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ERIC Number: ED368448
Record Type: RIE
Publication Date: 1993
Pages: 66
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8403-8416-5
Developmentally Appropriate Practice in School-Age Child Care Programs. Second Edition.
Albrecht, Kay M.; Plantz, Margaret C.
This report provides guidelines for developmentally appropriate school-age child care programming, based in part on standards developed by the National Association for the Education of Young Children. Part 1 outlines and discusses seven principles of developmentally appropriate school-age child care programs, which should strive to: (1) provide resourceful, caring staff; (2) recognize the importance of peer relationships in child development; (3) utilize both mixed-age and same-age groupings when appropriate; (4) allow children to self-select activities when possible; (5) use positive guidance and discipline techniques; (6) have classroom environments that facilitate individual, small-group, and large-group activities; and (7) offer students activities and experiences that foster self-esteem, thinking skills, physical development, competition, cooperation, good nutrition, health and safety, and community awareness. Part 2 illustrates the principles with specific practices, both appropriate and inappropriate, related to various program components. Part 3 provides examples of program planning and assessment tools that can be created with this publication. Three appendixes list the members of the Developmentally Appropriate Practice Steering Committee and Working Forum, describe Project Home Safe, and list the Project Home Safe national advisory committee and staff. (MDM)
Kendall/Hunt Publishing Company, 4050 Westmark Drive, Dubuque, IA 52002 ($6.95, plus $2 shipping and handling; discount on 10 or more copies).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Home Economics Association, Washington, DC.
Identifiers: N/A
Note: Funded in part by a grant from Whirlpool Foundation.