Developmentally Appropriate

Practice

Australian Developmental

CurriculumThe Walker Learning Approach

What it is

It is .......

active investigation and intentional and explicit teaching of skills including literacy and numeracy

What it is not!

It is NOT ......

the developmental play or developmental classroom or unstructured or unplanned play for learning

free play, reward play or wet weather timetable play

Balance between active engagement of children in

authentic interests and linking these interests back into the

explicit and formal teaching in all areas of curriculum.

The Learning Environment

DecisionMaking

Oral Language

ResilienceProblemSolving

Initiative

SocialSkills

GrossMotor

FineMotor

Prov

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: Chi

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Prov

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Provocations: Learning Objectives

Provocations:Developmental

Objectives

The Learning Environment

DecisionMaking

Oral Language

ResilienceProblemSolving

Initiative

SocialSkills

GrossMotor

FineMotor

Prov

ocat

ions

: Chi

ldre

n’s In

tere

sts

Prov

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: Com

mun

ity/S

choo

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Inte

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Provocations: Learning Objectives

Provocations:Developmental

Objectives

The Learning Environment

Tinkering Table

DramaticPlay

Collage

Construction

SensoryReadingCorner

Writer’s Workshop

Interest Table

DecisionMaking

Oral Language

ResilienceProblemSolving

Initiative

SocialSkills

GrossMotor

FineMotor

Process for the Development of Philosophy & Practice

Key Values

Theory

Research

EducationalPhilosophy

Key Practices

Kathy maintains that although we can share key values, unless the next three stepsare considered and a share educationalphilosophy is developed there can be

great variation and discrepancy in practiceas individuals interpret key values differently.

Children Don’t Know what they Don’t Know

Children require explicit modelling

Literacy and Numeracy taught explicitly and formally each day using children’s interests to model or link to skill

Retain reading groups, writing and all other key areas of literacy and numeracy

Developmentally Appropriate Practice

Intentional and Responsive

Teaching and Learning

InvestigationsInstructionalTeaching &

Learning

Tuning InInvestigationsReflection

LiteracyNumeracyOther Subjects

Focus ChildrenReporter/

Photographer

FreebieS

WholeSmallWholeClinic

Groups

Teaching AlwaysExplicit

ScaffoldingModellingDirecting

Investigations: Overview of Session

Tuning In

Investigations

Reflections

Reset LearningEnvironment

20 mins

Minimum 45 mins

20 mins

10 mins

Tuning InAdministration

(2-3 mins)

Review/Reflection of the Learning

(6-8 minutes)

Scaffold Children for Learning

(10 minutes)

Intentional Dispersal of Children to Investigate

(2-3 minutes)

Mark rollLunch OrdersName of the Day

Conversation about the learning over the past daysHighlight provocations and link to learning later in day

3 focus children - scaffold authentic interests

Reporter - teacher directedPhotographer - teacher directed

Focus Children, Reporter and Photographer first

Scaffold children to leave mat with intent

Focus Children

Two or three children each day (each child a focus once a fortnight)

Focus children are given some particular tasks to complete or undertake within the investigation they choose; A design brief, a list, a map, a plan, a drawing, etc.

Focus children spend a few minutes with the teacher during the investigation time. This is for teacher scaffolding.

Teacher scaffolds other children during the investigations.

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Focus Child Conversation

Reporter & Photographer

Role is designed to move child a little out of egocentricity: awareness of peers, to talk and to interact, to question.

Has a clipboard to record what the other children are doing

May have a camera but often a separate child is used as the photographer

Investigating Schedule

Settle In(5 mins)

Scaffolding Focus Children, Reporter & Photographer

(20 minutes)

Incidental Scaffolding/Observation

(about 20 minutes)

Children take time to get started.Teacher takes time to observe.

Teacher spends about 5 minutes with each focus child to scaffold from their authentic interests.Teacher spends about 5 minutes each scaffolding the reporter and photographer.

Teacher scaffolds children who need extending or support.Teacher observes and makes mental notes related to particular skills or development the children are demonstratingTeacher identifies ‘freebies’.

Reflection Schedule

Modelling and Scaffolding(10 mins)

General Discussion(5 minutes)

Re-Set Environment(5 minutes)

ReporterPhotographerFocus Children

Conversation about learning from investigation and that is about to happen in formal teaching.Freebies

Work in progressLists for next investigationGetting ready for the learning to come nextPacking away is slow, careful, thoughtful and methodical, not rushing around.

Sensory ProvocationsPlay dough, clay, water, sand, dirt, rice,

pebbles, wood, water crystals.

DramaticCentre

Doctors’ surgeryAirport

Puppet TheatreRestaurant

HomeSupermarketPost OfficeVet Clinic

Travel AgentSchool

CollagePine cones, bottle tops, pebbles, feathers, gum-nuts, leaves, flowers, wool, buttons, shells,etc.

WritingArea

Pens, pencils, textasScissors

Envelopes & stampsPost box

ClipboardsPegs to hang letters

PaperLettersWords

Books, posters

Reading AreaClass made books, Interest books, Fiction

& Non-fiction, Big books, Magazines

Construction

Wooden/foam blocks

Lego

Mobilo

Cardboard boxes

Big wooden blocks

Tinkering Table

Electronic itemsComputer keyboards

RadiosCD players

ToolsEye protection

Science equipmentMeasuring tools

Interest Areas

Magnets

Dinosaurs

Music