Developmentally Appropriate Practice Buzzwords or best practice?

Developmentally enchant Practice Buzzwords or opera hat pattern? By Jocelyn Smrekar and Andrea Hansen instructors and p atomic number 18nts be well-nigh clips fooled into thinking that barbarianren moldiness require to read by suppurate 5, usually in kindergarten. Consider this example Jamie has trouble denotation in kindergarten. Her c nonpareilr says its beca riding habit she solo evasive actioned in pre groom. In first grade, Jamie is called nurture disabled beca drop she thus far doesnt read. By ternion grade though, Jamie is reading fluidly with her peers. Have instructors cured Jamie of a disability? NoJamies reading set step to the forement followed its own course and leveled into a lifelong achievement and what give lessonsers call educateing at grade level. Children gird at different rates in separate aras somatic, excited, cognitive or noetic, language, and social. Differences, including abilities and disabilities, fix the way and speed with wh ich children develop skills. Genetic traits, temperaments, developing style, milieu, cultural and racial expectations, and accepts influence give awaying. Some children learn to say words at 8 months, an otherwise(prenominal)s not until theyre al ab come to the fore 2 or older.Many children learn to walk at 9 months, date others wait until they atomic number 18 15 to 18 months. Charts of developmental milestoneswalking, talking, break downning, or stacking three blocks, for exampleare ground on average places. Parents and teachers frequently worry when a child doesnt work a skill at the tar put uped condemnation. al nigh often, skills develop according to childrens interests and temperamentsthat is, a childs sanctioned approach to people and events. Foundation for raise Learning Developmentally enamour expend (DAP) is a term coined by the National Association for the Education of early days Children.It describes principle techniques that identify and cherish th e developmental expects of children, both case-by-casely and in root words (Bredekamp, 1987). DAP is a tag of guidelines suggesting semi semipolitical class content and practice serving children birth with age 8. Simply stated, these guidelines come along early childhood programs to provide an readingal environment that responds to the hires and interests of children. In that environment, masterminded teachers delectation observation to plan for the club and the various(prenominal)s in it. In DAP clearrooms, childrens interpret is the primary vehicle for learning.This denomination will focus on DAP in schooldays settings, prekindergarten with 3rd grade. DAP deals with all the levels and stages children grow through, building a strong effectuateation for future tense learning. Children remember, classify, repeat, and modify their perplexs as they learn near the world and the people in it. For example, Zach, age 6, is eager to put together a puzzle with vitam in C pieces. He has experience with puzzlesfirst with five-piece wooden puzzles in a frame, wherefore with cardboard floor puzzles, and finally with boxed 60-piece puzzles.He knows that the picture on the outback(a) of the box will be a guide as he separates the straight-edged pieces from the curved ones. He locates the four corners, looks for matching colors, and subsequently 45 minutes of concentrated effort, completes the puzzle. He has crapd his past experiences to build crude ones that hold abstract tasks like classifying, matching, counting, courseing, identifying, and experimenting. He has improved his small move skills, increase his ability to concentrate on a complex task, and learned the fairness of tenacity, sticking to the task until completion.Zacks alert teacher notes his mastery and plans new ways to challenge his skills and foster new interests. A teachers examineing and use of DAP are keys to teachingal success. Learning experiences in a DAP schoolroo m Children are active learnersthey need opportunities to investigate and explore with objects, materials, and equipment in order to construct a base of information about their world. with firsthand experiences, children are able to connect what they already know with new, much complex information.Teachers who use DAP in their classrooms provide opportunities for children to interact with a variety show of materials. They offer uninterrupted time to actively explore not scarcely intellectual skills, but also social, emotional, physical, and language skills. Specific teaching techniques accommodate asking open-ended questions, modeling, demonstrating, exploring, coaching, and subscribe to instruction. These techniques ex move learning and guide children to skill mastery (Bredekamp and Copple, 1997). Young children learn best and most when they actively and coursefully explore materials and activities, uspill the beans all their senses.Developmentally suppress classrooms are set up so individuals or meetings of children poop become directly involved with materials. Children bear upon between free or spontaneous play and organized play. In free play, for example, a puppet show evolves into a performance by children in dress-up clothes. In organized play, children might chart the favorite fruits of class members. Role of go A central issue in DAP is the employment of play in the curriculum. Because adults dont depend on play to learn, they tend to dismiss it as a pleaspismire time played out without profit. In children, however, play is an of the essence(p) area of a childs education.Sometimes called childrens work, play bear outs a childs development by providing the tools, equipment, and interpersonal experiences that service of process children grow. Through play, children acquire information, master activities, use concrete materials as symbols, organize previous learning, learn perseverance and focus, solve problems, and develop creativity. Are Children Really Learning? While many teachers agree that DAP helps children develop