ERIC Number: ED332789
Record Type: RIE
Publication Date: 1990-Mar
Reference Count: N/A
Implementing Developmentally Appropriate Classrooms.
In establishing high quality programs for young children, it is imperative that teachers focus on individual differences, growth patterns, and learning styles while providing educational experiences that develop the physical, social, emotional and cognitive domains without regard to chronological age. Research affirms that a play-oriented approach develops thinking skills, creativity, concept acquisition, and social and emotional development. Basic skills should be taught through a variety of multisensory experiences by means of self-directed activities in a classroom designed from a child's point of view. Such a classroom has maximum flexibility of space and movement. There should be individual, small group, and large group learning experiences each day, at varying levels of difficulty. Subject areas may overlap and are easily integrated. These areas provide an environment where students can actively explore and interact with other children, adults, and materials. The developmental classroom is a place where each child can learn at his own pace in a noncompetitive, nonthreatening, positive environment. In such a classroom, learning is fun and all children develop academically, socially, emotionally, and physically. (SH)
Descriptors: Classroom Environment, Cognitive Development, Curriculum Development, Developmentally Appropriate Practices, Emotional Development, Individual Differences, Learning Activities, Physical Development, Play, Primary Education, Program Implementation, Self Esteem, Social Development, Young Children
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Southern Association on Children under Six (41st, Dallas, TX, March 29-April 1, 1990).