Gladys A.

Gonzales
BECED3A

Lesson 3 Module 2

IV.APPLY: Guided by the developmentally appropriate practice in

assessing young children, what unethical practice/s can be observed
among pre-school teachers.

Should teachers give a failing grades to pre-school children? Write a

position paper on this issue. Submit this at the Comment section in your
LMS.

Answer:

Developmentally Appropriate Practice (DAP) stresses adjusting

educational methods to the specific requirements of young children based
on their developmental stage. When assessing young children, ethical
issues are critical to creating a healthy learning environment. One heated
question is whether preschool teachers should assign failing grades to
their kids.

While many preschool teachers follow ethical norms in assessment,

unethical actions might be detected. One major problem is the imposition
of traditional grading systems on young children, who may lack the
cognitive and emotional maturity to understand the ramifications of such
assessments. This approach may be considered ethically objectionable in
the context of DAP.

While many preschool teachers adhere to ethical rules in evaluation,

unethical behavior may be found. One important issue is the application
of traditional grading systems to young children, who may lack the
cognitive and emotional maturity to comprehend the implications of such
assessments. This method may be seen ethically problematic in the
context of DAP.

Preschool teachers should refrain from giving failing grades to

young children. This position is grounded in the principles of DAP,
emphasizing the importance of creating a developmentally appropriate,
supportive, and inclusive learning environment. Young children flourish
in an atmosphere that fosters positive interactions, encourages exploration,
and values the process of learning over outcomes.

Preschool assessments should include comprehensive observations,

formative assessments, and qualitative remarks that highlight children's
strengths and areas for improvement. The shift from grades to
developmental progress ensures that children are driven to learn, which
fosters a good attitude toward school.

Furthermore, introducing a grading system for preschoolers may

unintentionally foster competitiveness and comparison among children at
a time when they are still developing social skills and a sense of self. This
can create a contentious and toxic learning atmosphere that defies the
DAP ideals.

As a result, I find that the practice of assigning failing grades to

preschool children is unethical under the Developmentally Appropriate
Practices framework. Preschool teachers should promote a holistic,
positive, and tailored approach to evaluation that acknowledges each
child's own developmental experience. By doing so, educators help to
create a caring environment in which young children develop a lifetime
love of learning, laying the groundwork for their future academic success.

NUTSHELL: What is the most important insight that you get from this
topic? Get a quote showing this.

Answer:

The most crucial insight from the topic of giving failing grades to
preschool children is the need to prioritize a developmentally appropriate
approach that fosters positive learning experiences rather than relying on
traditional grading systems. A quote reflecting this insight could be:

"Preschool education should be a sanctuary of exploration, where

the emphasis is on nurturing curiosity and fostering a love for learning
rather than prematurely imposing grades. Developmentally Appropriate
Practice guides us to prioritize the holistic development of young minds,
ensuring that the educational journey is a positive and empowering
experience."