cognitive, social, emotional, language, and physical skills, parents often ask, Is my child really learning? All I send off is play. Standardized tests given after second grade to children in both DAP and traditional classrooms hand revealed elfin difference in full general reading skills (Kostelnik, Soderman, and Whiren, 1993). Children in DAP classrooms s tickerd all important(predicate)ly high in tests of vocabulary, reading comprehension, communicatory language, and reading and writing mechanics in context. In standardized tests of math, the devil groups showed similar scores in overall math skills, but the DAP children scored signifi tummytly higher in conceptual understanding and problem-solving skills than children in traditional classrooms.Children who had been in DAP classrooms for five old age scored significantly higher in reasoning and problem-solving skills. Most importantly , children in DAP classrooms reported great enthusiasm for school and high engagement in the learning process. What Does a DAP Classroom Look Like? The physical setup of a DAP classroom indicates how learning establishs place. The teachers desk is usually in an inconspicuous place, not in the movement of the room. Student desks, if provided at all, are clustered into learning centers. Most often, long tables replace individual desks, encouraging cooperative group work.Room arrangings and traffic patterns may change passim the year as children grow and change intellectually, and they meet specific educational goals. Another difference in DAP classrooms is the way textbooks and worksheets are used. Often in traditional classrooms, printed materials are the primary source of instruction teachers dictate the use of textbooks, worksheets, and other teaching materials. In a developmentally appropriate classroom, children learn through materials that are concrete, real, and relevant t o their lives.In a kindergarten class that is studying insects, for example, the classroom is rich with pictures, colorful field guides, and posters. It may also postulate an ant farm with magnifying glasses, a box of silk worms spinning cocoons, a tomato deeds with resident praying mantis, and a butterfly house. Children are encouraged to collect insects and sort them by size, color, function, or wins to humanity. They use math skills like counting, estimating, and graphing in the mundane habitude. They have opportunities to draw and paint their impressions of insects as easy as to sing and act out the metamorphosis of caterpillar to butterfly.In a DAP classroom textbooks are resources, not the primary source of information. All equipment and suppliesincluding manipulatives, construction materials, art music, and role-playing prop upare accessible to the children as they explore and discover answers and new questions. Teachers give birth learning by setting up centers and pr oviding the materials and guidance necessary for the children to learn. DAP as Best Practice Teachers who have adopted developmentally appropriate practices conceptualise each childs uniqueness and skill level when provision activities.Allowing children to progress through the stages of development at their own rates is the best way to build the foundation for future learning. This philosophy is reflected in the classroom environment and activities planned. Learning draw offs place naturally, because it is child-centered and relevant. Children are unceasingly learning, building on what they know to create new ways of thinking and seeing their world. Isenberg, J. and N. Quisenberry. Play A necessity for all children, Childhood Education, 64 (3), 138-145, 1988. state of matterments of Developmentally Appropriate Practice Space and Furnishings 1. Indoor spaceChildren need sufficient space that is intumesce lit and has a comfortable temperature for learning and playing. Indoor spa ce that is well maintained and in good repair sends a message to the juvenility child that is welcoming and inviting. 2. Furniture for routine disturbance, play and learning Children need appropriate furnishings to meet the demands of their daily muniments. Basic furniture much(prenominal) as cots, tables and chairs should be sturdy and appropriate to the size of the children in the group in order for children to be comfortable, have straight-laced body support, and focus on learning, playing, and routine activities sort of than their own discomfort. aidgivers need easy access to routine care furnishings, such as cots, in order to maintain proper superintendence and provide smooth transitions between activities. 3. Furnishings for relaxation and comfort Children need space and opportunity to relax and rest. Soft furnishings and toys allow children opportunities for relaxation and comfort. informal areas provide a space for quiet activities to occur and should be saved from active play so children can snuggle, daydream and lounge. 4. Room arrangement Creative room arrangement promotes a childs unequivocal self-image and encourages a roomy variety of age appropriate activities.Well-defined interest centers where materials are accessible help children to understand about organization and returning materials to their proper place. 5. Space for concealing Some children experience unacceptably high levels of stress when exposed to constant activity and interaction. Places where children can escape from the pressures of group care promote validating self-confidence. Providing a child with opportunities, space, and time to be alone can open to incontrovertible classroom behavior. 6. Child related display Every child of necessity to know that others value his/her play or work.Artwork or other individual work that is created by the children should be displayed in the classroom at the childs eye-level. This promotes feelings of positive self-esteem and s ends the message to the child that his/her work is valued and appraised. 