Running Head: DEVELOPMENTALLY-APPROPRIATE INSTRUCTION

Developmentally-Appropriate Instruction
Sierra Allen
Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2016

DEVELOPMENTALLY-APPROPRIATE INSTRUCTION

Introduction
Developmentally appropriate learning is the foundation for all good teaching. A teacher
needs to give material that is not too difficult to grasp for the students, but also is not too easy.
The lesson should encourage a growth mindset. It is also important that the activities included
take into account the age and background of the student. Is a six year old able to sit through a 20
minute lecture? Or would it be more effective to let them interact with the material or watch a
video that captures their attention? Educators need to continually find the balance of what is
appropriate for their students and how to best reach their needs.
Rationale
The first artifact I selected in an example of student work. This is a lesson we did on
needs and wants. This was used as a review for the students on the meaning of these words. After
we briefly reviewed it through conversation, we spent time as a class sorting the cards on the
board. The students would decide, as a group, where each piece went. Afterwards, they went to
their desks with the same pieces. They were allowed to spend some time coloring and cutting out
the pieces. They were then asked to sort them into a Needs column or a Wants column, written in
marker on their desks. This let the students practice with their own hands, while taking into
account the six year olds need for a brain break after a lesson.
My second artifact is of some word cards and a worksheet to go along with it. Mrs.
Cooper gave me this to work on with students individually as a Word Work center. The students
were tasked with putting these words in alphabetical order. They would lay the cards out and I
would help them work out what order the cards should go, just by guiding them through the
process while they found the answers. After they had completely finished and sorted all of the

DEVELOPMENTALLY-APPROPRIATE INSTRUCTION

cards, they would transfer the words onto the sheet. This lesson let the students practice
alphabetical order, as well as their writing and spelling skills. They were told to use the chart of
the alphabet on the board, which helped them visually see what they needed to do.
Reflection
The artifacts chosen for this competency were hands-on activities that engaged the
students. Students were given the ability to manipulate the pieces and solve the puzzle in front
of them. When they are able to do this, they begin to make sense of abstract concepts and build
deeper connections. The activity that had the students sort their pieces into columns caused them
to think about each individual item and its characteristics to decide where to place it. We were
able to lay a foundation for more difficult sorts that they did the next day. The activity that had
the students put their words in alphabetical order pushed them to continually run through the
alphabet and read the words.
Instruction that is developmentally appropriate is not just about making a lesson that is
appropriate for the age group. It also includes making a lesson that pushes the student to develop
new skills and abilities, even outside of the obvious lesson objective to promote holistic
growth. It should create or add challenge onto what is already known, while taking into account
students limitations or disabilities. When creating a lesson that is developmentally appropriate,
one should also take into consideration that each student will have varying levels of knowledge
and readiness. This means the lesson should include some differentiation. Design learning
experiences based on a task analysis that includes an analysis of the skill and knowledge
embedded in the task plus an analysis of student readiness, background knowledge levels,
interests, and information processing styles. (Rutherford, 2012, p. 199) Each lesson should
consider all of these factors in order to create the most effective instruction possible.

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The most difficult part of conducting a lesson that is appropriate for the student is the
amount of forethought that should go into it. Educators need to take advantage of all available
information about their students in order to decide what will be the most appropriate for their
class and individual students. Some students need a more teacher-directed approach while others
might need to work on their own. Some learn visually while others learn musically. The reality
of developmentally appropriate practice is that if programs are to be individually appropriate,
teachers must assess children's needs, develop specific goals for individuals, and plan programs
that address the unique goals and objectives of the children within the class. (Carta, 1995, p. 27)
Teachers are loaded down with information about their students and need to take advantage of it.
It would also be helpful for a teacher to learn about their students personality types and what
kind of learner they are. Teachers should also take note of the different cultures and ethnicities
present in the classroom. While many might want to go with a color-blind approach, students
need to know that their teacher is attempting to relate to them. One easy way to do this is to read
books or do art projects that observe different traditions or celebrate different ethnicities. When
students see themselves represented in a book, especially if they are in a classroom with few
other minorities or ethnicities, it can go a long way in making them feel comfortable and safe.
With this kind of planning and attention to detail, they can prepare lessons or centers that are
very targeted and personalized.
Students need instruction that is geared toward them, created by a teacher who
understands them or attempts to relate to their differences. Developmentally appropriate
instruction pushes students to reach their goals, while presenting the information in a method that
considers their readiness and prior knowledge. When used correctly, teachers can extend a
childs skills and learning through simple adjustments to their activities and plans.

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References
Rutherford, P. (2012). Instruction for all students: Strategies, resources, rationales. Alexandria,
VA: Just ASK Publications.
Carta, J.J. (1995). Developmentally appropriate practice: A critical analysis as applied to young
children. Focus on Exceptional Children, 27, 8.