Developmentally-Appropriate Teaching Developmentally Appropriate Practices

Developmentally-Appropriate Teaching

Developmentally appropriate practices in the social studies classroom

How does an understanding of developmentally-appropriate practices in the social studies classroom enhance students' individual development and identity?

The social studies classroom offers a unique opportunity for children to speak about their experiences in regards to their diverse cultures and personal histories. Linking children's lived experiences to history, politics, sociology, and psychology enables children to see the relevance of learning to their place in the larger community. For example, when studying the internment of Japanese-Americans in an American history class, a Japanese-American child might volunteer his or her grandparent to speak to the class, who actually lived through the war. When discussing issues in psychology such as risk taking, the hormonal changes of adolescence, and drug addiction, high school students can be asked to pool their collective personal experiences to make the topic more enriching. Discussing the biology and sociology of adolescence can even help high schoolers make better life decisions. "The classroom should be treated as a laboratory of social relations where children can learn the rules of social living and explore cultures and values. In a positive, integrated learning environment, children can gain respect for individual differences and choices." (Network, 2003)

Through the social studies classroom, children can learn that their experiences are not isolated, but are rather connected to a larger historical and social reality. Even for very young children, developmentally-appropriate techniques to talk about history might include role playing, using hands-on materials, and having visually attractive displays from historical periods in the classroom. Children can be asked to imagine 'what if' -- what if they lived in a place where they were discriminated against, simply because of who they are, or were hungry all of the time? As children grow, instruction can gradually become more abstract and incorporate more theory. But even for adolescents, the focus upon the search for identity during this period means that it is still important that the teacher relate what is taught in the classroom to students on a personal level.

Because issues which arise in a social studies classroom can be sensitive, it is also vital that when potentially disturbing or controversial matters are introduced, they are done so in a developmentally-appropriate fashion. When discussing a difficult period of history, the teacher must be mindful not to shock children, while still presenting an honest picture of what occurred. Discussing matters pertaining to sexuality must also be done with respect for the children and their school's policy on this topic, without lying or compromising education. Around pre-pubescence and adolescence, children become more capable of talking about these issues in a mature way. School can give students a place where they can muse upon their feelings regarding such issues as sexuality, birth control, and abortion, and students are usually eager to talk.

As students form a separate identity apart from their parents, school can provide an important refuge from the tensions inherent in creating a new sense of self. Discussion and dialogue also ensures that students will feel more comfortable disagreeing with their peers openly. However, the teacher must wait until students are willing and able to engage in intelligent conversation on these topics, before giving students more liberties. Teachers must be able to understand when students are truly ready to talk about difficult issues, and not impose their will upon them.

At all ages, "relevant language, writing, spelling, and reading skills as opportunities to develop social skills such as planning, sharing, taking turns, and working in committees" is an important part of education (Network, 2003) the expectations for these activities will grow increasingly difficult over the course of the student's education, as old knowledge scaffolds upon the new. But the basic principles of common educational values such as respect for students remain unchanged. The teacher is always in dialogue with the students, constantly learning from them as they learn from him or her. A good teacher knows that every class is different, and not every class can be taught the same as previous groups, even if all students are from the same age groups. They may have different backgrounds, interests and needs, and the collective consciousness of the class will shape the overall attitude and behavior of the class.