Focus on Developmentally Appropriate Practice - Equitable and Joyful Learning in Kindergarten

If you've ever wondered how effective teachers actually do DAP in kindergarten, this is the book for you. You will see how kindergarten educators provide integrated learning opportunities that you can adapt to create a robust learning environment that is play oriented and supportive of required mandates and expectations. You'll read about educators making intentional decisions in key areas of practice, which form the six guidelines for DAP in action:Building a strengths-based community where everyone is welcomed and supported to grow and learnFacilitating reciprocal partnerships with familiesObserving, assessing, and documenting children's learning and developmentUsing teaching strategies that enhance learning for each childImplementing curriculum tied to meaningful learning goalsDemonstrating professionalismThis book will inspire you to apply these guidelines to establish goals and create learning experiences that fit who and where your students are and advocate for practices and environments that facilitate equitable, joyful learning for all kindergartners.

Table des matières

About the Editors

Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning Book Series

Developmentally Appropriate Practice: An Introduction

Developmentally Appropriate Practice in Kindergarten

Part 1: Creating a Caring, Equitable Community of Learners

Chapter 1: Successful Transitions to and out of Kindergarten: Supporting Children and Families | Eva Phillips and Amy Scrinzi

Chapter 2: Routines, Rituals, and Mantras for Building a Joyful Classroom in Kindergarten: Reflections from Our Small Mountain Community Classrooms | Lee Messer and Marylee Sease

Chapter 3: Supporting SelfRegulation and Autonomy in Kindergarten: One Teacher’s Journey | Amy D. Blessing

Chapter 4: How Do I See Myself? How Do Others See Me? Exploring Identity in Kindergarten | Doriet Berkowitz 

Chapter 5: Becoming Upended: Teaching and Learning About Race and Racism with Young Children and Their Families | Kirsten Cole and Diandra Verwayne

Part 2: Engaging in Reciprocal Partnerships with Families and Fostering Community Connections;

• Chapter 6: Developing Culturally Responsive Family Partnerships in Kindergarten: Communicating About the Value of Play and Honoring Families’ Funds of Knowledge | Iris Chin Ponte and Yvonne LiuConstant

Chapter 7: Family Math Stories: Math for CrossCultural Connections and Community | Hannah Kye

• Chapter 8: Exploring Families’ Language Practices Through a Social Studies Inquiry in Kindergarten | Ivana Espinet, Maite T. Sánchez, Sabrina Poms, and Elizabeth Menendez

• Chapter 9: Being the Bridge: Supporting the Families of Kindergartners Whose Primary Language Is Not English | Laura C. RodríguezPérez

• Part 3: Observing, Documenting, and Assessing Children’s Development and Learning

• Chapter 10: Authentic Assessment and Playful Learning: Purposeful Assessment of Children’s Understanding | Kimberly T. Nesbitt, Elias Blinkoff, and Kathy HirshPasek

• >
• Chapter 12: Assessment in Kindergarten: Meeting Children Where They Are | Amy D. Blessing
• Chapter 13: Assessing Young Children in the Inclusive Classroom: Using Data to Create Equitable and Joyful Learning Experiences for All | Christan Coogle and Heather Walter

• Chapter 14: Adding Play and HandsOn Learning into the Kindergarten Classroom: Balancing Mandated Curricula and Assessments with Developmentally Appropriate Practice | Kacey Edgington and Amy Prosser 

• Part 4: Teaching to Enhance Each Child’s Development and Learning

• Chapter 15: Centers in Kindergarten: When Do You Have Time for That? | Juliana Harris

• Chapter 16: The Fine Art of Scaffolding Kindergarten Learners | Elena Bodrova, Barbara WilderSmith, and Deborah Leong

• Chapter 17: Joyful Learning Through Science Inquiry Projects: Snails and Letter Learning | Melissa Fine;

• Chapter 18: “There’s a Story in My Picture!” Connecting Art, Literacy, and Drama Through Storytelling | Bonnie Ripstein

• Chapter 19: Teaching Writing with Mentor Texts in Kindergarten | Katie Schrodt, Erin FitzPatrick, Bonnie A. Barksdale, Brandi Nunnery, and Michelle Medlin Hasty

• Chapter 20: The Healing Power of Play | Laura J. Colker and Sarah Erdman

• Part 5: Planning and Implementing an Engaging Curriculum to Achieve Meaningful Goals

• Chapter 21: Engaging and Enriching: The Key to Developmentally Appropriate Academic Rigor | Shannon RileyAyers and Alexandra FiguerasDaniel

• Chapter 22: Incorporating PlayBased Learning into the Kindergarten Classroom | Margi Bhansali, Alli Bizon, and Erean Mei 

• Chapter 23: Finding Joy in Kindergarten Mathematics | Lauren Solarski

• Chapter 24: Joyful and Equity in Literacy: The Intersection of Access and Opportunity | Ryan LeeJames and Stacey Wallen

• Chapter 25: Adapting the Curriculum to Incorporate Student Inquiry Through Teachable Moments | Sabrina Burroughs

• Part 6: Demonstrating Professionalism as an Early Childhood Educator

• Chapter 26: Portraits of Teacher Leadership | Jessica Jackson, Samantha Mehrlich, Yolanda A. Sawyer, and Susan Choplin

