Citation

Kessler SA. Early Child Res. Q. 1991; 6(2): 183-197.

Copyright

(Copyright © 1991, Elsevier Publishing)

DOI

10.1016/0885-2006(91)90006-7

PMID

unavailable

Abstract

This article examines the issue of developmentally "appropriate" versus "inappropriate" practices by situating the discussion within the broad field of curriculum studies. To begin, several problems with the justification for child-centered practices based on developmental theory are set forth. Next, the philosophical, historical, and political dimensions of a curriculum based on appropriate practices are illuminated. Finally, an alternative model based on the concept of early childhood education as schooling for democracy is suggested as an alternative justification for a child-centered curriculum based on the principles of developmentally appropriate practices.