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Developmentally-Appropriate Instruction
Caitlin Jennings
Regent University
Introduction
instruction. When teachers know how students learn and develop at different ages, that
knowledge enables the teacher to choose the most effective ways of teaching their students.
Additionally, when teachers form relationships with their students they get to know each
students interests and experiences, what they excel at and what they struggle with. This deepens
that knowledge of what is cognitively and developmentally appropriate for the students in their
knowledgeable and skilled at applying developmentally appropriate instruction to meet the needs
of their learners.
The first artifact I selected is a guided reading lesson plan I created for a group of
students in a fourth grade class. This group of students were identified as on the same reading
level. While these students were in fourth grade, they were reading on about a second grade
reading level. Working in a small group with students on similar reading levels allowed me to
focus my instruction on what those specific students needed. I introduced the text to the group,
worked with individual students within the group as they read, monitored and prompted the use
of reading strategies, and then facilitated a group discussion. The discussion emphasized
different reading comprehension skills that fit the groups needs, or retaught a concept taught in a
aligning content to students instructional reading level in order to support students development
of literacy skills.
DEVELOPMENTALLY-APPROPRIATE INSTRUCTION 3
activity in a second grade classroom. The students in this second grade class varied in ability, so
they were put into two groups based on their developmental stage of word knowledge. In this
particular case they were in the Letter Name-Alphabetic stage and Within Word Patterns stage. In
the letter name-alphabetic stage of literacy development students are typically beginning readers.
The students in this group can generally identify the initial and final consonants with some
consistency in their reading and writing, and are ready to begin working with blends and
digraphs through picture sorts, word families, and short vowels (Johnston, F. Invernizzi, M.,
Bear, D., R. and Templeton, S., 2004). On the left, is an example of a picture sort focusing on sp,
sk, and sm blends (top left), and an example of a students final sort (bottom left). In the within
word pattern stage of literacy development students are learning to spell long-vowel patterns, and
are reading most single-syllable words accurately and with increasing fluency (Invernizzi, M.,
Johnston, F., Bear, D., R. and Templeton, S., 2004). On the right, is an example of a sort that
requires students to sort words and pictures by short and long vowel sounds (top right), and an
first have an understanding of where students are cognitively and developmentally in order to
determine where they need to go. Throughout my student teaching I have learned that being
knowledgeable about where your students are cognitively and developmentally greatly
An effective teacher considers what is known about child development and learning, what
is known about each student as an individual, and is aware of the social and cultural background
DEVELOPMENTALLY-APPROPRIATE INSTRUCTION 4
the child has. When teachers are knowledgeable about child development and learning, they have
an understanding of what age-related characteristics are associated with a particular age group,
and what strategies and approaches will most likely promote students learning and development
(National Association for the Education of Young Children, 2009). With this knowledge teachers
can make informed decisions about the classroom environment and what experiences to provide
their students. Teachers must also get to know each of their students as an individual
through observations, assignments and building relationships. From this information and
understanding, an effective teacher plans, scaffolds, and differentiates accordingly to support the
needs of each students individual development and learning. It is also important for teachers to
know about the social and cultural community a child grows up in because their environment
shapes their understanding of what is considered appropriate, valued, expected and admired. The
National Association for the Education of Young Children (2009) explain, When young children
are in a group setting outside the home, what makes sense to them, how they use language to
interact, and how they experience this new world depend on the social and cultural contexts to
which they are accustomed. Taking this into account as a teacher is beneficial in shaping the
In conclusion, knowing where your students are cognitively and developmentally is key
instructional strategies the things you think you are teaching your students may be going over
their heads. An effective teacher considers child development when planning and implementing
References
Invernizzi, M., Johnston, F., Bear, D., R. and Templeton, S. (2004). Words their way: Word sorts
for within word patterns spellers. Upper Saddle River, NJ: Pearson.
Johnston, F. Invernizzi, M., Bear, D., R. and Templeton, S. (2004). Words their way: Word sorts
National Association for the Education of Young Children. (2009). Developmentally appropriate
practices in early childhood programs serving children from birth through age 8.