# CTE Resource Center - Verso - Early Childhood, Education, and Services II Task 455932987

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Model developmentally appropriate teaching methods.

Definition

Modeling should be based on
  • research of different teaching methods
  • observation of professionals
  • implementation of teaching methods appropriate to learner and learning environment
  • adjustments, if necessary, based on observation of learners.
Teacher Resource:

Process/Skill Questions

Thinking
  • What are developmentally appropriate teaching methods?
  • Why are developmentally appropriate teaching methods important to implement in the early childhood setting?
  • How will the early childhood student practice these methods?
  • What types of activities will the early childhood professional provide for children in the classroom?
Communication
  • What criteria should be used when deciding what is developmentally appropriate?
  • How can developmentally appropriate methods be modeled to the preschoolers?
  • How can early childhood professionals share information about developmental milestones?
  • How can early childhood professionals inform parents/caregivers about developmentally appropriate practices?
Leadership
  • What is the expected outcome of modeling appropriate techniques to preschoolers?
  • What are the local, state, and federal guidelines relevant to direct instruction of preschool-aged children?
Management
  • What are the basic skills needed to model appropriate teaching techniques to a preschooler?
  • What state regulations are in place to ensure appropriate interactions between a preschooler and the early childhood professional?

Related Standards of Learning

English

11.8

The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Critically evaluate quality, accuracy, and validity of information.
  2. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
  3. Synthesize relevant information from primary and secondary sources and present it in a logical sequence.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

12.8

The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.
  3. Critically evaluate the accuracy, quality, and validity of the information.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

Other Related Standards

FCCLA National Programs

Power of One: A Better You

 

Power of One: Family Ties

 

Power of One: Working on Working

 

FCCLA: STAR Events (2019)

Early Childhood Education

 

Entrepreneurship

 

Focus on Children

 

National Programs in Action

 

Professional Presentation

 

Teach and Train

 

National Standards for Family and Consumer Sciences Education

4.2.4

Address specific developmental needs of children, youth and adults based on assessment of their abilities.