Designing Developmentally Appropriate Days [Video]
Christi Szakaly-Meredith, Resa Matlock, Ball State University
Part of a series of 16 broadcasts, this videotape is designed to help child day care workers provide quality child care by providing a developmentally appropriate learning environment. It stresses the need to help children develop physically, socially, emotionally,and cognitively, and developskills for problem solving. It describes three factors for good child care programs: focus on the child, an appropriate environment, and positive adult/child interaction. The need is stressed for child caregivers to assess the individual needs of the child and provide developmentally appropriate learning activities. Recommendations for designing a classroom that encourages individualized development are also provided.
Christi Szakaly-Meredith, Resa Matlock, Ball State University. Designing Developmentally Appropriate Days [Video] (1995). Ball State University: Munice, IN.
Sponsoring Agency: Ball State University
Language: English
Reading Level: Average
Formats Available: Printed Material, Videotape
(The accompanying print guide is titled "Reflections on Practice: A Companion Guide to
Indiana's Child Care Collection" - contact producer regarding price)
Ball State University
The Child Care Collection
c/o Christi Szakaly-Meredith
BSU TC 1008
Munice, IN
46306
Phone: (877) 550-4455
Fax: (765) 285-4045
Email: cszakaly@bsu.edu
Languages Available: English, Spanish
Planeando dias apropiados para el desarrollo [Spanish][Video] [Designing Developmentally Appropriate Days]
Intended User Audience:
Early childhood care and education professionals can use this material, including child care providers, preschool personnel, K-3rd grade teachers, preservice students in ECE, ECSE, and those working toward CDA (Child Development Associate) certification.
Product Development:
Two co-directors oversee development of the videos in this collection. Both have backgrounds in early childhood education and one of the co-directors is bilingual in Spanish and English. Each video is developed using a multi-step process. First, state level personnel decide on the content areas for new videos (once each year). Second, a team of experts is gathered representing higher education faculty (mostly in-state), state personnel, child care providers from home and center-based settings, and other disciplines as needed for specific topics (e.g., physical therapist). Based on input from the team, a script is developed. Then in-state sites are chosen for filming. A production crew and members of the expert team as well as state level personnel often accompany staff to the sites. Edits to the scripts and video segments are done as a group. The process takes approximately six months to complete.
While the cultural and linguistic diversity portrayed in each video is primarily European-American and English-speaking, an effort is made to film at sites representing diversity in both children and staff (e.g., home child care, preschool center in the inner city, university lab schools).
Product Evaluation:
As noted above, informal evaluation is done during the development of each video. The team reviews the script and footage in an ongoing manner. There are plans for focus groups and surveys to collect data concerning the effectiveness of the videos (presentation and content).
The complete set of videos (N =23) are also used as part of CDA certification in Indiana.
Product Dissemination:
As of December 1999, 50 copies of Bienvenidos a todos los ninos: Cuidado inclusivo, 300 copies of Welcoming all children: Creating inclusive child care, 1436 copies of Cooing, crying, cuddling: Infant brain development, 1473 copies of Toddler brain development, and 534 copies of The B.U.S.I.N.E.S.S. of family child care have been disseminated throughout the United States.
Additional dissemination figures:
Developmental Infant Care = 1129 copies;
Dilemas Diarios Manejando Difficultades = 200;
Pintando un Cuardo...= 200;
Daily Dilemmas - coping with challenges = 1166;
Planeando dias apropiados = 200;
El Desarrollo del cuidado... = 200;
Quality Family Child Care = 1357;
Designing developmentally appropriate days = 1980;
Painting a positive picture...= 2720;
Cuidado de calidad para los ninos..= 200
Review #1
About the reviewer:
The reviewer has a master's degree from San Jose State University in
therapeutic recreation with a minor in special education. She also completed
post-master's coursework at the University of Oregon. For the
last five years she has been the Cross-Cultural Special Education
Supervisor for the State of Washington, where she helps
develop processes to serve culturally and linguistically diverse and
migrant children. Her focus has been on identification strategies for
exceptional needs and appropriate program development. She currently
works in the area of education reform and special populations
(accommodations, alternate assessments, etc). The reviewer, a Mexican
American, has researched and worked with Asian Americans, European
Americans, Mexican Americans, Native Americans, and Pacific Islanders.
Audience:
The intended user audiences for this video are early childhood care and education professionals, including childcare providers, preschool personnel, kindergarten through third grade teachers, pre-service students in early childhood education and early childhood special education, and working toward CDA (Child Development Associate) certification.
Strengths of the Material:
This video is well done. It is clear, concise, informational and easy to follow. The video covers the three aspects of a developmentally appropriate childcare program. Throughout the video, actual childcare providers and the narrator provide real examples of quality aspects of the three components of a developmentally appropriate program (the child, the environment and the adult/child interaction).
Whether the examples are video footage of children playing with each other or interacting with their environment, or the childcare provider describing the activity, they are all excellent examples of children in that aspect of the program. For instance in the section on the environment there is video footage of children playing with blocks, painting, at water play, etc. In addition, there are examples of how to assist children with physical disabilities, as well as a childcare provider's description of how to include youngsters (e.g., the child who must sit in a chair at the reading circle).
Another instance of providing concrete examples is when the video speaks to the creativity and organization of the environment and then runs through a few examples of a creative and organized program. In the section on adult/child interaction, the content focuses on respect and knowledge. It then goes through key areas (i.e. physical, emotional and social needs) and speaks specifically to each topic, again with examples.
