CHANGE AND THE PERVASIVENESS OF 'DEVELOPMENTALLY APPROPRIATE PRACTICE'

In today’s world change is a constant and yet some ideas seem to remain unexamined. Many early years educators still mention ‘Developmentally Appropriate Practice’(DAP),initially published in 1987 by the American National Association for the Education of Young Children (Bredekamp), as a reference point in their belief system about young children’s development.

DAP is heavily influenced by Piaget’s learning theory which emphasizes the explorative capacities of young children combined with the suggestion that learning experiences should match children’s stages of development. This theory treats children’s cognitive, social and emotional development as a standardized, almost universal process that is organized in stages. The child seems to progress alone, with little emphasis given to the child social cultural context. 

In order to develop a shared pedagogy, educators need to spend time tracing the ways in which their notions of childhood and development are social constructions depending on different historical, social and cultural contexts. This may prevent schools from applying a model that overrides the idea that each child is unique and holding on to the belief that learning is controllable, easily measured, and clearly defined (Olsson, 2009).

So where do we go from here? Developing a shared pedagogy definitely is a key strategy, an ongoing journey of thinking and listening rather than a finite destination of ‘reproducing’ and ‘doing’. This kind of thinking, listening and being requires time and a willingness to engage in the cognitive 'tension' instigated when our beliefs are challenged, stretched and deepened. It also raises the question to what extend we nurture diversity as we move towards a shared set of beliefs around ‘who is a child, what is the purpose of school and what is learning?’.

Materials can help us with expressing these ideas about the purpose of early childhood education and the identity as young children as powerful, competent learners. Below the ideas expressed by a group of educators at an international school in Poland:

Why do young children go to school?  
                                           

Togetherness

Balance

Time

Identity

Reflection, 

Opening yourself to others

Being safe

Collaboration

Learning how to navigate learning and life  

How do they learn?

Theories,

Languages,

Relationships,

Community,

Spaces,

Risks,

Time,

Hands on  

Agency

Representation

I wonder 'How can materials help you and your team to express evolving ideas around your shared pedagogy?' and 'What materials would you choose to express a unique competent child, always seeking meaning, always in relationship with others?'

Anne