| Three T’s Comparison Chart | |||
|---|---|---|---|
| Transmissional | Transactional | Transformational | |
| Source of instruction | Teacher directs lessons & activities | Teacher coordinates activities & themed studies | Teacher manages curriculum that emerges over time |
| Learning via . . . | Practice | Experience | Open-ended inquiry |
| Assessment focus | Products | Process & progress | Process & products |
| Desired outcome | Mastery of information | Attainment of individualized goals | Authentic representation of learning |
1.3 The Big Picture: Developmentally Appropriate Practice
In this section, we consider the relative position of early childhood curriculum within the larger framework of developmentally appropriate practice (DAP). The early childhood period from birth to 8 years of age is unique in life-span development in terms of growth and learning. Curriculum for young children reflects and supports the amazing changes that occur during this time.