectives.
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Assignments: Students will complete the following assignments to demonstrate
mastery of the following competencies:
1) Two Objective Examination – 200 points
2) Written Article Review on DAP Instructional Practice – 25 points
3) In-Class – Small Group Learning Center Design and Presentation to class –
100 points
4) ARTIFACT - Learning Center “Individual Student” Narrative Paper
(coordinated with rubric) submitted to Taskstream – 100 points
5) Practicum Narrative Paper/Focused Observations – 100 points
Point System for Final Grade
A=
B=
C=
D=
F=
473 to 525 points
421 to 472 points
369 to 420 points
317 to 368 points
316 points and below
Grading: Course grades will be based on the accuracy and quality of your work toward
the course objectives reflected by the assessment methods.
***Artifact: A developmentally appropriate learning center for a regular education
classroom with accommodations and modifications for special learners (with IDEA, the
American Disability Act 504, Talented and Gifted, or English Language learners). This
artifact will be submitted and saved in the Taskstream ECED Working Portfolio
(Assessment: Rubric). This artifact will be submitted to Taskstream.
All assignments are expected to be on time. No late assignment will be accepted after
one week. Any accepted late assignment will be lowered one grade.
All exams need to be taken on the scheduled date. The following regulations apply
to exams taken in this class:
1) Any makeup exams will be at the discretion of your instructor. In these cases, the
exam must be taken within 1 week of exam given. Students who do not take a
missed exam in 1 week will forfeit taking the exam.
2) There will be a deduction on your late exam score for a late exam of one letter
grade.
DISPOSITION REQUIREMENT *** In addition, in order to make a passing grade
(which is a “C” or better in this course), the student must: display a pleasant, respectful
and cooperative “teacher disposition” in class, to students, and the professor at all times.
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NO CELL PHONES OUT OF YORU POCKETS IN CLASS, WHATSOEVER. If
one is seen in class by your professor, the student’s cumulative grade will be lowered
one grade.
NO ASSIGNMENTS (paper or artifact) WILL BE ACCEPTED
AFTER THE LAST CLASS of the semester! No exceptions!
ATTENDANCE: Punctual and regular attendance is vital to your success in the
Arkansas Tech University Early Childhood Program and Arkansas Praxis Scores.
Chronic lack of attendance and tardiness will not be tolerated. Although the goal is to
be in class EVERY DAY of the semester, you have 4 excused absences. SAVE
THEM UP AND USE THEM WISELY! Regardless of your total points earned for this
course,…
1) On the 6th absence, your final grade will be lowered one grade.
2) On the 7th absence, your final grade will be lowered one more grade.
3) Automatic failure of the course occurs on the 8th absence.
Although we will take roll in class every day, it is your responsibility to be in class and
be aware how many absences you have accumulated. Students are to sign ONLY their
own name on the role! Any infraction of this will be dealt with severe consequences!
***The professor has the right to use his discretion altering any part of the assessments in
this course as deemed necessary and with adequate notice to students.
Expectations for Student Behavior – Students are expected to act like adults in class.
No whining, talking out of turn or excessive talking, or negotiating anything with the
professor will be tolerated.
Expectations of Grades – Grades are earned, not given. Getting an A grade is not an
inalienable right.
THE BUDDY SYSTEM – Although I am assessable to you as your instructor, please
form a buddy system in this class. Do not email me asking me what you have missed
when you absent in class. Contact your buddy for this information, PLEASE! If you
email me and ask, “Dr. Costley, what just happened in class today?” I will most likely
reply by saying, “Contact your buddy for this information.”
Policy on Cheating and Plagiarism: It is assumed that all students will practice
integrity in their studies and submissions with their courses. Please refer to your ATU
Student Handbook for the university policy concerning cheating and plagiarism.
***Due to the important content we will be covering this semester, this class is not
developmentally appropriate or conducive for children or babies. I respectfully ask that
you make alternative appropriate childcare arrangements.
