Developmentally Appropriate Practice refers to a child’s experience where his/her developing and emerging abilities are coordinated, but the child is also provided challenging experiences where he/she can continue to grow and develop to his/her full potential. In a developmentally appropriate environment, materials, methodology, and activities are all in line with the child’s level of development. For a classroom to be considered developmentally appropriate the chronological age of the child must be considered, the maturity of the child must be considered and the social and cultural background of the child should be considered. The goal is to promote interest and active exploration by all children. A variety of instructional strategies are used to meet the child’s needs.
Learning Centers
Children build their knowledge through experiences, active learning, and the use of concrete objects. Learning Centers are appropriate methods of hands-on learning in kindergarten. Learning Centers are usually independent areas of the classroom where children go to engage in a learning activity. They allow children to explore materials and practice skills. Differentiated instruction can be achieved when materials of varying levels are provided for children to manipulate. Centers can be extensions of lessons taught, allowing children to internalize new subject matter. When they understand the how and why of things, it is easier for them to build upon that knowledge.
The Learning Centers and materials that are listed are developmentally appropriate for use in kindergarten classrooms. The Kindergarten Standards can be addressed through the proper use of these materials. These are not all inclusive lists but rather suggestions and guidelines.
 Mathematics Center
- Unifix cubes
- Pattern blocks
- Attribute blocks
- Small objects to use for counting
- Counting bears
- Number lines
- Rulers
- Numerals – magnetic/tactile
- Clocks
- Geoboards
- Dominoes
- Tangrams
- Balance scales
- Abacus
- Tape measure
- Parquetry blocks
- Wipe off cards
- Paper, crayons, pencils, and markers,
- Paper plates or mats for sorting and counting
- Cash register and money
- Number, color and shape puzzles
- Pattern cards
- Stamps and stamp pads
- Plastic coins
- Flannelboard and flannel cut outs
- Mathematics Journals
Skills Addressed:
- Counting
- Measurement
- Comparing and Contrasting
- Creating and copying
- Eye-hand coordination
- Fie motor skills
- Geometry
- Vocabulary
- Problem solving
- Familiarity with written numbers
- Visual discrimination
- Conservation of number
Standards:
- Mathematical Thinking and Expression: All
- Approaches to Learning Through Play:15.1.1,15.1.2,15.2.1,15.2.2,15.2.3,15.3.1,15.4.2
- Scientific Thinking and Technology: 3.1a.9,3.1b.6,3.2b.1,3.2b.6,3.3a.5,3.4c.1,3.4d.1,4.6
- Social Studies Thinking: 6.1.2,6.2.3,6.3.3,8.1.1
- Health,Wellness and Physical Development: 10.5.1,10.5.2
- Language and Literacy Development:1.1.3,1.4.2,1.5.1,1.5.3,1.6.1,1.6.2,1.6.3,1.6.4,1.8.1
- Social and Emotional Development: 25.1.1,25.1.3,25.2.1,25.2.2,25.3.1,25.4.1
 Reading Center
- A variety of books representing different topics and showing diversity in a positive way
- Some wordless picture books
- Books of various sizes
- Informational text as well as fiction books
- Books on tape and tape player
- Soft chair, pillows, rug, puppets
- Some reference books such as atlas, almanac, dictionary
- Pointers to “Read the Room”
Skills Addressed:
- Emergent reading skills
- Imagination
- An appreciation of good literature and nonfiction
- Using books as resources
- Visual perception
- Visual discrimination
- Concepts of print
- Vocabulary development
- Decoding
- Retelling
- Using pictures to tell stories
- Independent work
- Listening
Standards:
- Approaches to learning Through Play:15.1.1,15.1.2,15.2.1,15.2.2,15.2.3,15.4.2,15.4.3
