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Abstract
The purpose of this study was to examine the implications of Developmentally Appropriate Practice (DAP) for the kindergarten general music classroom. Ethnographic procedures (classroom observations, interviews, and artifact collection) were used to collect data in three kindergarten music classrooms throughout an academic year. Data were coded using five global dimensions of DAP (creating a caring community of learners, teaching to enhance development and understanding, constructing appropriate curriculum, assessing children's development and learning, and establishing reciprocal relationships with families), as published by the National Association for the Education of Young Children (NAEYC). Findings included practices congruent with DAP such as engagement as co-learners, inclusion of children's requests, inclusion of play, adjustment to individual needs, assessment in authentic contexts, and respect for family contexts. Incongruent practices included favoritism, lack of response to developmental needs, inflexible curricular decisions, and sparse communication with families. Implications included the need for early childhood coursework and mentorship.
Journal Information
The Journal of Research in Music Education (JRME) is a quarterly publication of music education research studies published by the Society for Research in Music Education of MENC: The National Association for Music Education. About 24 scientific and historical studies are published annually in the 96-page journal. The publication is aimed primarily at music education researchers and those who are interested in such research and at graduate-level faculty, libraries, and databanks.
Publisher Information
Sara Miller McCune founded SAGE Publishing in 1965 to support the dissemination of usable knowledge and educate a global community. SAGE is a leading international provider of innovative, high-quality content publishing more than 900 journals and over 800 new books each year, spanning a wide range of subject areas. A growing selection of library products includes archives, data, case studies and video. SAGE remains majority owned by our founder and after her lifetime will become owned by a charitable trust that secures the company’s continued independence. Principal offices are located in Los Angeles, London, New Delhi, Singapore, Washington DC and Melbourne. www.sagepublishing.com
Routines, Schedules and Developmentally Appropriate Practice
The terms routines and schedules are often used interchangeably.
- Schedules represent the big picture—main activities to be completed daily. Sometimes schedules must be altered due to fire drills, field trips, assemblies, etc.
- Routines represent the steps done to complete the schedule.
Routines and schedules need to be taught directly. Rather than assuming that all children will pick up on center routines and schedules, service providers should teach students each activity in the schedule and all of the smaller steps needed to complete routines.
Routines:
- Activities and procedures that occur regularly
- Often involve a series of responses
- Preschool routines typically include
- Arrival time
- Bathroom time
- Cleanup time
- Departure
- Nap time
- Snack time
- Story time
Daily Schedule:
- Blocks of time for classroom activities
- Sequence of classroom activities
- Preschool schedules typically include
- Group or circle time
- Activity or center time
- Snack time
- Outdoor time
- Story time
Sample Daily Schedule:
8:40 Arrival Time
9:00 Group Time
9:20 Activity Time
10:10 Story Time
10:25 Outdoor
Time
10:50 Snack Time
11:10 Dismissal
Why are schedules and routines important?
- Because they are repetitive, schedules and routines help children learn classroom activities.
- Children are able to predict what will happen next and this helps them feel secure and prepared.
- Classrooms with consistent schedules and routines facilitate children’s understanding of the learning environment expectations.
- Children who are familiar with classroom schedules and routines are more likely to be engaged, attentive, and learn new knowledge.
Things to consider when planning the daily schedule:
- Balance of activities—Have activities that differ in noise level, pace, person leading (child vs. adult), and location (indoor vs. outdoor)
- Number of activities available—variety so all children find something that peeks their interest, but not so many that children play in isolation for long periods of time
- Number of adults available—for supervision and facilitation of skill development
- Child’s attention span—high-interest materials and activities
- Child’s level of alertness—some children are more active and alert at certain times of the day
- Child’s cultural and linguistic background—activities and materials that represent the children in your care
- Longer play periods result in increased play behaviors—consider how long children have to truly become engaged in an activity
Resources
YouTube Video on DAP and the Common Core State Standards: Framing the Issues (4:53 minutes). //www.youtube.com/watch?v=F27zP6CURTk&feature=youtu.be. Standard YouTube License.
CSEFEL, Helping Children to Understand Routines and Classroom Schedules.//csefel.vanderbilt.edu/kits/wwbtk3.pdf (Links to an external site.)