• Chapter 27: Agency and Power in Young Children’s Lives: Five Ways to Advocate for Social Justice as an Early Childhood Educator | Jennifer Keys Adair and Shubhi Sachdeva


• Index

A propos de l'auteur

Volume editors
Eva C. Phillips, EdD, is dedicated to teaching and advocating for young children and early childhood educators. Throughout her almost 40 years of service to North Carolina, she served as a kindergarten teacher, a state‑level Title I preschool and kindergarten consultant, an assistant professor and Birth‑Kindergarten Education Program Coordinator, and a district‑level program manager for early learning. She has collaborated on numerous projects supporting developmentally appropriate practices and was cocreator and cofacilitator of North Carolina’s Power of K Teacher Leader Initiative while at the North Carolina Department of Public Instruction. Dr. Phillips also served as president of the North Carolina Association for the Education of Young Children from 2009 to 2013. After retiring from the state in 2017, she began a consulting business to support early learning educators through professional development, consulting, and coaching. She is coauthor of the book Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Kindergartners and the white paper Children Come First: Ensuring School Policies, Practices, and Strategies Lead to Positive 3rd Grade Outcomes. She is dedicated to working with educators in their pursuits to provide the most authentic, appropriate, engaging, and challenging experiences for all young children.
Amy Scrinzi,EdD, is an accomplished educator with extensive experience in the field of education spanning more than 30 years. She is an assistant professor of child development at Meredith College in North Carolina. In addition, she serves as the coordinator of the birth‑to‑kindergarten licensure program, overseeing and guiding aspiring educators in their journey to become licensed educators. Dr. Scrinzi is a former classroom teacher of pre‑K through third grade, having taught in several public school districts in North Carolina. She later worked at the state’s Department of Public Instruction as a state‑level early childhood education consultant, developing and facilitating projects that included coleading the state’s Power of K three‑year kindergarten teacher leadership initiative. She also served as a state‑level K–2 math consultant, state lead for the North Carolina Kindergarten Entry Assessment (KEA), and state‑level mentor for nonpublic pre‑K teachers seeking a birth‑to‑kindergarten teaching license. She is coauthor of the bookBasics of Developmentally Appropriate Practice: An Introduction for Teachers of Kindergartners. Her experience as a classroom teacher, consultant, mentor, and author has equipped her with a comprehensive understanding of early childhood education, and she remains dedicated to supporting teachers’ use of effective practices that align with the developmental needs of young learners.
Series editor
Susan Friedman is senior director of publishing and content development at NAEYC. In this role, she leads the content development work of NAEYC’s books and periodicals teams. Ms. Friedman is coeditor of Each and Every Child: Teaching Preschool with an Equity Lens. She has extensive prior experience creating content on play, developmentally appropriate uses of media, and other topics for educators and families. She has presented at numerous educational conferences, including NAEYC’s Professional Learning Institute and Annual Conference, the South by Southwest Education (SXSW EDU) Conference & Festival, and the School Superintendents Association’s Early Learning Cohort. She began her career as a preschool teacher at City and Country School in New York City. She holds degrees from Vassar College and the Harvard Graduate School of Education.

Résumé

What does a developmentally appropriate, equitable approach to teaching kindergarten look like? This book offers an accessible exploration of educator practice in real kindergarten classrooms. Each section of the book includes a range of classroom examples that address key topics and highlight diverse settings and contributors. Readers peek into classrooms around the country to see how teachers make intentional decisions to provide equitable learning for each child, based on their community’s specific contexts (those of the children, families, teachers, school, and wider community). Showcases how educators support math learning, literacy development, social and emotional development, and more in playful, joyful environments based on learning goals and standards. Educators can use the content as a model to adapt and put into practice in their own classrooms. 

 Chapters address the six DAP guidelines and include the following: 

• A brief overview of the guidelines
• Select articles from NAEYC’s peer-reviewed periodical, Young Children, and new content that showcase excellent practice related to the guideline 

Préface

This book will be promoted via various NAEYC marketing efforts, including social media pages promotions (Facebook, Twitter, Instagram and Pinterest with a reach of over 200K followers); promotional emails; advertisements in Young Children, Teaching Young Children, and Exchange magazines; and NAEYC’s seasonal resource catalogs. Select authors of the publication will also present a webinar on a topic covered in the book soon after its publication. Finally, the publication will be advertised and sold at various early childhood conferences and trade shows (NAEYC’s Annual Conferences, NAEYC’s Professional Learning Institutes, Zero to Three, etc.).      

Détails du produit

• Collaboration: Eva C. Phillips (Editeur), Susan Friedman (Editeur), Amy Scrinzi (Editeur)
• Edition: Ingram Publishers Services
• Langues: Anglais
• Format d'édition: Livre de poche
• Sortie: 30.04.2024, retardé
• EAN: 9781952331343
• ISBN: 978-1-952331-34-3
• Pages: 176
• Illustrations: 20 color photographs
• Thème: Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning
• Catégories: Sciences humaines, art, musique > Pédagogie > Enseignement; Early childhood care & education, Primary & middle schools, Pre-school & kindergarten, EDUCATION / Schools / Levels / Elementary, EDUCATION / Teaching / General