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Good point, Frances. As always, exchanging ideas helps us all refine our own thinking. Word changes can be so rooted in a particular context that in other times or places they may not make a lot of sense. At the same time word changes can offer more accuracy or allow us to actively reject implicit biases. Word change or not, I was hoping to draw attention to whether our focus is on delivering pre-determined, standardized lessons on micro-focused objectives and standards or on using an understanding of development to facilitate seeing, understanding and supporting each child where they are at. In that, I think we share a lot of common ground. Thanks as always for adding your perspectives!
Why do we continually have to change words? Equality is now equity; Latino/Latina is now Latinx, and homeless is unhoused. The meaning of words changes over time. I much prefer the process of continually deconstructing and reconstructing word meanings. Teaching has ALWAYS involved understanding development, especially at the younger ages (which is why the earlier editions of DAP published by NAEYC were so powerful; the latter ones, not so much!). In fact, one of the most powerful pedological processes is scaffolding, which requires the teacher to have a profound understanding development. (Parenthetically, I wish we in the US would use the internationally accepted term, pedagogy, far more than we do!) Let's emphasize the developmental aspects of teaching - and education, rather than changing another word!