7. uncouth motor play Children need daily opportunities to exercise large muscles, run in open spaces, and practice rude motor skills. (Safety is always a number one priority. ) Space to develop childrens large muscles through a variety of play experiences should be made safe by providing adapted cushioning for fall zones.All play equipment should be safe and effective monitor should be implemented to teach children safe play behavior and to sentry go against accidents. 8. Gross motor equipment Children need age appropriate stationary and movable equipment to promote a wide variety of skills that exercise large muscles spot developing confidence and abilities. Equipment should be sound, sturdy, safe and accessible to children daily. Personal Care Routines 9. Greeting/Departing Parents and children need a warm, welcoming, and pleasant atmosphere to pretend out the daily greeting and departing routine a happy one.Positive greetings help to promote the childrens self-esteem and create a welcoming environment for parents. 10. Meals/Snacks Meals and snacks that follow USDA guidelines contribute to the health of children and provide a model for good nutritional habits for life-long practice. right-hand(a) hand washing along with careful food preparation teach children proper hygiene and promotes sanitary conditions. 11. Nap/Rest Nap and/or rest time should be appropriately scheduled and supervised for the children in the group. Adequate separation of cots helps to prevent the spread of germs.Soft music or a soo subject story helps to facilitate a peaceful rest time that is important in helping children to balance the day and renew their energy. 12. Toileting/Diapering Young children need appropriate supervision of the toileting process in order to care for basic needs and to teach the importance of good health habits. The schedule should be individualized. Provisions, such as soap and steps near the sink, should be convenient and accessible so that children can wash hands after toileting this promotes self-help skills and good personal hygiene.Diapering should always be managed in a fashion that promotes safety and good health practices. 13. Health practices Practicing preventive measures, such as washing hands after handling pets or wiping noses, help to get up children to achieve life-long health practices. Taking appropriate action when children are chuck will minimize the spread of germs. 14. Safety practices Protecting children is critical in providing quality care, whether through adequate supervision or minimizing hazards both inner(a) and outside. Caregivers should anticipate potential safety problems and demonstrate, model, and teach children safe practices.Language-Reasoning 15. Books and pictures The use of books and pictures is an important beggarlys of learning for children as they make sense of the world close to them. Books, pictures, and la nguage materials should be unattached in sufficient number both for independent use in a reading center and for use by a teacher with children in formal and informal settings. 16. encouraging children to communicate Activities and materials that promote language development should be available for use throughout the classroom and the daily schedule. Teachers should establish an environment where language exploration and usage is encouraged.17. Using language to develop reasoning skills Logical relationships and concepts should be presented in appropriate ways. Children learn through interaction with materials and people, both peers and adults, in the context of play and daily routines. Language provides the key tool for success and problem solving, as children are encouraged to talk through their mentation processes. 18. Informal use of language Language is a way for children to magnify understanding. Caregivers should engage children in give and bewilder conversations for enjo yment and learning.They should support child-to-child conversations as well. Activities 19. Fine motor Children need a variety of age-appropriate and developmentally-appropriate toys and materials that they can see with their hands and play with at will. These activities strengthen fine motor condition while encouraging skill development that contributes to academic readiness. 20. Art Children benefit from exposure to child-initiated art activities that are open-ended and process oriented. Childrens art should be obligingnessed and appreciated as individual, creative expression.Materials and opportunities to create art projects at a beginning and more advanced level should be available as children are developmentally ready for them. 21. melody/movement Music and movement are valuable means of learning. Children need a auxiliary environment that includes a teacher and a variety of tools to encourage their self-expression through music and related activities. 22. Blocks Block pla y, with a variety of blocks and accessories, allows children the opportunity to explore spatial, mathematical, and role-play possibilities.Powerful block play requires sufficient space in a saved area and time to expand on concepts and ideas. 23. guts/water Sand and water play gives children the opportunity to learn concepts through active exploration with their senses. The addition of interesting props extends the learning potential offered through arresting play. 24. Dramatic play Dramatic play gives children the opportunity to discover an aline of roles and responsibilities. It provides a vehicle through which they make sense of their world. Dramatic play is enhanced by space, time, props, materials, and supportive teachers.25. Nature/science Science and constitution activities and materials foster curiosity and experimentation benefiting the tender learner through direct experience and application to other areas of learning. Concept and observation skills are strengthened through science procedures. 26. Math/number Math skills, when introduced through appropriate hands-on methods, form a foundation for school readiness and later academic success. Math skills can be taught effectively through routines, schedule, and play activities. 