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27 results found.

Book

Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Preschool

Learn more about Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Preschool 鈥� Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Preschool 鈥� and implement in your own practice Your teaching will be richer 鈥�

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Book

Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Kindergarten

Learn more about Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Kindergarten 鈥� Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Kindergarten 鈥�

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Book

Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning with Infants and Toddlers

Learn more about Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning with Infants and Toddlers 鈥� Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning with Infants and Toddlers 鈥�

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Book

Casebook: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8

Learn more about Casebook: Developmentally Appropriate Practice in Early Childhood Programs 鈥� Casebook: Developmentally Appropriate Practice in Early Childhood Programs 鈥� Engage with case studies on developmentally appropriate practice to enhance your knowledge and skills 鈥�

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Article

Young Children

Self-Regulation and Executive Function: Responsive and Informed Practices for Early Childhood

through age 8, by connecting practice , policy, and research. We 鈥� Function: Responsive and Informed Practices for Early Childhood 鈥� Classroom Management Other Topics Developmentally Appropriate Practice 鈥�

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Article

Young Children

Transforming Our Understanding of and Approaches to Children's Behaviors

children鈥檚 behaviors and developmentally appropriate, equitable ways to respond to them 鈥� children鈥檚 behaviors and developmentally appropriate , equitable ways to respond 鈥� integrated into everyday practice . All can be considered as 鈥�

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Article

Teaching Young Children

Preschool as a Safe and Affirming Place: A Trauma-Informed Perspective

Trauma-informed practices support children in preschool settings 鈥� them using trauma-informed practices. This is part of both developmentally appropriate practice and advancing equity. In 鈥� resources on trauma-informed practices 鈥�

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Article

Young Children

Viewpoint. Family/Community Contexts and the Problem of Half-Truths in Early Childhood Education: Learning from Barbara Bowman

development and classroom practice 鈥� Indeed, the framework of developmentally appropriate practice (51涩涩屋app 2020) as a method 鈥� traditions of development theory鈥�developmental , behavioral, and critical 鈥�

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Article

Young Children

Baby Steps: Using Service Learning to Integrate Art, Literacy, and Reflection with Infants and Families

and culturally responsive practices by students 鈥� knowledge base, reflective practice, and practical application (OCC Self Study 鈥� Competency 2b) Implement a developmentally appropriate curriculum for infants that 鈥�

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Article

Young Children

Building Executive Function Skills Through Games: The Power of Playful Learning

through age 8, by connecting practice , policy, and research. We 鈥� settings over time, with practice and intentional teaching 鈥� they need to be supported in developmentally appropriate and equitable ways. Evidence 鈥�

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51涩涩屋app

51涩涩屋app

Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Preschool

Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Kindergarten

Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning with Infants and Toddlers

Casebook: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8

Self-Regulation and Executive Function: Responsive and Informed Practices for Early Childhood

Transforming Our Understanding of and Approaches to Children's Behaviors

Preschool as a Safe and Affirming Place: A Trauma-Informed Perspective

Viewpoint. Family/Community Contexts and the Problem of Half-Truths in Early Childhood Education: Learning from Barbara Bowman

Baby Steps: Using Service Learning to Integrate Art, Literacy, and Reflection with Infants and Families

Building Executive Function Skills Through Games: The Power of Playful Learning

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