- Mathematical Thinking andExpression: 2.1.6,2.2.1
- Scientific Thinking andTehcnology: Dependent of topic of book
- Social Studies Thinking:Dependent on topicof book
- Health,Wellness and Physical Development: 10.5.2
- Language and Literacy Development:1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5,1.2.1,1.2.2,1.2.3,1.2.5,1.3.1,1.3.2,1.3.3,1.3.4,1.6.3,1.6.4,1.8.2
- Social and EmotionalDevelopment; 25.1.1, 25.1.2, 25.1.3, 25.2.1, 25.2.2,25.3.1
 Writing Center
- Various sizes and types of paper
- Envelopes (new and used)
- Pencils, crayons, markers, colored pencils, pens
- Books
- Rubber stamps and stamp pads
- Writing journals
- Clipboards
- Typewriter
- Computer
- Stapler
- Large paper clips
- Blank booklets for creating books
- Textured letters
- Sand in small container for writing
- Magazines and newspapers and junk mail
Skills Addressed:
- Fine motor skills
- Letter recognition
- Phonemic Awareness
- Pre-writing and pre-reading skills
- Organization of thoughts and ideas
Standards:
Approaches to learning Through Play; 15.1.1, 15.1.2, 15.2.1, 15.4.1, 15.4.2,15.4.3
Scientific Thinking and Technology:Dependenton writing topic
Social Studies Thinking: Dependent ofwriting topic
Health,Wellness and Physical Development: 10.5.3
Language andLlteracy Development: 1.1.2, 1.1.3, 1.3.2, 1.4.1,1.4.2 , 1.5.1, 1.5.2, 1.5.3, 1.5.5, 1.5.6, 1.8.1, 1.8.2, 1.8.3, 1.9.1
Social and Emotional Development; 25.1.1, 25.1.2, 25.1.3, 25.2.1, 25.2.2, 25.3.1, 25.4.1, 25.4.2
 Dramatic Play Center
- Telephone book and old telephone
- Cookbooks and recipe cards
- Pots, pans, dishes, glasses, cups, and plastic eating utensils
- Clothing for both genders as well as gender-neutral clothing
- Empty food and other product containers with labels and logos on them thoroughly cleansed
- Plastic or cloth food
- Bathroom scale
- Dolls with clothing and blankets
- Stuffed animals
- Child-size broom and mop
- Tablets, pencils
- Furniture such as wooden stove, refrigerator and sink, containers or shelves for storing clothing, table an chairs, mirror, stroller, small couch or comfy chair
- Prop boxes for other themes such as doctor’s office, shoe or grocery store, post office, etc
Skills Addressed:
- Decision making
- Imagination, creativity and invention
- Reasoning
- Curiosity
- Dramatic play
- Expressing self through movement
- Visual discrimination skills
- Fine motor
- Social interactions
- Number relationships
- Measurement
- Self awareness
Standards:
*Approaches to Learning Through Play: 15.1.1, 15.1.2, 15.1.3, 1.2.1, 15.2.2, 15.2.3, 15.3.1, 15.4.1, 15.4.2, 15.4.3
- Creative Thinking and Expression: 9.1b.1, 9.1b.2
- Mathematical Thinking and Expression; 2.1.1, 2.1.2, 2.1.3,2.2.2, 2.2.4, 2.3.1, 2.3.2, 2.3.4, 2.3.6, 2.4.1, 2.8.1, 2.8.3, 2.9.1, 2.9.2, 2.9.3, 2.11.2
- Scientific Thinking and Technology; 3.1a.1, 3.1a.9, 3.1b.1, 3.1b.2, 3.1b.6,3.1c.2,3.2b.1,3.3a.5,3.4a.1,3.4a.2,3.4a.3,3.4d.1,3.4e.1,3.4e.4,4.4,4.8
- Social Studies Thinking: 5.2.1, 5.2.2, 5.3.1, 6.1.2, 6.1.3, 6.2.1, 6.2.3, 6.2.5, 6.3.3, 6.4.2, 6.5.1, 6.5.3, 6.5.7, 7.2.1, 7.3.1, 7.4.1, 7.4.2, 8.1.2
- Health, Wellness and Physical Development; 10.1-3.1, 10.1-3.2, 10.1-3.3, 10.1-3.4, 10.5.1, 10.5.2
- Language and Literacy Development: 1.1.3, 1.1.4, 1.4.2, 1.6.1, 1.6.2, 1.6.3, 1.6.4, 1.7.1, 1.8.1
- Social and Emotional Development; 25.1.1, 25.1.2, 25.1.3, 25.2.1, 25.2.2, 25.3.1, 25.4.1, 25.4.2
 Fine Motor / Manipulative Center
- Puzzles
- Floor puzzles
- Beads for stringing
- Lacing cards and strings
- Small building toys such as tinker toys, Lincoln Logs, Legos, Knex, small blocks; crystal climbers
- Play dough or clay or Model Magic
- Pencils, crayons, and markers
- Scissors
- Magazines for cutting or tearing
- Peg boards with pegs
- Interlocking puzzles
- Hole and shape punches
- Mr. Potato Head
- Stuffed animals or dolls with snaps, buttons, laces, etc.
- Stencils
- Tactile cards of letters or numbers
Skills Addressed:
- Fine motor
- Eye-hand coordination
- Pre-writing
- Patterning
- Problem solving
- Creating
- Letter or number recognition
- Social skills
- Gross motor
Standards:
* Approaches to learning Through Play; 15.1.1, 15.1.2, 15.1.3, 15.2.1, 15.2.2, 15.2.3, 15.3.1, 15.4.2, 15.4.3
- Creative Thinking and Expression; 9.1a.1, 9.1a.2,9.1a.3,9.1c.1,9.1c.2,9.2.1
- Mathematical Thnking and Expression; 2.1.1, 2.1.2, 2.1.3, 2.1.6, 2.2.2,2.2.4, 2.3.2, 2.6.3, 2.8.1, 2.8.4, 2.9.1, 2.9.3
- * Scientific Thinking and Technology:3/1a/9, 3.1b.5, 3.2b.1, 3.2b.4, 3.4a.3, 3.4c.1, 3.4e.4
- Social Studies Thinking: 6.1.2, 6.2.3, 6.3.3
- Healthk, Wellness and Physical Development: 10.5.1, 10.5.2, 10.5.3
- Language and Literacy Development; 1.1.2, 1.4.1, 1.4.2, 1.5.6, 1.9.1
- Social and Emotional Development; 25.1.3, 25.2.1, 25.2.2, 25.4.1, 25.4.2
 Music Center
- Compact Disc and/or tape player
- Headphones
- Scarves and streamers
- Musical instruments (rhythm sticks, cymbals, bells, sand blocks, maracas, drums, tambourine, xylophone, etc)
Skills Addressed:
- Social/emotional development
- Appreciation for various types of music
- Listening skills
- Following directions
- Expression of feelings
- Vocabulary and language development
- Technology –operating tape or CD player
- Physical Science –how sound is created and different sounds can be made by the same instrument and by different instruments
Standards:
* Approaches to Learning Through Play; 15.1.1, 1.1.2, 15.2.1, 15.2.2, 15.2.3, 15.3.1, 15.4.2, 15.4.3
- Creative Thinking and Expression; 9.1a.1,9.1a.2, 9.1a.3,9.2.1,9.3.1,9.3.2,9.4.1
- Scientific Thinking and TEchnology: 3.2b.5, 3.4a.3
- Social Studies Thinking; 7.3.1
- Health, Wellness and Physical Development: 10.5.1, 10.5.2, 10.5.3
- Language and Literacy Development; 1.1.1, 1.2.1, 1.2.2, 1.2.5, 1.6.1
- Social and Emotional Development; 25.1.1, 25.1.3, 25.2.1, 25.2.2, 25.4.2
 Science Center
- Animals, food and housing
- Plant and or seeds for growing (may be seasonal)
- Balance scales with items to weigh
- Magnifying lenses
- Magnets and assorted objects
- Feely bags
- Microscope
- Kaleidoscope
- Containers of assorted objects to sort, classify, measure (animals, vehicles)
- Natural objects such as pine cones, leaves
- Paper, pencils, crayons
- Books related to science topics
- Etch a Sketch or similar activity using magnet and iron filings
- Thermometer
- Eyedroppers
- Filled containers with contents to smell
- Examples of simple machines
- Discovery bottles
- Toy gear-sets
- Recyclable and non recyclable items
- Pictures of living and non living things
- Rocks, fossils
- Clay, colored Saran Wrap
- Weather characters to dress for the weather
- Contents may change depending upon unit of study
Skills Addressed:
- Observation and discrimination skills
- Sense awareness
- Care of animals and plants
- A Foundation for later learning of science topics
- Classification
- Stimulates and encourages curiosity, discovery and exploration
Standards:
* AL:1;3;4;5
* Mathematics: 2.3;2.6
* Science: 3.1;3.2;3.3;3.4;3.5;3.6; 4.4;4.6;4.8
* Social Studies: 5.2; 7.2
 Art/Creativity Center
- Easel
- Pencils, crayons, markers, paint brushes, colored pencils
- Water color sets with brushes
- Drawing paper, mini chalkboards, mini whiteboards, construction paper
- Collage materials such as sequins, glitter, feathers, scrap paper, pipe cleaners, popsicle sticks, stickers
- Scissors
- Hole and shape punches
- Stamp pads and rubber stamps
- Play dough and clay or Model Magi
- Tempera paint
Skills Addressed:
- Creativity
- Imagination
- Small and large muscle skills
- Concepts of color
- Expression of feelings
Standards:
* AL: 1; 4;5
* Arts and Humanities: 9.1;9.3;9.4
* Health, Safety and Physical Education: 10.5
* Personal Social: 3.13.2
* Reading, Writing, Speaking and Listening: 1.4; 1.5
 Block Center
- Blocks (small and large)
- Blocks of various compositions such as wood, foam, hollow cardboard
- Accessories such as road signs, small vehicles, animal props, multi-ethnic family sets, community helpers sets
Skills Addressed:
- Social
- Gross and fine motor
- Mathematical concepts-(size, shape, balance, counting)
- Creativity
- Decision-making
- Visual discrimination
- Language and vocabulary development
- Social studies
Standards:
* AL: 1;4;5
* Health, Safety and Physical Education: 10.4; 10.5
* Personal Social:3.1
* Science and Technology: 3.1
 Sand/Water Table Center
- Sand, soil, birdseed, small plastic pellets, corn, rice, water, soapy water (contents for table)
- Toys for sand/water play than can be used to dig, scoop, fill and pour
- Toy animals, small people and figurines, small plastic vehicles
- Plastic tubes and funnels
- Sponges
- Items that sink or float
- Boats
- Soap for creating bubbles
- Spray bottles, pumps, plastic kitchen utensils and dishes for exploration and experimentation
Skills Addressed:
- Measurement
- Comparison
- Problem solving
- Fine motor skills
- Eye-hand coordination
- Scientific exploration
- Strengthen small muscles
- Expand vocabulary
- Creativity
Standards:
* AL: 1;2;3;4;5
* Arts and Humanities: 9.3 ;9.4
* Mathematics: 2.2; 2.3;2.42.5;2.6;2.7
* Personal Social: 3.1;3.2;3.3;3.4
* Reading, Writing, Speaking and Listening: 1.1;1.5;1.6
* Science:3.1;3.2;3.4;3.5;3.7;4.1
* Social Studies: 5.1;5.2; 7.2
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