Running head: DEVELOPMENTALLY-APPROPRIATE INSTRUCTION

Developmentally-Appropriate Instruction

Paris A. Tharpe

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2020

Developmentally-Appropriate Instruction

Introduction

It would be impossible to educate children without educating the whole child. Students

need to be nourished academically, emotionally, mentally, and spiritually in every aspect of their

lives. Therefore, these needs do not stop when they enter into the classroom or school

environment. Teachers must create instruction that includes strategies and techniques that

recognizes and develops the livelihood of children to truly set them up for success. This may be

accomplished through reading text/stories with different purposes, providing opportunities for

cooperative learning, designing activities that promote hands-on experience, chances to examine

various perspectives throughout their learning, and building relationships. That is why this paper

demonstrates the developmentally-appropriate resources used to help students prosper as a

whole.

Rationale for Selection of Artifacts

I chose a game called “I Have, Who Has” for my first artifact. This game focuses on

essential language and cooperation skills amongst students about specific content being taught.

Cards are distributed between students where one student is given a starter card and another

student is given an ending card. The student with the starter card asks the question listed on the

card, and the student with a card that contains that answer responds with “I have” and then the

answer. That student also has a question on their card and they read their question for another

student to respond with the correct answer card. The game continues until they reach the student

with the ending card.

I chose this as my artifact because it represents the social, mental, and academic needs of

the students well. Students need practice developmentally on speaking with their peers to build

stronger relationships, communication, and cooperation. This exercise forces students to have to
Developmentally-Appropriate Instruction

listen to their peers, process the information given, and activate prior knowledge to choose the

correct answer. If just one student gets an answer wrong, it messes up the whole game and they

have to start over. This game also provides opportunities for students to experience hands-on

learning by getting their own cards and switching with other students.

I chose a BrainPOP video for my second artifact. BrainPOP is a group of educational

websites that contains thousands of animated movies and resources on several school subjects. It

is a fun and engaging tool that helps students of multiple learning styles understand the content

that is being introduced in a simple way. It presents solid visual representations and definitions

of unfamiliar vocabulary in a manner that is not overwhelming, but just enough to help the

student understand the essential content of the unit.

I chose this as one of my artifacts because it was 9/11 and the BrainPOP discussed the

events of 9/11, as well as the cultural impact it holds. I felt this was the perfect time to help

students broaden their perspectives and become more culturally aware of the world around them.

Watching this BrainPOP allowed the students and I to discuss the stereotypes about groups of

people that are different from them, and how it is not acceptable to bully someone because of

their appearance and the opinions they may have. Ultimately, I like this because it gave my

students a chance to comprehend that our own thoughts and feelings can negatively affect those

around us.

Reflection on Theory and Practice

Throughout my courses at Regent, I have learned the importance of teaching the whole

child as it relates to developmentally-appropriate techniques in instruction. Regent teaches its

education major students that you must consider every need of the student to help them prosper

in and out of the classroom. In my Child Adolescent Growth & Development course, the
Developmentally-Appropriate Instruction

instructor teaches that this consideration must include thinking about how the students process

information, the necessity for real world experiences to grasp the purpose in their learning, and

the relational connection teachers need to have with students in order to learn from them.

Students need to feel heard, be able to have some independence and responsibility, and

know that you care for them. The authors of Why Developmentally Appropriate Practice is Still

Important explained that “the presence of teachers who provide nurturing, empathetic

interactions is necessary to enable children to cope with certain experiences at each

developmental stage” (Brazelton & Greenspan, 2006). Therefore, it is imperative that educators

take the time to not only assess the needs of their students academically, but socially,

emotionally, and cognitively.

Students cannot stop developing or separating the child that needs to grow within them

when they come to school. It is the educators duty to ensure that they are meeting students needs

by creating instruction that is developmentally appropriate for a victorious learner. Incorporating

the techniques and practices demonstrated above will position both teacher and student for

prosperity.
Developmentally-Appropriate Instruction

References

T, B. B., & Greenspan, S. I. (2006). Why developmentally appropriate practice is still important.

Scholastic Early Childhood Today, 21(3), 16-17. Retrieved from

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

com.ezproxy.regent.edu/docvie

w/217931588?accountid=13479

Artifact 1:

Artifact 2: https://www.youtube.com/watch?v=CMbC2VZ7xrc