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Essay / Research Paper Abstract
A 3 page exploration of the ideological basis of this organization. Two specific questions are addressed: What does the NAEYC say about DAP that fits in with the philosophy of education? and What does the NAEYC mention in its code of ethical conduct that will help to frame someone's professional behavior?
Page Count:
3 pages (~225 words per page)
File: AM2_PPedChld.rtf
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What does the NAEYC say about DAP that fits in with the philosophy of education?
The National Association for the Education of Young Children (NAEYC) first published a position statement on Developmentally Appropriate Practices (DAP) for the Education of Young Children in 1987. The
NAEYC has been one of the primary organizations to perpetuate the concept that children are developing human beings that learn not just while they are in school but throughout their
lives. The NAEYC has emphasized time and time again that the manner that individuals learn, however, changes over time. This concept is central, in fact, to the philosophy
of education as a whole. To support this contention we can look to the educational philosophy of Jean Piaget. Piagets theories revolved around his recognition of that fact
that infants relate to their world in a manner which is essentially consistent between children of the same age group but distinctly different from the manner in which adults interact
with their world. Very simply put, Piaget contended that children think differently than do adults. Piaget recognized that the seemingly meaningless activities of play, for example, could have
a tremendous impact on the development of the child. He identified four critical stages from infancy to adolescence. According to Piagets theories biological pressures to adapt to the
environment provides the impetus for passage through each of these stages. These same stimuli are important in allowing the infant to organize their structure of thinking. Piaget speculated,
however, that the schemes or cognitive structures that help individuals organize and understand their experiences, vary with age and that the stages of thought themselves are qualitatively different from one
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