Developmentally Appropriate Practice: The Casebook

Case studies provide real-world examples that make for rich discussions and greater learning in educational and professional development settings. Engage with case studies on developmentally appropriate practice to enhance your knowledge and skills. Developmentally appropriate practice (DAP) requires a nuanced understanding of child development, individual children, and the social and cultural contexts of children, families, and educators. This casebook presents nearly 50 cases addressing infancy through third grade and across multiple, diverse settings. Written and edited by teacher educators, researchers, classroom teachers, and other early childhood professionals, these cases offer unique opportunities for critical thinking and discussion on practice that supports all children and families. The cases are organized into eight parts that reflect the six guidelines of DAP plus the topics of supporting children with disabilities and supporting dual language learners. Brief overviews of each guideline and the additional topics set the stage for study of the cases. Each case provides an opportunity to Make connections to the fourth edition of Developmentally Appropriate Practice in Early Childhood Programs Think critically about the influence of context on educator, child, and family actions Discuss the effectiveness of the teaching practices and how they might be improved Support your responses with evidence from the DAP position statement and book Explore next steps beyond the case details Apply the learning to your own situation Use this book as a companion to the fourth edition of Developmentally Appropriate Practicein Early Childhood Programs in higher education coursework, as professional development in programs, or for stand-alone study.

Table of Contents:
Editors, Contributors, and Reviewers  Introduction and Book Overview | Jennifer J. Chen and Dana Battaglia  Part 1: Creating a Caring, Equitable Community of Learners | Lisa R. Roy  1.1 Missed Opportunities: Relationship Building in Inclusive Classrooms | Julia Torquati  1.2 “My Name Is Not a Shame” | Kevin McGowan  1.3 Fostering Developmentally Appropriate Practice Through Virtual Family Connections | Lea Ann Christenson  1.4 Counting Collections in Community | Amy Schmidtke  1.5 The Joy Jar: Celebrating Kindness | Leah Schoenberg Muccio  1.6 Prioritizing Listening to and Learning from Families | Amy Schmidtke   Part 2: Engaging in Reciprocal Partnerships with Families and Fostering Community Connections | Stephany Cuevas  2.1 Julio’s Village: Early Childhood Education Supports for Teen Parents | Donna Kirkwood  2.2 Healthy Boundaries: Listening to Children and Learning from Families | Jovanna Archuleta  2.3 Roadmap of Family Engagement to Kindergarten: An Ecological Systems Approach | Marcela Andrés  2.4 Taking Trust for Granted? The Importance of Communication and Outreach in Family Partnerships | Suzanna Ewert  2.5 Book Reading: Learning About Migration and Our Family Stories | Sarah Rendón García   Part 3: Observing, Documenting, and Assessing Children’s Development and Learning | Gayle Mindes  3.1 Pairing Standardized Scale with Observation | Megan Schumaker-Murphy  3.2 The Power of Observing Jordan | Marsha Shigeyo Hawley and Barbara Abel  3.3 “But What Is My Child Learning?” | Janet Thompson and Jennifer Gonzalez  3.4 Drawing and Dialogue: Using Authentic Assessment to Understand Children’s Sense   of Self and Observe Early Literacy Skills | Brandon L. Gilbert  3.5 The ABCs of Kindergarten Registration: Assessment, Background, and Collaboration Between Home and School | Bridget Amory  3.6 Creating Opportunities for Individualized Assessment Activities for Biliteracy Development | Esther Garza  3.7 Observing Second-Graders’ Vocabulary Development | Marie Ann Donovan  3.8 Writing Isn’t the Only Way! Multiple Means of Expressing Learning | Lee Ann Jungiv   Part 4: Teaching to Enhance Each Child’s Development and Learning | Emily Brown Hoffman   4.1 Engaging with Families to Individualize Teaching | Marie L. Masterson   4.2 Tumbling Towers with Toddlers: Intention and Decision Making Over Blocks | Ron Grady   4.3 What My Heart Holds: Exploring Identity with Preschool Learners | Cierra Kaler-Jones   