# CTE Resource Center - Verso - Introduction to Early Childhood, Education, and Services Task 1601165406

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify developmentally appropriate practices that support and maximize development and learning for all children.

Definition

Identification may include practices that are responsive to the unique abilities, temperaments, and learning styles of young children.

Process/Skill Questions

Thinking
  • What are developmentally appropriate practices?
  • What are the goals of developmentally appropriate practices?
  • How do developmentally appropriate practices differ from age-appropriate practices? Why should one look at both?
  • How do various curriculum models, such as Montessori and High Scope, differ in their goals of development and learning in children?
  • How are developmentally appropriate practices different for children with special needs?
Communication
  • How can developmentally appropriate practices be applied based on an understanding of children's developmental needs?
  • What are the consequences of using or not using developmentally appropriate practices for children, families, and communities?
Leadership
  • What skills are needed to make decisions about using developmentally appropriate practices?
  • What should be done to ensure that professionals are knowledgeable about current developmentally appropriate practices?
Management
  • How can developmentally appropriate practices be used as a management tool?
  • How can developmentally appropriate practices incorporate a child’s learning style and early experiences?
  • What are the potential consequences of not using developmentally appropriate practices to manage instruction of young learners?
  • How can the arrangement of the classroom be used as a management tool?

Related Standards of Learning

English

9.5

The student will read and analyze a variety of nonfiction texts.
  1. Apply knowledge of text features and organizational patterns to understand, analyze, and gain meaning from texts.
  2. Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
  3. Analyze the author’s qualifications, viewpoint, and impact.
  4. Recognize an author’s intended purpose for writing and identify the main idea.
  5. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  6. Identify characteristics of expository, technical, and persuasive texts.
  7. Identify a position/argument to be confirmed, disproved, or modified.
  8. Evaluate clarity and accuracy of information.
  9. Analyze, organize, and synthesize information in order to solve problems, answer questions, complete a task, or create a product.
  10. Differentiate between fact and opinion and evaluate their impact.
  11. Analyze ideas within and between selections providing textual evidence.
  12. Use the reading strategies to monitor comprehension throughout the reading process.

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

A Better You

 

Family Ties

 

Working on Working

 

FCCLA: STAR Events (2019)

Check the national website for Skill Events

 

Check the national website for online events

 

Focus on Children

 

Illustrated Talk

 

Teach and Train

 

National Standards for Family and Consumer Sciences Education

4.3.2

Implement learning activities in all curriculum areas that meet the developmental needs of learners.

4.3.3

Implement an integrated curriculum that incorporates a learner's language, learning styles, early experiences, and cultural values.

4.3.4

Demonstrate a variety of teaching methods to meet individual needs of learners.

4.3.5

Arrange the classroom environment to provide for learners' exploration, discovery, development, and reflection through multiple methods including learning centers.

4.3.6

Establish effective activities, routines, and transitions for various age groups.