Knowledge of the

Principles of Child Dev’t =

Appropriate Teaching
Practices
 Who is the Grade III child?
RA 10410 or the “Early Years Act “ (EYA)
(Approved in March 2013)

Declared the policy of the State to promote the rights of

children to survival, development and special protection
with full recognition of the nature of childhood and as
well as the need to provide developmentally appropriate
experiences to address their needs; and to support
parents in their roles as primary caregivers and as their
children’s first teachers. Further, the State hereby
recognizes the age from zero (0) to eight (8) years as
the first crucial stage of educational development (SEC. 2.)
Children develop
holistically

Teacher plan activities and routines to

address all aspects of children’s development
Intellectual
language
aesthetic
emotional
social
physical
 Child development follows
an orderly sequence

Teachers think about developmental

sequence in figuring out what next steps
will appropriately challenge children as
well as what may not be
quite reasonable to
expect now
 Children develop at

varying rates

Teacher plan activities with

multiple learning objectives to
address the wide range of development
represented in the class

Daily schedule gives children

opportunities to pursue activities at their
own pace
 Children learn best
when they feel safe
and secure
Teacher develops close, nurturing relationship
with children
Changes in routine are explained in advance so
children can anticipate what will happen
There is two-way
communication between
the teacher and families,
and families are welcome
in school
 Children are active
learners

They can move about

the room freely most
of the day.

Inactive segments of
the day are kept short
Children learn through a
combination of physical
experience, social experience
and reflection

Teacher encourages children to explore

and experiment
pose questions, offer
information and challenge
children’s thinking
provides opportunities to interact
with peers and chance to document

and reflect on their ideas

 Children learn through
mastery and challenge

Teacher helps children figure out alternative

approaches when the
task at hand is beyond
children’s current
capabilities
Children are allowed to
engage in activities
within or slightly beyond
their ability to master
Children learn through
play

Teachers provide opportunities

for children to play on their
own and with others; indoor or
outdoor; with natural and
manufactured materials
They are joyful and playful as
they interact with children, they
enhance children’s play either as
observer or as participants