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The developmentally appropriate practice is based upon the idea that children learn best from doing. Children learn best when they are actively involved in their environment and build knowledge based on their experiences rather than through passively receiving information.
Reggio Emilia's approach does challenge some conceptions of teacher competence and developmentally appropriate practice. For example, teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense ...
Standards should be developmentally appropriate and relevant to future employment and education needs. [15] Standards should generally be written so that all students are capable of achieving them, and so that talented students will exceed them. All students are believed to be capable of learning and of meeting high expectations.
To help facilitate this, teachers follow the children's lead, expand on their interests, provide meaningful and developmentally appropriate materials, and promote independent learning skills (Crowther, 2005; Stacey, 2009; Wien, 2008).
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
Susan played a foundational role [1] in making mindfulness practices developmentally appropriate for young people, [2] and with her first book The Mindful Child she helped pioneer activity-based mindfulness. This technique is now practiced in American schools throughout the country to help children learn how to reduce and alleviate their stress ...
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Learning standards (also called academic standards, content standards and curricula) are elements of declarative, procedural, schematic, and strategic knowledge that, as a body, define the specific content of an educational program.