One specific strength of the video is that it shows a variety of children of all ages, ethnic backgrounds and abilities. In addition, it includes childcare provides of both genders as well as a few adults of color.
Some other strengths of the video are that actual childcare providers are shown interacting with children and sharing examples. The contents of the video advocate for developmentally appropriate infant and early childhood childcare programs in a positive and understandable manner. The "Companion Guide" goes deeper into developmentally appropriate programs and concepts. It would be a nice addition if this video were to be used in a class or in-service. There are reflections and opportunities for discussion and clarification of the concepts.
The video is user friendly and very informative at both an introductory and advanced level for administrators, paraprofessionals, service delivery personnel and parents. For a video it is especially clear in sound and in video coverage of the children (that is, the mechanics of the video do not detract from the content).
Limitations of the Material:
In spite of the fact that the video itself is inclusive of children of color and various abilities, the actual content does not speak to or reference culturally appropriate activities and environments. Developmentally appropriate programs by their very nature address individual needs - but the video does not address the familial, linguistic or cultural needs of the child or family. If users were to do anything to enhance this video it would be to speak to these components of addressing the whole child.
The video does not specifically address or promote knowledge and awareness of cultural diversity, deal with attitudes and stereotypes and/or provide accurate first-hand information that lead to these culturally competent training outcomes. As a professional development tool, it is a stand-alone video. At the same time it can be an essential viewing for an early childhood education/early childhood special education in-service or pre-service class. It is informational in nature, provides actual examples, and would lead to good class discussions.
It is important to note that while these items are listed under limitations, this reviewer believes these are not inherent limitations of the material itself. With the above caveats, this reviewer finds no real limitations to the material with regard to developmentally appropriate programs.
Adaptations:
This reviewer recommends the following adaptations when using the video: Provide culturally competent outcomes for the video and address those outcomes (e.g., address how to interact with diverse families and their needs, language, etc.). More providers of color should be included in the presentation.
Generalizability:
Although not necessarily intended for parents, this is a great video for parents to view. It provides all the components of a great childcare environment. By viewing this video, parents are better prepared to evaluate their current or possible future childcare situations.
In addition, the "Companion Guide" might be useful to parents or other multidisciplinary team members regarding the concepts of developmentally appropriate programs. The information is generalizable to any parent looking for quality childcare options, as well as professionals providing childcare to infants and children. There are numerous examples of childcare provider/child interactions and positive childcare environments.
Recommendations:
This reviewer highly recommends this video for parents and early childhood care and education professionals, including childcare providers, preschool personnel, kindergarten through third grade teachers, pre-service students in early childhood education, early childhood special education. It is well done.
Producer's Response:
Not available at this time.
Review #2
About the reviewer:
The reviewer has over twenty years of experience with local, state,
and national groups that provide culturally and linguistically
appropriate care and education to young children. The reviewer is
presently working with groups to develop a partnership approach to
improve outcomes for children. This approach involves parents, child
care staff, Head Start, public school staff, and representatives from
the community.
Audience:
The reviewed video and companion guide are written for early childhood care and education professionals including childcare providers, preschool personnel, K-3rd grade teachers, pre-service students in early childhood education and early childhood special education, working toward CDA (Child Development Associate) certification. The State of Indiana holds the copyright, but the materials are licensed to Ball State University, and can also be purchased through NAEYC's Early Childhood Resources catalog.
Strengths of the Material:
The materials reviewed were Designing Developmentally Appropriate Days -Indiana's Child Care Collection Video and its companion guide entitled Reflections on Practice: Indiana's Child Care Collection Video Series. The companion guide leads participants through the video by presenting questions for reflection at the beginning of the video and at the end. The guide consists of a simple overview of the video, along with a section on concepts to consider. There is also a set of related activities and a listing of resources for both the provider and the children. The guide and video can be used separately as references or supplementary material.
Limitations of the Material:
The video presents key discussions on developmentally appropriate practices with young children as they relate to the child's development, the environment, and the adult-child interaction. As the narrator "talks over" video footage of children and providers in action, key points are presented. In both the video and resource guide, it is stated that the cultural background of the child needs to be considered and respected. Neither the guide nor the video provides strategies and suggestions promoting cultural competency.
A second limitation is that no mention is made of cultural and linguistic needs of the children and their families. The video does include footage that illustrates a diverse population of children, but no acknowledgement is made of the cultural or linguistic backgrounds of the children and families.
Adaptations:
The video offers some very concrete examples of appropriate environments for young children. Video clips include children with special needs being included in the classroom. On the other hand, the companion guide is very basic and provides limited information on child development. This suggests that the trainer have extensive knowledge in child development to enhance the training. The experienced trainer should respond to the cultural and linguistic backgrounds of children and their families. These questions and reflection activities could be added to provide caregivers with ways to be responsive to community preferences, values and beliefs.
Generalizability:
The materials could be utilized for various groups or professional caregivers working with young children. It is not limited to specific geographical areas. The concepts, principles and practices discussed are based on child development theories and best practices. The reviewer recommends that the trainer have extensive knowledge of the needs of children and families being served by that specific program.
Recommendations:
The reviewer recommends these materials with adaptations. The adaptations (if only made in the written guide) would provide opportunities and promote awareness about the importance of working sensitively with children and families from diverse populations. The trainer should have knowledge and experience to address issues of cultural and linguistic diversity.
Producer's Response:
Not available at this time.
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