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Developmentally appropriate practice and play-based. Developmentally appropriate. Early Childhood: Developmentally Appropriate Practices. EARLY CHILDHOOD ENVIRONMENT RATING. SCALE - REVISED (ECERS- R)Statements of Developmentally Appropriate. Practice. Space and Furnishings. Indoor space. Children need sufficient space that is well lit and has. Indoor space that. Furniture for routine care, play and learning Children need appropriate furnishings to meet the demands. Basic furniture such as cots, tables and chairs. Caregivers need easy access to routine care furnishings, such. Furnishings for relaxation and comfort. Children need space and opportunity to relax and rest. Cozy areas provide a space for quiet activities to occur. Room arrangement Creative room arrangement promotes a child\'s positive. Space for privacy.
Some children experience unacceptably high levels of stress. Places where children. Child related display. Every child needs to know that others value his/her play. Artwork or other individual work that is created by the children. This promotes. feelings of positive self- esteem and sends the message to the child that. Gross motor play. Children need daily opportunities to exercise large muscles. All play equipment should be safe and effective. Gross motor equipment. Children need age appropriate stationary and portable. Equipment should be sound. Top of page. Personal Care Routines. Greeting/Departing. Parents and children need a warm, welcoming, and pleasant. Meals/Snacks. Meals and snacks that follow USDA guidelines contribute. Proper hand washing along with careful food preparation. Nap/Rest. Nap and/or rest time should be appropriately scheduled. Adequate separation of cots. Soft music or a soothing story helps. Toileting/Diapering. Young children need appropriate supervision of the toileting. The schedule should be individualized. Provisions. such as soap and steps near the sink, should be convenient and accessible. Diapering should always be managed in. Health practices. Practicing preventive measures, such as washing hands. Taking appropriate action when children are. Safety practices. Protecting children is critical in providing quality care. Caregivers should anticipate potential safety problems and. Top of page. Language- Reasoning. Books and pictures. The use of books and pictures is an important means of. Books. pictures, and language materials should be available in sufficient number. Encouraging children to communicate. Activities and materials that promote language development. Using language to develop reasoning skills. Logical relationships and concepts should be presented. Children learn through interaction with materials. Informal use of language. Language is a way for children to expand understanding. They should support child- to- child conversations as well. Fine motor. Children need a variety of age- appropriate and developmentally- appropriate. These activities strengthen fine motor control while encouraging. Art. Children benefit from exposure to child- initiated art. Children\'s art should. Research-Based Developmentally Appropriate Instruction in.Early Childhood Education: Implementing Developmentally Appropriate. Developmentally appropriate practice. Applying developmentally. Materials. and opportunities to create art projects at a beginning and more advanced. Music/movement. Music and movement are valuable means of learning. Children. need a supportive environment that includes a teacher and a variety of. Blocks. Block play, with a variety of blocks and accessories. Powerful block play requires sufficient space. Sand/water. Sand and water play gives children the opportunity to. The addition. of interesting props extends the learning potential offered through sensory. Dramatic play. Dramatic play gives children the opportunity to discover. It provides a vehicle through. Dramatic play is enhanced by space. Nature/science. Science and nature activities and materials foster curiosity. Concept and observation skills. Math/number. Math skills, when introduced through appropriate hands- on. Use of TV, video, and/or computer. TV/video viewing and computer use tend to be passive in. The use of. each should be confined to subject material that is age- appropriate and. Time limits encourage more active learning. Participation. should not be required. Promoting acceptance of diversity. Children need to be exposed to the similarities and differences. This exposure encourages respect for others and lessens misunderstandings. Top of page. Interactions. Supervision of gross motor activities. Caregivers should use gross motor activities as learning. Diligent supervision of. General supervision of children (other than gross. During activities, caregivers must balance the level of. Adequate supervision and awareness of the whole. Discipline. The set- up of the environment, teacher expectations, available. A classroom and curriculum geared toward. Staff- child interactions. Caregivers, who are nurturing and responsive, promote. Children. who trust adults to provide for their physical, psychological, and emotional. Interactions among children. Because self- regulation, proper emotional expression. Providing opportunities for. Top of page. Program Structure. Schedule. Children thrive on having a consistent routine that provides. Best practice promotes a daily. Free Play. When children are permitted to select materials and companions. Caregiver intervention should. Group Time. In group- care situations, the focus needs to be on meeting. Provisions for children with disabilities Meeting the needs of children with disabilities requires. It. also requires the involvement and establishment of a partnership between. May not be copied, shared, sold, or distributed in any manner. Unauthorized duplication is not permitted. Items and indicators reprinted from Early Childhood Environment Rating Scale – Revised Edition - Updated by Thelma Harms, Richard M. Clifford, and Debby Cryer. Clifford, and Debby Cryer.) Used with the permission of the publisher and the authors.
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