Competency 4 | Portfolio

Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

Early childhood educators understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages and characteristics and on the settings in which teaching and learning occur. They (a) understand and demonstrate positive, caring, supportive relationships and interactions as the foundation for their work with young children. They (b) understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child. Early childhood educators (c) use a broad repertoire of developmentally appropriate and culturally and linguistically relevant, anti-bias, and evidence-based teaching approaches that reflect the principles of universal design for learning.

Key Elements

4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.

4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.

4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.

Evidence & Artifacts

EDUC 582 UDL - Forest Preschool
EDUC 583 Comparison of Curriculum Planning Approaches

Reflective Connection

4 A. In my article "UDL - Forest Preschool," I demonstrate an understanding of the importance of positive relationships and supportive interactions in early childhood education, particularly in a forest preschool setting. By emphasizing the inclusive nature of the forest classroom and promoting diversity, individuality, and a strong sense of belonging among all students, I establish a foundation of positive relationships. Through open communication with parents and creating a safe and stimulating environment in nature, I foster meaningful connections that support children's social and emotional development.

In the "Comparison of Curriculum Planning Approaches," I demonstrate an understanding of the importance of positive relationships and supportive interactions in early childhood education. Throughout the discussion of various curriculum approaches, such as Emergent Curriculum and the Project Approach, I emphasize the role of the teacher in creating an environment where students feel comfortable expressing their needs and interests. By planning for student engagement and interaction, I foster positive relationships that support children's learning and development.

4 B. In my forest preschool setting described in the UDL article, I incorporate effective strategies for early education that prioritize hands-on, nature-based experiences. I utilize natural elements and the environment to engage children in learning, which is more suitable for their developmental stage and fosters a deeper connection to nature.

In the "Comparison of Curriculum Planning Approaches," I discuss different curriculum planning approaches and their curricular characteristics, demonstrating knowledge of effective strategies and tools for early education. I understand the importance of planning and preparation to ensure that learning goals are met. By considering the developmental appropriateness of each approach and adapting teaching strategies to meet individual needs, I effectively support children's learning across multiple domains.

4 C. Throughout the UDL article, I demonstrate the use of developmentally appropriate teaching and learning approaches in the forest preschool setting. By embracing Universal Design for Learning (UDL) principles, such as multiple means of representation, expression, and engagement, I ensure that activities cater to the diverse needs and interests of all children. Through hands-on exploration, creative expression, and immersion in nature, I provide learning experiences that support children's holistic development.

In discussing the different curriculum planning approaches and their implications for teaching and learning, in "Comparison of Curriculum Planning Approaches," I reflect on my own practice as an educator. By considering the goals of each approach and the role of the teacher in facilitating learning, I recognize the importance of ongoing reflection to promote positive outcomes for each child. By continuously assessing and adapting my practice based on student needs and interests, I create engaging learning environments that support children's growth and development.