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Just What Does "Developmental" Mean, Anyway?
by Sandy Karaganis

Most parents aren't in Winnetka long before they hear the term "developmental" used to define educational philosophy and classroom practice. But what does that term mean and how does that theory affect the way children are taught in early childhood and elementary school classrooms?

Some believe that the developmental philosophy provides a rationale for instruction which is consistent with the natural evolution of children's interests and capabilities. Others define it as an individualized approach to education which takes into account each child's unique learning styles and needs. Often the term is thought to be interchangeable with "child-centered," "progressive" and "appropriate curriculum."

Of course, no single approach is sufficient when dealing with the rich diversity of behavior and development found in each classroom and no single term adequately describes the complex process of teaching that is responsive to individual differences. The unique patterns of development that teachers see each day defy a lockstep approach to schooling. Instead, a method is needed that places knowledge about the child at its center. Out of this knowledge, thoughtful decisions can be made about the best learning environment for each child, including what he will learn and the best way to teach it.

Lilian Katz, Ph.D., professor of early childhood education at the University of Illinois, reminds us that there are two meanings to the term developmental. One, the normative dimension, tells us what is typical behavior at a particular age, including what children can and cannot do at each stage and the range of normal behavior. For educators, this understanding gives a broad framework for understanding behavior and what is "age-appropriate" for most children. The other, the dynamic dimension, is an understanding of the stages of development as they apply to the way children learn. Katz suggests that we think about the "cumulative effect" of early experience on later behavior, which challenges teachers to plan and organize environments for children that will nurture their emotional and intellectual growth.

Developmentalists believe that just because a child can do something at a particular age doesn't mean that he should do it. We can teach children to do flash cards at age four, read in kindergarten, memorize math facts at six and write cursive in second grade. But the questions we must ask ourselves are: what is the long-term effect of this experience? Is it compatible with the interests and dispositions of young children? Does it serve the child's emotional and intellectual de-velopment? Teachers must question themselves when making curriculum decisions, keeping in mind the child first, including what drives his curiosity and intellect and how we can best encourage a strong disposition toward learning.

A school that considers both the normative and the dynamic dimensions of development has classrooms filled with learning activities that re-spect and support each child's emotional, intellectual and physical development. Peeking inside a classroom, we would find a teacher who organizes instruction around the students' own interests, needs and abilities. The curriculum would integrate what the teacher understands about each child with what she knows about the subject matter. And, as content is not primarily taught in isolated bits but incorporated into broader units of study, we'd see subject matter being interconnected and linked to the child's previous knowledge, his own experience and the world around him.

Developmental classrooms also nurture relationships between child, teacher and peers. Because education is essentially a social process, cooperative and collaborative relationships are encouraged. Classroom planning must be flexible enough to allow for a free play of individual capabilities, even during communal projects. The classroom environment is set up to encourage discussion and integration. Movement throughout the room, access to games and play materials, and seating at tables or at clustered desks all encourage discussion, sharing and group problem solving rather than individual work and competition.

Developmental classrooms emphasize experiences that capture the whole child--his emotions, his body, his mind--and allow him to become fully immersed in his learning. Through play, he can transform himself and his surroundings into anything his imagination invents. For example, third graders take an imaginary trip to Kentucky, encountering all the hazards, problems, and triumphs that early pioneers faced. The fact that this adventure takes place in the halls of Greeley in no way diminishes the kind of thinking and learning that is going on. When teachers provide opportunities for children to act on materials and to play out themes, we can see that play both shapes the child's thought and is expressive of it.

We live in a culture which often demands early performance and achievement from our young children rather than fostering long-term intellectual development. When we do not respect the unique development of a child, we compromise the quality of his growth in the future. The developmental approach asks us to value who the child is now and to create a balance between the child's need to demonstrate competence and skills with the desirability of maintaining a healthy, open and positive outlook on learning. The challenge for all adults is to recognize the need for such a balance.