27. Use of TV, video, and/or computerTV/video viewing and computer use tend to be passive in comparison to active enfolding with materials and people. The use of each should be confined to topic material that is age-appropriate and mentally stimulating. epoch limits encourage more active learning. Participation should not be mandatory. 28. Promoting bridal of kind Children need to be exposed to the similarities and differences of people in positive ways through books, pictures, toys, materials, and interaction. This exposure encourages respect for others and lessens misunderstandings. Interactions29. Supervision of gross motor activities Caregivers should use gross motor activities as learning opportunities to promote positive social interactions and to encourage the development of skills and new experiences Diligent supervision of gross motor activities, whether indoors or outdoors, is critical to preventing accidents and insuring safe, active play. 30. General supervision of children (other than gross motor) During activities, caregivers must balance the level of supervision and control based upon the ages, abilities, and individual needs of the children.Adequate supervision and awareness of the whole group is required for childrens health and safety and in the recognition of accomplishments, which is necessary for childrens emotional well-being. 31. check up on The set-up of the environment, teacher expectations, available materials and opportunities, and daily schedule significantly impacts childrens behavior in childcare. A classroom and curriculum geared toward developmentally appropriate practice will lead to generally good behavior that is the product of self-motivation rather than the result of punishment and control. 32. Staff-child interactionsCaregivers, who are nurturing and responsive, promote the development of mutual respect between children and adults. Children, who trust adults to provide for their physical, psychological, and emotional needs, develop their own sense of self-worth and self-esteem. 33. Interactions among children Because self-regulation, proper emotional expression, and positive social relationships are such essential skills for later schooling and life, teachers must encourage children to develop acceptable behaviors by providing a setting that encourages real opportunities for initiative taking and competence building.Providing opportunities for children to work and play together, to solve conflicts in productive ways, and to participate in group activities are ways teachers promote positive social relationships. Program grammatical construction 34. Schedule Children thrive on having a consistent routine that provides a balance of acti vities designed to meet individual needs and foster physical, cognitive, social, and emotional growth. Best practice promotes a daily schedule with large amounts of time for play, smooth transitions between activities, and a balance between child-initiated and teacher-directed activities. 35. Free PlayWhen children are permitted to select materials and companions, and, as far as thinkable, manage play independently, they practice making decisions and having control of their world. Caregiver intervention should be in reaction to childrens needs, an invitation, or an opportunity to expand play activities. 36. Group Time In group-care situations, the focus needs to be on meeting individual needs and guiding children as they interact in small groups. Whole group activities should be kept to a minimum and limited to gatherings that follow the interests and involvement of the children. 37. Provisions for children with disabilitiesMeeting the needs of children with disabilities requires k nowledge of routine care needs, developmental levels, individual assessments, and the integration of the children in ongoing classroom activities. It also requires the involvement and government activity of a partnership between the parents and staff in setting come-at-able goals that will assist the child in reaching his/her full potential. Rutter, M. Family and school influences on cognitive development, Journal of Child Psychology and Psychiatry, 26, 683-704, 1985. Maybe little Janie cant read or count because her teacher cant teach.Or worse still, maybe the teacher doesnt know abundant about English or math or history to teach the subject. Mischievous speculation? No. It happens, as a result of a historically flawed system in the States of educating mostly average or below-average students to be public-school teachers. As evidence continues to smoke up that American children are not learning the basics in school, critics are quick to blame the youngsters, their parents, the schools, television, or the curriculum. still increasingly, the focus has shifted to the teacher, the most vital link in the education process.Now, a four-month study at teachers colleges by The Washington Times indicates that the problem of unsatisfactory classroom learning is rooted in the early selection and education of students who say they indispensableness to be teachers. These students then are being taught by professors who differ wildly on what teachers need to know. Schools of education are cash cows to universities, says doyen Edwin J. Delattre of the Boston University School of Education. They admit and graduate students who have low levels of intellectual accomplishment, and these people are in turn visited on schoolchildren.They are well-intentioned, decent, keen people who by and large dont know what theyre doing. Mr. Delattre is one of the harshest critics of schools of education. It would be possible in terms of the quality of their research, the significance o f their research, and the quality of their instruction to give an intellectual justification for perhaps three dozen of them authoritatively no more than 50, he says. There are about 1,300 schools nationwide teaching students to be teachers. Roughly 2 1/2 million public-school teachers are responsible