Developmentally Appropriate Practice
Copple and Bredekamp
See Part 2 Below
| Sections
for Assignments in DAP Chapter 9 |
"Developmentally
Appropriate Practice in the Primary Grades - Ages 6-8"
Examples to Consider (Assignment Part 1 - Pages 290-307) Directions for Groups: Each group will have two members. *One group member will summarize the "developmentally appropriate" examples on their group's page and explan why a teacher should use each example as a model to use in their classroom. *The other member will summarize the "in contrast" examples and explain why a teacher should not model his or her classroom from each of the "in contrast" examples. * If your group's page has a "Comment" section (comment information in gray text boxes), the group members can divide the information for each member to summarize half of the comment information in the gray text box. * Groups members will present their information to class on Feb. 7. |
| A.
Page 290 |
Helen Rhiannon |
| B.
Page 291 |
Katrina R. Jessica E. |
| C.
Page 292 |
Misty Flucas |
| D. Page 293 | Lauren Kimbyatta |
| E.
Page 294 |
April Kaitlin H. |
| F.
Page 295 |
Ashley Dani H. |
| G.
Page 296 |
Yahshemah Amesha |
| H.
Page 297 |
Hannah Angel |
| I.
Page 298 |
Taylor Samantha |
| J.
Page 299 |
Cassie Caitlyn S. |
| K.
Page 300 |
Casey Anna |
| L.
Page 301 |
Shannon Morgan |
| M.
Page 302 |
Myesha Dani S. |
| N.
Page 303 |
Jenniffer Sessceal |
| O. Page 304 | Hilary Jordan W. |
| P. Page 305 | Jordan Kae Jessica W. |
| Q. Page 306 | Stephanie Sarah |
| R. Page 307 | Judd Judd |
| Sections
for Assignments in DAP Chapter 9 |
"Developmentally
Appropriate Practice in the Primary Grades - Ages 6-8"
Copple, C., & Bredekamp, S. (editors) (2009) (3rd ed.) Washington, DC: National Association for the Education of Young Children. Examples to Consider (Assignment Part 2 - Pages 308-326) Directions for Groups: Each group will have two members. *One group member will summarize the "developmentally appropriate" examples on their group's page and explan why a teacher should use each example as a model to use in their classroom. *Give examples of Developmentally Appropriate from your practicum classroom or from previous observations/experiences, *The other member will summarize the "in contrast" examples and explain why a teacher should not model his or her classroom from each of the "in contrast" examples. *If your group's page has a "Comment" section (comment information in gray text boxes), the group members can divide the information for each member to summarize half of the comment information in the gray text box. *Look back in Chapter 8 and find at least one fact of a primary age student that could be a factor in the material that you are presenting. (For example: if my section to present was in the mathematics area, I could note that on page 273 it states that "...children in the primary grades generally develop a true understanding of measurement and mathematical problems.") * Groups members will present their information to class on Feb. 14.  |
| A.
Page 308 |
Myesh Flucas |
| B.
Page 309 |
Casey Samantha |
| C.
Page 310 |
Taylor Jordan Kae |
| D.
Page 311 |
Angel April |
| E.
Page 312 |
Hannah Misty |
| F.
Page 313 |
Lauren Cassie |
| G.
Page 314 |
Katrina Shannon |
| H.
Page 315 |
Dani
S. Jenniffer |
| I.
Page 316 |
Morgan
Sarah |
| J.
Page 317 |
Jessica
Kim |
| K.
Page 318 |
Kaitlin
H. Caitlyn S. |
| L.
Page 319 |
Dani
H. Rhiannon |
| M.
Page 320 |
Yashema Stephanie |
| N.
Page 321 |
Anna Sessceal |
| O.
Page 322 |
Jordan
W. Jessica |
| P.
Page 323 |
Hilary Amesha |
| Q.
Page 324 |
Helen Ashley |
| R.
Page 325 &326 |
Judd Judd |