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Course Content
Unit 1 – NAEYC Position Statement: Developmentally Appropriate Practice in Early
Childhood Programs Serving Children from Birth Through Age 8
Unit 2 – Developmentally Appropriate Practice: The early Childhood Teacher As
Decision Maker
Unit 3 – Developmentally Appropriate Practice for Infants and Toddlers
Unit 4 – Developmentally Appropriate Practice for 3 to 5 year olds
Unit 5 – Developmentally Appropriate Practice for 6 through 8 year olds in the Primary
Grades
Unit 6 – Steps Toward more Developmentally Appropriate Practice – Helping Teachers
Change to More Appropriate Practice
Unit 7 – Helping Parents and Communities Understand Developmentally Appropriate
Practice
Unit 8 – More on Developmentally Appropriate Practice
Unit 9 – Defining Developmentally Appropriate Practice: What It Is Not
Unit 10 – Results of Developmentally Appropriate Practice
Unit 11 – Educational Psychology: A Foundation For Teaching
Unit 12 – Theories of Development
Unit 13 – Development During Childhood
Unit 14 – Behavioral Theories of Learning
Unit 15 – The Effective Lesson
Unit 16 – Motivating Students to Learn
Arkansas Tech University School of Education – Conceptual Framework
“Professionals for the Future”
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Our Vision: Students will become “Professionals for the Future” who will internalize,
initiate, and sustain a professional commitment to impact learners in diverse learning
communities.
Our Mission: The mission of the School of Education at Arkansas Tech University is to
positively impact student learning by educating, sustaining, and nurturing professionals
who interact within dynamic educational systems through research-, performance,-, and
standards-based pre-service and graduate education programs.
The Core Values are the context for how professional, state, and institutional standards
are addressed within the programs as we prepare Professionals for the Future. The core
values direct the development and refinement of the programs, courses, design of
instruction, research, service, and assessment. The core values include the following
statements of belief.
1) All human beings grow, develop, and learn.
2) Educational processes have key components.
3) Educational practices are systemically coherent and developmentally appropriate.
4) Educators are moral and ethical professionals.
5) Educators focus on maximizing growth, development and learning opportunities
for all students.
To summarize, the Professionals for the Future is a continuously learning expert(s) with
a(n)
 Strong and developing knowledge of the school culture;
 Increasing level of professional and pedagogical knowledge, skills, and
dispositions;
 Strong and developing liberal arts background; and
 Growing expertise concerning systemic and developmentally appropriate
practices.
These four foundations are unified through the following factors:
 Diversity
 Leadership
 Oral and Written Communication
 Technology
 Purposeful Reflection
 Parents and Community
A QUICK OVERVIEW OF PATHWISE
Throughout the course, your professor will be referring to the Pathwise Domains. All
domains feed into your Praxis II and Praxis III examinations. Domain A has to do
with preparation of learning (what happens before the teaching process). Domains B
and C have to do with the “teaching process” and “learner outcomes.” Domain D has
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to do with “Professionalism in Teaching”. Did you make a difference with your
teaching?
References:
Bredekamp, S. & Copple, C. (1997). Developmentally Appropriate Practice in Early
Childhood Programs. NAEYC: Washington, D.C.
Dever, M.T., Falconer, R.C., & Kessemich, C. (2003). Implementing developmentally
Appropriate practices in a developmentally inappropriate climate: Assessments in
Kindergarten. Dimensions of Early Childhood, 31(3). 27-33.
Murata, N.M., & Maeda, J.K. (2002). Structured play for preschoolers with
Developmental delays. Early Childhood Education Journal, 29(4), 237-40.
Neuharth-Prichett, S., Reguerp de Atiles, J., & Park, B. (2003). Using integrated
Curriculum to connect standards and developmentally appropriate practice.
Dimensions of Early Childhood, 3(4), 13-17.
St. Amour, M.J. (2003). Connecting children’s stories to children’s literature: Meeting
Diversity needs. Early childhood Education Journal, 31(1), 47-51.
Wehmeyer, M.L. (2003). Defining mental retardation and ensuring access to the general
Curriculum. Education and Training in Developmental Disabilities, 38(3), 27182.
Zucker, S.H. (2003). Comparison of a word study phonics between students with
moderate to mild mental retardation and struggling readers without disabilities.
Education and Training in Developmental Disabilities, 38(2), 192-99.