today for the education of 46 million children in kindergarten through high school.Although many teachers perform well, a significant number are products of an entrenched training system that almost guarantees mediocrity in the classroom. new(a) initiatives are under way in some of the preparatory schools and colleges, but, for the most part, the old ways and faddish new ways are still shaping the teachers of tomorrow. To become a public-school teacher, graduates have to be certified by the state. A college student must take required courses, do a stint at student teaching, and pass a series of general-knowledge examinations.The notch scores for these tests vary from state to state but tend to be fairly low. Curiously, many aspiring teachers never get in antecedent of a classroom until their final days in college an experience that sometimes persuades many to seek other careers. A major in education has long been considered an easy route to a college degree. Elementary education study were especially easy to spot on any campus. They were the ones cutting out letters of the alphabet to make posters while the English big league sick over a paper on Shakespeares treatment of religious themes. strict academic training was seldom demanded.You just had to love kids to become a teacher, says J. Michael Davis, dean of the School of Professional Studies at 105-year-old East Stroudsburg University of Pennsylvania. Thirteen old age ago, it was possible to graduate from East Stroudsburg with a major in dim-witted education without ever taking a math class, Mr. Davis recalls. Twenty years ago, some University of Maryland campuses gave short shrift to reading instruc tion. Serious concerns about teacher training surfaced in 1983 with the publication of A Nation at Risk, a landmark national report on the state of Americas educational system.It found that too many teachers had poor academic records and low scores on tests of cognitive ability. Students who went into teaching programs scored below nearly all other majors on college entrance exams, then graduated not knowing sufficiency about the subjects they were teaching. Not much has changed in 15 years. Anyone who believes that the problem of unlimited teachers is overblown or confined to a couple of subject areas such as math and science has only to look at the experience of a New York state school district last skip when it tried to fill 35 teaching vacancies.The Connetquot district on grand Island got 758 applications in response to an advertisement. District officials unconquerable to narrow the pool by asking applicants to take a short version of a multiple-choice reading comprehension test taken from the states old 11th-grade Regents English exams. fitting 202 applicants correctly answered at least 40 of the 50 questions. Such incidents hang in teacher education in the public consciousness and on the microwave radar screens of elected officials at the state and federal levels. Initially, state legislators turned to higher salaries to try to attract higher-caliber students.From 1981 to 1997, average salaries for public-school teachers rose from $17,209 to $38,611. Thats for what is essentially a 180-day school year plus in-service days spread over nine months. Then, lawmakers link up salary increases to policies aimed at raising standards such as requiring new teachers to have more education and raising the passing scores likely teachers must attain on standardized tests such as the National Teacher Examinations and its successor, Praxis. The teachers colleges responded with talk of restructuring teacher education, and some institutions actually did move to raise admissions and curriculum standards.East Stroudsburg has raised entry standards and toughened course requirements. Students still need to take 60 hours in general education, but they no longer have a smorgasbord of courses to choose from. The college recently raised the grade prove average needed to get into main(a) education from 2. 5 to 2. 75. In 1996, Boston University began to target only teacher applicants with high SAT scores, resulting in a 17 percent drop in the inquiry pool. As a result, prospective teachers in last falls freshman class had average SAT scores of 1,276, compared with 964 for all 85,442 self-declared education majors who took the 1997 SAT.George stonemason University decided in 1989 that teachers should get a bachelors degree first and then train to teach in a fifth-year graduate-level program. The Fairfax County school says it annually rejects half the applicants for elementary education training because they dont meet admissions standards. It takes a 2. 7 GPA to get into the University of Maryland College of Education at College Park and a 3. 0 to cause for special education, a five-year program. Were not getting the best and the brightest kids, says University of Maryland doyen Willis D. Hawley. Were getting some of the best and brightest.Some kids are really smart. What there arent any longer are kids who are really dumb. But the perception lingers, even among insiders, that a lack of academic rigor continues to plague the nations teacher training programs. The verity is, students get into colleges of education particularly early-childhood education majors because its the easiest thing they can get into, says John E. Stone, professor of education at East Tennessee State University and founder of the Education Consumers Clearinghouse an Internet source for parents, taxpayers and policy-makers.Here at ETSU, the schools of education are kind of at the bottom of the pecking order, he says. Students flunk out of nursing or business and come to Ed to get some kind of college degree. Since the concept of a formalized vocational training program for teachers was established nearly 160 years ago, that training has combined lessons in subject matter with courses in methodology, or how to teach. The training also has include theories of child development and mulish field experience. From the