Developmentally Appropriate Practices For Primary Grade Students.




Developmentally Appropriate Practices For Primary Grade Students.

The book is essential as it discusses the development, learning, and effective practices that guide the decision of educators appropriate to the developmental characteristics of children from birth to 8 years. This edition of the book is designed to meet the needs of experienced teachers, professionals, experienced teachers as well as children joining early childhood schools. The book discusses the concepts and theoretical foundations of progressive practices and discusses the implications for teachers and caregivers (Copple & Bredekamp, 2009). This book, specifically this particular edition, comprises content that on supporting early childhood teaching practices and aligning them with state and national education standards, in addition to many other features and applications that are student-oriented.

The learning outcome of teaching diversity in primary grade children is to promote awareness of other cultures and instill healthy social skills to flourish in a multicultural setting. Multicultural classes allow for brainstorming of ideas, experiences, and stories that enrich the educational outcomes in children. The book teaches educators to incorporate books that feature diversity as a conscious way of incorporating diversity. Diversity is necessary because the world is changing each day, and people should be prepared from a young age to interact with others from various races, cultures, ethnicities, and religions.

Creating or adding a challenge is an activity that ensures that a task goes slightly beyond what a child can do. Using counting chips, for instance, can allow a teacher to challenge students to count what is left after the teacher removes some of the chips. To heighten the challenge, a teacher can hide the chips that remain after removing some and let them use another strategy to determine the remaining chips without counting. The challenge can be reduced by allowing the child to touch each chip as they count. This also allows the teacher to ask questions that provoke the children’s critical thinking. The environment can be changed by adding certain activities and games that make learning fun.


Copple, Carol, & Bredekamp, Sue (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.