An alternative view of appropriate practice in early childhood education

Abstract

The National Association for the Education of Young Children (NAEYC) and the Association for Childhood Education International (ACEI) have both published position papers espousing developmentally appropriate practice in early childhood education programs. Such programs are usually based upon varying interpretations of Piaget's developmental theory and frequently focus upon child-directed learning and informal learning practices. This article sets forth an alternative view that programs which serve young children may need to be concerned with both developmental and instructional theory and that children can benefit from some structured learning. A program incorporating these views is carefully described in terms of its theoretical perspectives and classroom practices. This program is then compared to the NAEYC description of appropriate and inappropriate practice. The match/nonmatch is noted and discussed.