Mandated Curriculum vs. Developmentally Appropriate Practices Essay

I am contacting you in regards to the new pronounce mandated schoolbookbook based plan for kindergarten. darn I understand that Common core education standards recently select by 45 kingdoms and the District and supported by the Obama administration and assert that they lead to poor quality teaching and take any the feel out of kindergarten (Kenny, 2013). Many children, especially kindergarteners imply less strict and command learning opportunities to enjoy learning instead of being stressed. Our goal as parents and educators is to instill a love of learning not fear and disappointment. non every child learns at the same rate and efficiency as opposites in the same classroom. This needs to be taken into account when ontogeny the textbook- based curriculum. There is however a way to stick to the state standards while fashioning the learning experiences more fun for the children. To do this we would need to incorporate the Developmental Appropriate Practices method of l earning.The Developmental Appropriate Practices oft shortened to DAP, is an approach to teaching grounded in the research on how five-year-old children develop and learn and in what is known about effective azoic education. Its framework is designed to promote young childrens optimal learning and development (NAEYC, n.d.). With this method of learning, the teachers are meeting the needs of the children, both individually and as the whole group. Children comprehend more when the cultivation is delivered in a more relaxed setting. The NAEYC ac friendships three core considerations, knowing about child development and learning, what is individually appropriate, and what is culturally important. By incorporating theses core values into the standards the children will be able to learn in a more child hail-fellow and productive environment.Students who complete kindergarten should demonstrate mastery of many of the skills within the Kindergarten standardizeds. It is little that ki ndergarten instruction occurs through an active learning approach where teachers use secernate instructional strategies and focussing on learning centers and play as get a line elements of thedaily schedule. Child directed instruction should be predominant with speech communication and literacy and math infused through the day in addition to their special focus learning times. Kindergarten children should be given opportunities to develop social and emotional skills, somatogenetic skills and their creative expression within the course of a kindergarten day (pakeys, 2009). at a lower place is an abridged version of the 2014 Pennsylvania De triggerment of Education Academic Standards for nomenclature Arts 1.1 Foundational Skills Students gain a working knowledge of concepts of print, alphabetical principle, and opposite basal conventions.Book HandlingCC.1.1.K.AUtilize book handing skills.Print ConceptsCC.1.1.K.B salute sagacity of the organization and basic features of pri nt. Follow row left to right, go through to bottom, and page by page. Recognize that verbalize pa eccentrics are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print.Recognize and name all uppercase and lowercase letters of the alphabet. 1.1 Foundational Skills Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.Phonological AwarenessCC.1.1KCDemonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words.Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single- syllable spoken words. Isolate and pronounce the initial, medial vowel, and nett sound (phonemes) in the three- phoneme (CVC) words. 1.1 Foundational Skills Students gain a working knowledge of concepts of print, alphabetic principle, and otherbasic conventions.Phonics and Word RecognitionCC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of matched letter-sound cor doence. Associate the long and short sounds with common spellings for the five major vowels. allege grade-level high-frequency sight words with automaticity. Distinguish mingled with similarly spelled words by constituteing the sounds of the letters that differ. 1.1 Foundational Skills Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.FluencyCC.1.1.K.ERead emergent put downer text with conclusion and understanding. 1.2 schooling Informational Text Students read, understand, and respond to informational textwith an emphasis on comprehension, lexicon acquisition, and making joinings among ideas and between texts with a focus on textual severalise. call Ideas and inside information Main IdeasCC.1.2.K.AWith cause and support, identify the main idea and reprize key detail of text. no tice Ideas and Details Text depth psychologyCC.1.2.K.BWith prompting and support, declaration questions about key details in a text. aboriginal Ideas and Details Text AnalysisCC.1.2.K.CWith prompting and support, make a connection between two individuals, events, ideas, or pieces of information in a text 1.2 Reading Informational Text Students read, understand, and respond to informational textwith an emphasis on comprehension, language acquisition, and making connections among ideas and between texts with a focus on textual evidence. art and bodily structure detail of ViewIntentionally BlankCraft and grammatical construction Text StructureCC.1.2.K.EIdentify move of a book (title, author) and parts of a text beginning, end, details). Craft and Structure verbiageCC.1.2.K.FWith prompting and support, choose and answer questions about mysterious words in a text. 1.2 Reading Informational Text Students read, understand, and respond to informational textwith an emphasis on c omprehension, verbiage acquisition, and making connections among ideas and between texts with a focus on textual evidence. Integration of acquaintance and Ideas Diverse MediaCC.1.2.K.GAnswer questions to describe the relationship between illustrations and the text in which they appear. Integration of intimacy and Ideas Evaluating ArgumentsCC.1.2.K.HWith prompting and support, identify the reasons an author gives to support points in a text. 1.2 Reading Informational Text Students read, understand, and respond to informational textwith an emphasis on comprehension, style acquisition, andmaking connections among ideas and between texts with a focus on textual evidence Integration of Knowledge and Ideas Analysis Across TextsCC.1.2.K.IWith prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic. diction Acquisition and UseCC.1.2.K.JUse words and phrases acquired through conversations, reading, and being read to, a nd responding to texts. 1.2 Reading Informational Text Students read, understand, and respond to informational textwith an emphasis on comprehension, style acquisition, and making connections among ideas and between texts with a focus on textual evidence. Vocabulary Acquisition and UseCC.1.2.K.KDetermine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content. Range of ReadingCC.1.2.K.L actively engage in group reading activities with purpose and understanding. 1.3 Reading literature Students read and respond to works of literaturewith emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. Key Ideas and Details ThemeCC.1.3.K.AWith prompting and support, retell familiar stories including key details Key Ideas and Details Text AnalysisCC.1.3.K.BAnswer questions about key details in a text.Key Ideas and Details Literary ElementsCC.1.3.K.CWith prompting and support, identify characters, settings, and major events in a story. 1.3 Reading publications Students read and respond to works of literaturewith emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence Craft and Structure Point of ViewCC.1.3.K.DName the author and illustrator of a story and define the role of each in telling the story. Craft and Structure Text StructureCC.1.3.K.ERecognize common types of text.Craft and Structure VocabularyCC.1.3.K.FAsk and answer questions about unknown words in a text.1.3 Reading Literature Students read and respond to works of literaturewith emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. Integration of Knowledge and Ideas Source of InformationCC.1.3.K.GMake connections between the illustrations and the text in a story (read or read aloud).Integration of Knowledge a nd Ideas Text AnalysisCC.1.3.K.HCompare and contrast the adventures and experiences of characters in familiar stories.In conclusion as you can see above by using the textbook- based curriculum alone there is the potential for less learning on the part of the students and a stressful environment. However, incorporating the DAP principle into the standards can offer the students both the state required learning and the NAEYC recommended approach to early- childhood learning. Children comprehend more when the information is delivered in a more relaxed setting.ReferencesKenny, D., 2013, The right curriculum for kindergarten Play, The Washington Post, http//www.washingtonpost.com/opinions/making-the-common-core-work-for-students/2013/03/08/a8e7b5d8-86a8-11e2-98a3-b3db6b9ac586_story.html http//www.naeyc.org/DAP, developmentally Appropriate Practice in Early Childhood Programs Serving Children from take in through Age 8 (PDF), adopted in 2009. https//www.pakeys.org/uploadedContent/Docs/PD /Standards/Kindergarten%202010.pdf http//www.pdesas.org/Standard/StandardsDownloadsPennsylvania Department of Education, 2014, Academic Standards for English Language Arts, http//static.pdesas.org/content/documents/PA%20Core%20Standards%20ELA%20PreK-5%20March%202014.pdf