Kassandra Kay K.
De Roxas Pre-School Curriculum
CTP ECED 112
Activity No. 2 - Developmentally Appropriate Curriculum
Instructions: Research and read about the topic Developmentally Appropriate Curriculum.
Answer the following questions:
1. What is developmentally appropriate curriculum?
A developmentally appropriate curriculum is one that is age-appropriate, individually
appropriate and socio-culturally appropriate (NAEYC, 2009) This Kindergarten framework
considers the developmental benchmarks of Filipino five-year-olds, recommends the use
of strategies that address needs and interests of the learners, and uses the mother tongue as
medium of instruction.
Developmentally appropriate practice (DAP) is an approach to teaching grounded in the
research on how young children develop and learn and in what is known about effective early
education. Its framework is designed to promote young children’s optimal learning and
development. DAP involves teachers meeting young children where they are, both as individuals
and as part of a group; and helping each child meet challenging and achievable learning goals.
2. What are the guidelines in designing a developmentally appropriate curriculum
for kindergarten?
According to NAEYC, 2009, teachers need to keep in mind goals for children's learning and
development and be intentional in helping children achieve these goals. The core of
developmentally appropriate practice lies in this intentionality. As they make decisions teachers
consider these three areas of knowledge:
Knowing about child development and learning.
Understanding typical development and learning at different ages is a crucial starting
point. This knowledge, based on research, helps us predict which experiences will
support children’s learning and development.
Knowing what is individually appropriate.
What we learn about specific children helps us refine decisions about how to teach and
care for each child as an individual. By continually observing children’s play and
interaction with the physical environment and others, we learn about each child’s
interests, abilities, and developmental progress.
Knowing what is culturally important.
We must make an effort to get to know the children’s families and learn about the
values, expectations, and factors that shape their lives at home and in their
communities. This background information helps us provide meaningful, relevant, and
respectful learning experiences for each child and family.
While based on the K to 12 Curriculum Guide (2012), This framework upholds the sixteen (16)
general principles of the NELF as guides on (1) child growth and development (2) learning
program development and (3) learning assessment development:
1. On Child Growth and Development
The following are the general guiding principles on child growth and development:
1. Every child is unique. Growth and development varies from child to child of which the
first six years of life are most vital. He/she has an innate desire to learn and is best
done through meaningful and real experiences.
2. Every aspect of growth and development is interrelated and interdependent. The child
needs to be nurtured in a good and caring environment that enhances healthy and
dependable relationships with other children and most significant adults.
3. The learning and development of every child involves a series of complex and
dynamic processes that are best attended to in a more positive and responsive
manner.
4. The child must be encouraged to aspire beyond one’s own level of achievements and to
practice newly acquired competencies.
5. Every child is a thinking, moving, feeling and interactive human being able to actively
participate in the learning and development of self in the context of one’s family and
community including cultural and religious beliefs.
2. On Learning Program Development
The following are the general guiding principles on learning program development:
6. The learning program is child centered. It promotes the holistic way by which young
children grow and develop; and recognizes the role of families and communities to
support the child through various stages of growth and development.
7. The learning program is appropriate for developing the domains of development
identified in the NELF; and must sustain interest in active learning of all young
children including those with special abilities, are marginalized and/or at risk.
8. The learning program is implemented by way of diverse learning activities that may
be enhanced with technologies such as interactive radio and audio/video clips for
learning areas.
9. The use of learning materials and other resources that are locally developed and/or
locally available is encouraged.
10. The mother tongue shall be used as the child’s language of learning in the early
years and shall be recognized as a bridge language of learning.
3. On Learning Assessment
The following are the general guiding principles on learning assessment development:
11. Assessment is done to monitor learning, know where the child and inform parents of the
child’s progress.
12. Assessment is essential to identifying the child’s total developmental needs and does not
determine academic achievement.
13. Assessment is best conducted on a regular basis so that a timely response may be made
to improve learning areas.
14. The results of the assessment of learning of a child shall be kept strictly confidential
15. Ratings should be qualitative/descriptive and not only numerical.
16. The family and community may be informed of the general outcomes of learning in
the early years so as to encourage further cooperation and partnerships.
3. Go back with your sample curriculum submitted. Can you consider it
developmentally appropriate? Why?
Yes, the sample curriculum submitted can be considered as developmentally appropriate
because of the activities planned are suitable for the age range of the students, also with their
interest and abilities. The developed activities and routines could accommodate and compliment
the class. Materials that are safe, challenging and achievable are provided. Also, the teacher
considers the uniqueness of each student on the activities implemented. Individual activity is
carried to the class. She recognises the significance of play that stimulates the classroom
environment. Lastly, the children are engaged in activities, learning by doing.
References:
[Link]
K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012