Running head: APPROPRIATE INSTRUCTION 1

Developmentally Appropriate Instruction

Hannah Miller

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2019

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Introduction

Every grade is different and has a unique perspective. From their age and ability to their

cultural background, children need instruction that is tailored to suit their needs in order to be

successful. Children grow and develop rapidly throughout their elementary school years. In

kindergarten, students are just beginning to learn how to hold a pencil and sit through a lesson.

By the time they reach fifth grade, children are asking high level questions and learning how to

think critically and express their personal thoughts and opinions. In addition to age, cultural

background influences how students learn. For example, students from a lower socio-economic

background are less likely to visit museums or have access to technology that could supplement

their learning in school.

Rationale for Selection of Artifacts

For my first artifacts I selected two math lesson plans that I wrote and taught. The first

lesson plan was created for my fifth grade classes. In this lesson I was teaching volume to my

core class and my gifted cluster class at Corporate Landing Elementary. These students were

capable of doing independent work without much need for help. In addition, they were able to do

activities in pairs and come up with predictions and higher level thinking using their previous

knowledge. They took notes, watched videos, and completed an independent activity and desk

work during a single lesson. The second lesson plan was created for my kindergarten class at

Atlantic Shores Christian School. This lesson plan is much shorter because the students cannot

sit still and focus for long periods of time. The activity listed in it was also completed on a

separate day because completing the worksheet took much longer than anticipated. These

students get bored quickly and need more repetition and review. Fifth graders and

kindergarteners require very different styles of instruction. The older students have more
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endurance and are more capable of completing work independently. The young students need

constant redirection and can only really focus on one thing at a time. Their attention span is

short, therefore the lesson needs to be short and to the point.

For my second artifact I chose my Student Diversity Report from my first placement.

This report shows the socio-economic backgrounds, ethnicities, and special needs that my

students had. The majority of my students were on a free breakfast/lunch plan. Many of them

lived in a nearby trailer park with grandparents or single parents. Of the 46 students, 18 were

Caucasian, while the rest were of different ethnic backgrounds. This meant that my background

growing up was very different from my students. Therefore, I needed to readjust some of my

expectations. For example, when teaching practical applications of different units of

measurement, many students did not know what a recliner was and could not figure out how they

would measure it. One student did not know what a loaf of bread was. I also had a couple deaf

students. Therefore, I had to make sure that I was facing the students when speaking, I had to

keep my pace a little slower to give the interpreter time to sign, and I had to have extra materials

available for the interpreters and the Teacher of the Deaf to use.

Reflection on Theory and Practice

Teachers know that all students have different cognitive abilities and therefore have

different learning styles. However, many teachers do not think about how a child’s

developmental level can affect their learning. My classes at Regent have shown me how

important it is to recognize a child’s developmental stage and create instruction that is

appropriate for that child and their abilities. As children grow, they develop not just physically,

but socially, psycho-emotionally, ethically, linguistically, and cognitively as well. “Children

grow along these developmental pathways and they learn, in large part, through interacting with
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caretakers in reasonably good environments" (Comer, 2005, pg. 758). Creating the appropriate

environment and developing relationships with students where they feel safe is the beginning of

good teaching practices. Students of all ages learn from both their peers and their teachers.

Therefore, they need to have the space to interact with each other as well as structure to keep

their environment safe and productive.

Kindergarten aged children need to play and take risks in safe environments. It is at this

age when they are learning their limits. They are navigating friendships and recognizing that they

can make both good and bad choices. They are developing fine motor skills at this age. In my

kindergarten classroom I have noticed how influenced by their peers my students are. In keeping

with typical development, my students do “Want [my] approval and to be taken seriously; may

throw a tantrum or get angry if they think they’re not being listened to” (Morin, n.d.). My fifth

grade students were much more independent and less needy. “Typical developmental milestones

at these ages often revolve around a child’s changing body, the need for independence and a

desire to be accepted by peers” (Morin, n.d.). Students at the fifth grade level had more complex

friendships and formed their own opinions. They understood that their actions had consequences

and how their behavior affected others in the classroom.

I think that the curriculum used at the kindergarten level at ASCS is a little too intensive

for the developmental stage the students are in. While we do try to build in free play time and

plenty of active activities, the students are still doing work at a first grade level. “Oppressive

seatwork, worksheets, etc. will never take the place of the nurturing, warm environment

necessary for children to learn age-appropriate, risk-taking academic behavior” (Kohler,

Christensen, & Kilgo, 2012, pg. 409). Much of this academic rigor is influenced by parent

expectations. Within the private school parents are much more involved in their student’s
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academic success. They want consistent updates, are present in the classroom, and do work at

home with their students. In the public school, my parents were often not present in the home or

engaged with their students to the same level. These cultural and socio-economic differences

need to be recognized in order to reach the students and get them to do their best.

Developmentally appropriate instruction is essential for all teachers to understand and

practice. Young students need to be taught differently than older students. They do not have the

same background knowledge or endurance. Kindergartners need short lessons and plenty of play

time. Older students can learn through longer lesson and independent practice. In addition,

recognizing and understanding the students’ cultural background influences best teaching

practices. This knowledge can be used to create a classroom environment that works for every

student who enters it.

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References

Comer, J. P. (2005). Child and adolescent development: The critical missing focus in school

reform. The Phi Delta Kappan, 86(10), 757-763. doi:10.1177/003172170508601008

Kohler, M., Christensen, L., & Kilgo, J. (2012). Among the periodicals: Developmentally

appropriate practice: Maxie kohler, editor. Childhood Education, 88(6), 407-412.

doi:10.1080/00094056.2012.741494

Morin, A. (n.d.). Developmental Milestones for Typical Kindergartners. Accessed at:

https://www.understood.org/en/learning-attention-issues/signs-symptoms/developmental-

milestones/developmental-milestones-for-typical-kindergarteners