4.4 “I See a Really Big Gecko!” When Background Knowledge and Teaching Materials Don’t Match | Germaine Kaleilehua Tauati and Colleen E. Whittingham   4.5 Using a Humanizing and Restorative Approach for Young Children to Develop Responsibility and Self-Regulation | Saili S. Kulkarni, Sunyoung Kim, and Nicola Holdman   4.6 Joyful, Developmentally Appropriate Learning Environments for African American Youth | Lauren C. Mims, Addison Duane, LaKenya Johnson, and Erika Bocknek   Part 5: Planning and Implementing an Engaging Curriculum to Achieve Meaningful Goals | Daniel R. Meier   5.1 Using the Environment and Materials as Curriculum for Promoting Infants’ and Toddlers’ Exploration of Basic Cause-and-Effect Principles | Guadalupe Rivas   5.2 Social Play Connections Among a Small Group of Preschoolers | Leah Catching   5.3 Can Preschoolers Code? A Sneak Peek into a Developmentally Appropriate Coding Lesson | Olabisi Adesuyi-Fasuyi   5.4 Everyday Gifts: Children Show Us the Path—We Observe and Scaffold | Martha Melgoza   5.5 Learning to Conquer the Slide Through Persistence and Engaging in Social Interaction | Sueli Nunes   5.6 “Sabes que todos los caracoles pueden tener bebés? Do You Know that All Snails Can Have Babies?” Supporting Children’s Emerging Interests in a Dual Language Preschool Classroom | Isauro M. Escamilla   5.7 “Can We Read this One?” A Conversation About Book Selection in Kindergarten | Larissa Hsia-Wong   Part 6: Demonstrating Professionalism as an Early Childhood Educator | Christyn Dundorf   6.1 Take a Chance on Coaching: It’s Worth It! | Lauren Bond   6.2 It Started with a Friendship Parade | Angela Vargas   6.3 The World Outside of the Classroom: Letting Your Voice Be Heard | Meghann Hickey   Part 7: Supporting Children with Disabilities and Implementing Inclusive Practices | Pamela Brillante   7.1 Communication as a Two-Way Street? Creating Opportunities for Engagement During Meaningful Language Routines | Kameron C. Cardenv   7.2 Eli Goes to Preschool: Inclusion for a Child with Autism Spectrum Disorder | Abby Hodges  7.3 Preschool Classroom Supports and Embedded Interventions with Coteaching | Racheal Kuperus and Desarae Orgo  7.4 Addressing Challenging Behavior Using the Pyramid Model | Ellie Bold  7.5 Dual Language or Disability? How Teachers Can Be the First to Help | Alyssa Brillante  7.6 Adapting and Modifying Instruction Using Reader’s Theater | Michelle Gonzalez  7.7 Supporting Children with Learning Disabilities in Mathematics: The Importance of Observation, Content Knowledge, and Context | Renee B. Whelan   Part 8: Supporting Dual Language Learners and Respecting Cultural and Linguistic Diversity | Jennifer J. Chen  8.1 Facilitating a Child’s Transition from Home to Group Care Through the Use of Cultural Caring Routines | Josephine Ahmadein  8.2 Engaging Dual Language Learners in Conversation to Support Translanguaging During a Small Group Activity | Valeria Erdosi and Jennifer J. Chen  8.3 Incorporating Children’s Cultures and Languages in Learning Activities | Eleni Zgourou  8.4 Adapting Teaching Materials for Dual Language Learners to Reflect Their Home Languages and Cultures in a Math Lesson | Karen Nemeth  8.5 Studying Celestial Bodies: Science and Cultural Stories | Zeynep Isik-Ercan  8.6 Respecting Diverse Cultures and Languages by Sharing and Learning About Cultural Poems, Songs, and Stories From Others | Janis Strasser  Index 

About the Author :
Pamela Brillante, is professor in the Department of Special Education, Professional Counseling and Disability Studies, at William Paterson University. She has worked as an early childhood special educator, administrator, and New Jersey state specialist in early childhood special education. She is the author of the NAEYC book The Essentials: Supporting Young Children with Disabilities in the Classroom. Dr. Brillante continues to work with schools to develop high-quality inclusive early childhood programs. Jennifer J. Chen, is professor of early childhood and family studies at Kean University. She earned her doctorate from Harvard University. She has authored or coauthored more than 60 publications in early childhood education. Dr. Chen has received several awards, including the 2020 NAECTE Foundation Established Career