Is the Core Knowledge Preschool Sequence developmentally appropriate?
Over the past 15 years, the terms “developmentally appropriate” and “developmentally appropriate practice” have been used by different people to mean many different things. In the mid-’80s and early-’90s, these terms were often synonymous with the exclusion of any pre-academic instruction, such as the teaching of phonological awareness or letter knowledge, in preschool settings. In 1997, the National Association for the Education of Young Children (NAEYC), which originally coined these terms, issued a new position statement, modifying the definition of developmentally appropriate practice to bring it in line with current research on how young children learn. Since then, the NAEYC leadership has worked diligently to disseminate not only this revised position statement on developmentally appropriate practice, but also specific recommendations regarding effective preschool early literacy and math practices. Despite the efforts of NAEYC and despite the ever-increasing research-based suppor
Related Questions
- Does the explicit specification of skills and competencies in the Core Knowledge Preschool Sequence mean that a teacher-directed approach to instruction is best? What about discovery learning and child-initiated activities?
- What kind of preschool settings can use the Core Knowledge Preschool Sequence? What about half day programs?
- Is the Core Knowledge Preschool Sequence developmentally appropriate?