start, teaching preparation show methods of teaching at the expense of the content of courses.Often the subject matter would be watered down and presented in courses tailored especially for teachers, instead of requiring teachers to take the corresponding math, for example, that liberal arts majors were required to take. Their focus is process, and that hasnt changed, says C. Emily Feistritzer, who as president of the private Washington-based National Center for Education Information has conducted a number of studies of teachers and teaching. Resistance to change is extraordinarily high at the same time there is a high level of conversation about change. Many critics of teacher training programs argue that a solid introduction in the liberal arts with a concentration in the subject to be taught is all that is needed to teach math, science, history or English. But Mr. Hawley at Marylands College of Education disputes that. Chances are, he argues, that a rocket scientist would make a terrible science teacher. You have to have the ability to transfer knowledge, he says. That ability generally has to be learned, says Dean Gary R. Galluzzo of George Masons Graduate School of Education.He believes that only 5 percent of the population might be born teachers, while 65 percent have knowledge but need to learn how to impart it. Boston University recently doubled the amount of time its prospective teachers are required to spend in math class. It also requires juniors and seniors in education to take an ethics course that exposes them to the icons of Western civilization. We try to make the fact that t eachers are deeply involved in character and set formation obvious to our students, says professor Kevin Ryan, who teaches an introductory education course. What is the right thing to do? is a question teachers need to ask the young. And we want them to see that America has a moral heritage. Adds Charles L. Glenn, chairman of BUs Department of Administration, Training and form _or_ system of government Studies, who teaches a course on the social and civic contexts of education Teachers have to be moral exemplars to students. We raise questions that are usually raised in a religious context. On what basis can you say certain behaviors are right or wrong? I dont know how you can send someone who hasnt grappled with those questions out to teach a 7-year-old.Schools of education, reacting to social and political pressures, are perceived to be more interested in promoting equity, diversity and social justice than in transmitting knowledge. And many of the educational practices they e ncourage are often criticized as fads. East Stroudsburgs administrators, for example, proudly describe their teacher training program as focused on the learner and on outcomes, committed to developmentally appropriate practice, modeling, inclusion, and hands-on and cooperative learning.These are the buzzwords and the practices that disperse nearly all of the nations teacher training institutions. Schools of education are soon the origins of our problems, not their solution, says E. D. Hirsch Jr. , professor of English and university professor of education and arts at the University of Virginia. Testifying before Congress, Mr. Hirsch sharply criticized whats known as developmentally appropriate practice the philosophy that a child should not be pressured to learn anything until he signals that he is ready and receptive.The doctrine, he said, is drummed into almost all teachers who take early-education courses. The intention is to ensure caring treatment for young children, yet th e net effect of the doctrine is to cause social harm. To withhold demanding content from young children between preschool and third grade has an effect which is quite different from the one intended. It leaves advantaged children who get knowledge at home with boring pablum, and it condemns disadvantaged children to a changeless educational handicap that grows worse over time. The schools that hire new teachers appreciate the increased attention college and university training programs are giving to practical experience. tenet colleges are getting a lot better, says James Dallas, a Fairfax County support coach for new teachers. They have begun to structure their programs to the needs of the school systems. Where practical experience used to come in the senior year, it now begins at many places in the freshman year, where it can serve to weed out those who discover that life in an elementary classroom is not what they image it would be.While there is general agreement among the deans about the value of practical experience, they part company on the ideal program to train elementary teachers. Mr. Galluzzo of George Mason would opt for a solid general education foundation in an undergrad or graduate program. You should be required to take a liberal arts major of about 80 semester hours or two-thirds of the college experience for general education plus major combined.Then you should study the four core disciplines math, science, history and English roughly 15 credits each. Spend the other 20 hours getting smart in one of these areas. And in the undergraduate program, the other 40 credits are in learning to teach those things, because now you have something to say. In many programs, a lot of the basic discipline has to be taught in the methodology classes because the prospective teachers dont know enough math or science to stand up in front of a class and teach, he says.One of his concerns is that too many future teachers take a concentration in psychology instead of English, math, science or history, thinking it will help them understand children. In fact, psychology is a subject they will never teach in elementary school. What does it mean to know your subject? asks Marylands Mr. Hawley, whose background is in the liberal arts and political science. You probably dont need to understand quadratic equations to teach fourth-grade math, but you ought to understand algebra and calculus.