Award for Research on ECTE, the 2021 Kean Presidential Excellence Award for Distinguished Scholarship, and the 2022 NJAECTE's Distinguished Scholarship in ECTE/ECE Award. Stephany Cuevas College of Educational Studies at Chapman University. Dr. Cuevas is an interdisciplinary education scholar whose research focuses on family engagement, Latinx families, and the postsecondary trajectories of first-generation students. She is the author of ApoyoSacrifical, Sacrificial Support: How Undocumented Parents Get Their Children to College(Teachers College Press). ChristynDundorfPhD, has more than 30 years of experience in the early learning field as a teacher, administrator, and adult educator. She serves as codirector of Teaching Preschool Partners, a nonprofit organization working to grow playful learning and inquiry practices in school-based pre-K programs and infuse those practices up into the early grades. Emily Brown Hoffman professor in early childhood education at National Louis University in Chicago. She received her PhD from the University of Illinois at Chicago in Curriculum & Instruction, Literacy, Language, & Culture. Her focuses include emergent literacy, leadership, play and creativity, and school, family, and community partnerships. Daniel R. Meier PhD, is professor of elementary education at San Francisco State University. His publications include Critical Issues in Infant-Toddler Language Development: Connecting Theory to Practice (author), and Learning Stories and Teacher Inquiry Groups: Reimagining Teaching and Assessment in Early Childhood Education (coauthor). Gayle Mindes, is professor emerita, DePaul University. She is the author of Assessing Young Children, fifth edition (with Lee Ann Jung), and Social Studies for Young Children: Preschool and Primary Curriculum Anchor, third edition is also the editor of Teaching Young Children with Challenging Behaviors: Practical Strategies for Early Childhood Educators and Contemporary Challenges in Teaching Young Children: Meeting the Needs of All Students. Lisa R. Roy, is executive director for the Colorado Department of Early Childhood. Dr. Roy has supported families with young children for over 30 years, serving as the director of program development for the Buffett Early Childhood Institute, as the executive director of early childhood education for Denver Public Schools, and in various nonprofit and government roles.

Review :
The biggest challenge for developmentally appropriate practice (DAP) is its implementation. By providing a thoughtful and thought-provoking guide, this volume of remarkably relevant case studies moves us forward dramatically to the effective realization of DAP’s intentions.      —Sharon Lynn Kagan, Professor, Teachers College, Columbia University, and Child Study Center, Yale University        These real-life cases provide an opportunity for preservice and in-service early childhood educators to learn more about our beautifully diverse population and how to respect and value the assets children and families bring to our educational settings. Aligning with the DAP framework, the cases facilitate deep reflective practice to strengthen knowledge, skills, and dispositions.      —Pamela Evanshen, President, National Association of Early Childhood Teacher Educators, and Professor and Department Chair, Early Childhood Education, East Tennessee University        This valuable resource can be returned to course after course in a teacher education program. The cases span early childhood grades and settings, effortlessly weaving in examples of enhancing diversity, equity, and inclusion across learning domains.      —Ellen Frede, Senior Codirector and Research Professor, National Institute for Early Education Research, Rutgers University       The inclusion of reflection, application, and discussion for teachers related to developmentally appropriate practice makes this book stand out for professional development. The case studies across different age groups in early childhood education are a great resource, and the case-related and general questions allow leveling and individualizing for teacher development.     —Karen La Paro, Professor and Codirector, Birth–Kindergarten Undergraduate Program, University of North Carolina–Greensboro