Developmentally Appropriate and Culturally Responsive Education: Theory in Practice
The key to developmentally appropriate practices is to let a child construct his or her own knowledge through interactions with the social and physical environment. Because the child is viewed as intrinsically motivated and self-directed, effective teaching capitalizes on the child's motivation to explore, experiment, and to make sense of his or her experience. This report, which focuses on the above points, attempts to provide a synthesis of the literature relevant to developmentally and culturally appropriate practices. It also discusses future plans of the Child and Family Program of the Northwest Regional Educational Laboratory. This report is divided into ten main topics: (1) Developmentally Appropriate Practices: An Overview; (2) Early Literacy; (3) Integrated Curriculum: Themes, Projects, Webs, and Inquiry; (4) Mathematics: Basket of Facts or Search for Meaning? (5) Coverage, Multiple Intelligences, and Standardized Tests; (6) Multiage Grouping: A Community of Learners; (7) Bringing it All Back Home: Family/School/Community Partnerships; (8) Enhancing Continuity for Children and Families; (9) Culturally Responsive Teaching; and (10) Children with Disabilities. Contains 262 references.
Rebecca Novick. Developmentally Appropriate and Culturally Responsive Education: Theory in Practice (1996). Northwest Regional Educational Laboratory: Portland, OR.
Sponsoring Agency: Office of Educational Research and Improvement [OERI], U.S. Department of Education
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