Running head: DEVELOPMENTALLY-APPROPRIATE INSTRUCTION 1

Developmentally-Appropriate Instruction

Caitlin Jennings

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2017

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Introduction

Knowing where students are developmentally is critical in regards to providing effective

instruction. When teachers know how students learn and develop at different ages, that

knowledge enables the teacher to choose the most effective ways of teaching their students.

Additionally, when teachers form relationships with their students they get to know each

students interests and experiences, what they excel at and what they struggle with. This deepens

that knowledge of what is cognitively and developmentally appropriate for the students in their

classroom. In order to provide high-quality care and education, an effective teacher is

knowledgeable and skilled at applying developmentally appropriate instruction to meet the needs

of their learners.

Rationale for Selection of Artifacts

The first artifact I selected is a guided reading lesson plan I created for a group of

students in a fourth grade class. This group of students were identified as on the same reading

level. While these students were in fourth grade, they were reading on about a second grade

reading level. Working in a small group with students on similar reading levels allowed me to

focus my instruction on what those specific students needed. I introduced the text to the group,

worked with individual students within the group as they read, monitored and prompted the use

of reading strategies, and then facilitated a group discussion. The discussion emphasized

different reading comprehension skills that fit the groups needs, or retaught a concept taught in a

whole group lesson. Guided reading provides developmentally appropriate instruction by

aligning content to students instructional reading level in order to support students development

of literacy skills.
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The second artifact I selected is an example of a developmentally appropriate literacy

activity in a second grade classroom. The students in this second grade class varied in ability, so

they were put into two groups based on their developmental stage of word knowledge. In this

particular case they were in the Letter Name-Alphabetic stage and Within Word Patterns stage. In

the letter name-alphabetic stage of literacy development students are typically beginning readers.

The students in this group can generally identify the initial and final consonants with some

consistency in their reading and writing, and are ready to begin working with blends and

digraphs through picture sorts, word families, and short vowels (Johnston, F. Invernizzi, M.,

Bear, D., R. and Templeton, S., 2004). On the left, is an example of a picture sort focusing on sp,

sk, and sm blends (top left), and an example of a students final sort (bottom left). In the within

word pattern stage of literacy development students are learning to spell long-vowel patterns, and

are reading most single-syllable words accurately and with increasing fluency (Invernizzi, M.,

Johnston, F., Bear, D., R. and Templeton, S., 2004). On the right, is an example of a sort that

requires students to sort words and pictures by short and long vowel sounds (top right), and an

example of a students final sort (bottom right).

Reflection on Theory and Practice

In order to implement developmentally appropriate instruction in the classroom, one must

first have an understanding of where students are cognitively and developmentally in order to

determine where they need to go. Throughout my student teaching I have learned that being

knowledgeable about where your students are cognitively and developmentally greatly

influences teachers instructional decisions.

An effective teacher considers what is known about child development and learning, what

is known about each student as an individual, and is aware of the social and cultural background
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the child has. When teachers are knowledgeable about child development and learning, they have

an understanding of what age-related characteristics are associated with a particular age group,

and what strategies and approaches will most likely promote students learning and development

(National Association for the Education of Young Children, 2009). With this knowledge teachers

can make informed decisions about the classroom environment and what experiences to provide

their students. Teachers must also get to know each of their students as an individual

through observations, assignments and building relationships. From this information and

understanding, an effective teacher plans, scaffolds, and differentiates accordingly to support the

needs of each students individual development and learning. It is also important for teachers to

know about the social and cultural community a child grows up in because their environment

shapes their understanding of what is considered appropriate, valued, expected and admired. The

National Association for the Education of Young Children (2009) explain, When young children

are in a group setting outside the home, what makes sense to them, how they use language to

interact, and how they experience this new world depend on the social and cultural contexts to

which they are accustomed. Taking this into account as a teacher is beneficial in shaping the

learning experiences and activities provided to students.

In conclusion, knowing where your students are cognitively and developmentally is key

in providing effective instruction. If you are unfamiliar with developmentally appropriate

instructional strategies the things you think you are teaching your students may be going over

their heads. An effective teacher considers child development when planning and implementing

instruction, and adjusts according to the individual needs of the students.

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References

Invernizzi, M., Johnston, F., Bear, D., R. and Templeton, S. (2004). Words their way: Word sorts

for within word patterns spellers. Upper Saddle River, NJ: Pearson.

Johnston, F. Invernizzi, M., Bear, D., R. and Templeton, S. (2004). Words their way: Word sorts

for letter name-alphabetic spellers. Upper Saddle River, NJ: Pearson.

National Association for the Education of Young Children. (2009). Developmentally appropriate

practices in early childhood programs serving children from birth through age 8.

Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf.