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Developmentally appropriate practice (DAP) is a perspective within early childhood education whereby a teacher or child caregiver nurtures a child's social/emotional, physical, and cognitive development. [1]
For example, in Ontario, Canada, the designations ECE (Early Childhood Educator) and RECE (Registered Early Childhood Educator) may only be used by registered members of the College of Early Childhood Educators, which is made up of accredited child care professionals who are held accountable to the College's standards of practice. [10]
The Lancet: Formatting Guidelines for Authors: Formatting Guidelines for Electronic Submission of Revised Manuscripts. WWW OSNews Style Guide: Rules and Guidelines for Publishing and Participating on OSNews, by T. Holwerda. OSNews, 2007. Web Style Guide, 2nd ed., by Patrick Lynch and Sarah Horton.
Early childhood intervention came about as a natural progression from special education for children with disabilities (Guralnick, 1997). Many early childhood intervention support services began as research units in universities (for example, Syracuse University in the United States and Macquarie University in Australia) while others were developed out of organizations helping older children.
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals.
According to the United States Department of Education, this program focuses on "improving early learning and development programs for young children by supporting States' efforts to: (1) increase the number and percentage of low-income and disadvantaged children in each age group of infants, toddlers, and preschoolers who are enrolled in high ...
For example: Teachers' long-term commitment to enhancing their understanding of children is at the crux of the Reggio Emilia approach. They compensate for the meagre pre-service training of Italian early childhood teachers by providing extensive staff development opportunities, with goals determined by the teachers themselves.
Since the Early Childhood Education Act was initiated in the 60s, various laws have been passed and continue to be passed as part of the Early Childhood Education Act to better prepare young children for school. These programs were intended to help children in the pre-kindergarten years to be more successful once starting school.