FSCJ Developmental Practices Child Growth & Development Discussion

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Florida State College at Jacksonville


Students, please get an understanding of what we mean by Developmentally Appropriate Practices (DAP) by downloading this document: PSDAP

Now that you have a general idea about DAP, please download this article: Child Growth and Development

After you read the articles above, please write feedback on the three questions that connect to the NAEYC’s Developmentally Appropriate Practices (DAP).

  • What is the purpose of the      article?
  • How could an early childhood educator      implement this curriculum in the learning environment with young children?
  • Why is it important to provide      young children with developmentally appropriate experiences that foster      healthy growth and development?

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Toddlers Through Grade 2 The Importance of Music Making in Child Development Paul G. Morehouse A ® 2, 3 s an early childhood music educator, I’m always delighted to see children enjoying social, musical play in the classroom. Although most preschool children show musical interest, traditionally defined musical abilities (for example, singing on pitch or performing predetermined rhythms) vary widely from one child to the next. The opening scenario illustrates a musical ability that I see among most preschool-age children: they recognize, understand, and respond to music’s structure. (See “What 82 Is Structure?”) This sensitivity to musical structure can be a strong determinant in nurturing their enjoyment of and enthusiasm for music-making behavior (Morehouse 2012). What Is Structure? In music, structure, or form, refers to the organization of sound and rhythm. This sequence of auditory patterns gives definition to a piece of music. The lion song in the opening vignette is a good example of simple structure in music, given the vivid contrast between the song’s two sections, which have different tempos—first slow, then fast. In this activity, the structure becomes visible through children’s corresponding movements. Music-making behavior describes what most children do when they make musical sounds and rhythms. It activates their ability to follow the structure of a piece of music (usually a song). This behavior is especially evident under two interdependent conditions. First, young children are keen to engage in music-making behavior when an adult guides the music activity. The level of musical proficiency of the adult, whether singing or playing an Young Children September 2013 © Jeff Cleveland I strum a chord quietly on my guitar and begin to sing softly. All of the children in this group of preschoolers immediately lie down, as if on cue. This song about a lion sleeping in the jungle is one of their favorites. Each child becomes a lion because the song is also a game. The children remain lying down until the song reaches the chorus of nonsense words sung to a lively rock-androll rhythm. Immediately every child is up and dancing until the fast beat stops and the soft music returns. Then the children melt back down to their sleeping positions. Copyright of YC: Young Children is the property of National Association for the Education of Young Children and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
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Developmentally Appropriate Practices, Child Growth, and Development

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Developmentally Appropriate Practices, Child Growth, and Development
The article aims to discuss the benefit and contributions of music-making to child
development. It discusses how music-making behavior develops during early childhood and how
early childhood educators can incorporate music-making within the preschool class to promote
children's academic, cognitive and s...

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