Anti_Bias

Anti Bias The context in which early childhood programs operate today is characterized by ongoing discussion between parents, teachers, and the research community about how best to teach young children and what sort of practice is most likely to contribute to their development and learning. Recent studies show that many teachers who say they believe in developmentally appropriate practice do not have developmentally appropriate classrooms. Studies also indicate that teachers who receive in-service training on developmentally appropriate practices via workshops, site visits, and journal reflections reported a greater tendency to use these practices in the classroom. There is no singular formula for developmentally appropriate practice. Rather, teachers use these strategies to make day-to-day decisions based on the individual children, their families, and the social and culture context. There are five basic guidelines for developmentally appropriate practice. The first one being to create a caring community of learners. Developmentally appropriate practices support the development of relationships between appropriate, developmentally, teachers, learning, children, practices, practice, development, early, childhood, between, guideline, families, curriculum, children’s, teach, studies, social, relationships, receive, individual, context, community, among, about, there, young, workshops, visits, via, values, training, today, tendency, teaching