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Running head: DEVELOPMENTALLY APPROPRIATE INSTRUCTION

Developmentally Appropriate Instruction

Samantha Mattfield

Regent University

In Partial Fulfillment of UED 496 Field Experience E-Portfolio, Spring 2020

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Introduction

“Train up a child in the way he should go; even when he is old he will not depart from

it.” (Proverbs 22:6, ESV)

This verse serves as a wonderful reminder that as teachers, we must be aware of all that

we teach them. Not only must we be cautious about the content we teach them, but we need to

take into account how we are teaching them. The best way to reach children and make sure they

know what is considered the standards of learning, is for teachers to think through their delivery

of lesson and the kinds of activities designed to reinforce that learning. That is why it is so

important to understand developmentally appropriate instruction. Teachers have to take time to

consider what works for a child and how the subject can be presented in a way that students will

understand. According to the authors Alford, Rollins, Padrón, and Waxman, there are many

aspects about a student the teacher must take into consideration in order to develop appropriate

instruction. The authors state, “Young children differ greatly from each other in each of these

areas; therefore, the need for teachers to individualize and differentiate their instruction is great.

Higher-quality and effective instructional strategies must, therefore, consider a student’s prior

knowledge, culture, and overall levels of development.” (Alford, Rollins, Padrón, & Waxman,

2016, pg. 632) Developmentally appropriate instruction is not always only about the content

from SOLs being taught, but it is also about the way it is being taught based on each child’s

needs.

Rationale

The first artifact I chose is an example of a student’s work on number lines. I first used a

visual representation of number lines where the students could manipulate a number line into

different equal parts. After we did that for a while, I then had them do the sheet as seen in the
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picture where they had to locate the fraction on the number line. The group that particular child

was in was a middle level one so I walked through the sheet with them. I had a paper facing them

and I walked through the first problem with them by counting the equal parts using loops to

show how many there were. I would then put that number as my denominator, and I would go

back and count to the same number as the numerator and label it on the number line. Some of the

students went through each of the problems with me but a few of them got the hang of it really

quick and just kept going while I finished with everyone else. I chose this example for an artifact

because I designed this lesson around the SOL in the curriculum planned. I adjusted it to fit

every child’s needs. Some students were able to do it on their own and others needed assistance.

Changing tactics with children is important to remember as teachers. Shaw in her article

Mathematics Achievement of First Graders: Developmentally Appropriate Instruction vs. the

Back to Basics Approach writes, “The choice of instructional methods needs to be left up to the

teacher. Teachers need to be allowed to use professional judgment to determine what is best for

each student and group of students. The composition of classes from year to year varies.

Methods that were successful with one group of students may not work with another.” (Shaw,

1999, pg. 39) While the lesson itself is correct to SOLs, instruction has to be developmentally

appropriate to fit every child’s needs.

The second artifact I chose was a lesson plan that served as a reinforcement on number

lines for the children. I used dry erase number lines to practice locating the fractions on the

number line and how to divide it into equal parts. After I did that a few times with them, I moved

on to a game with them where they would roll 2 dice and had them turn it into a fraction that

they would represent on a number line. I chose this artifact because it was a fun way to reinforce

number lines with the children in a way that was developmentally appropriate. Once I had
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explained the basics of the games, I left it up to them and they understood how to do it and they

went on from there. Some students needed some assistance, but they still comprehended the

concept. They just required some reminding and guidance, but it helped them with fractions on a

number line in the long run.

Reflection

While I am sure there are ways I could have done this lesson better, I think in the long

run it was a developmentally appropriate approach to instruction. It was designed for the

students’ specific grade level and was delivered in a manner that helped them to understand the

subject. One thing I will have to remember as a teacher is to know what exactly it means to have

developmentally appropriate instruction and what is developmentally inappropriate instruction.

According to Copple and Bredekamp in “Getting Clear about Developmentally Appropriate

Practice”, understanding this difference is extremely important. They explain, “For example,

many an early childhood practitioner rejects a given practice by saying merely, ‘It’s not

developmentally appropriate.’ Yes, but why is it developmentally inappropriate? This question is

the one we want to keep foremost in our minds and in our discussions of practice.” (Copple &

Bredekamp, 2008, pg. 54) Though these two lessons and activities were a success, there is

always room for growth and I will keep this quote in mind as I continue to understand what

developmentally appropriate instruction.

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References

Alford, B. L., Rollins, K. B., Padrón, Y.,N., & Waxman, H. C. (2016). Using systematic

classroom observation to explore student engagement as a function of teachers'

developmentally appropriate instructional practices (DAIP) in ethnically diverse pre-

kindergarten through second-grade classrooms. Early Childhood Education Journal,

44(6), 623-635. doi:http://dx.doi.org.ezproxy.regent.edu:2048/10.1007/s10643-015-0748-

Copple, C., & Bredekamp, S. (2008). Getting Clear about Developmentally Appropriate Practice.

YC Young Children, 63(1), 54-55. Retrieved March 6, 2020, from

www.jstor.org/stable/42730228

Shaw, K. A. (1999). Mathematics achievement of first graders: Developmentally appropriate

instruction vs. the back to basics approach (Order No. 1395062). Available from

ProQuest Dissertations & Theses Global. (304588229). Retrieved from

http://eres.regent.edu:2048/login?url=https://search-proquest-

com.ezproxy.regent.edu/docview/304588229?accountid=13479