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Developmentally appropriate practice, often shortened to DAP, is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education.
Its framework is designed to promote young children’s optimal learning and development. DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.
Its framework is designed to promote young children’s optimal learning and development. DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.
It is the
responsibility of the early learning program to offer an assortment of
culturally relevant activities, experiences and materials that are based on
developmentally appropriate practice or DAP.
Developmentally appropriate practice supports the belief that all
children are unique and progress through predictable ages and stages at their
own pace. It is the provider’s job to
make sure that the activities, materials and experiences are appropriate for
each child in your care.
To engage children in active, meaningful learning, it is important that you:
As you have learned in previous modules, each child has unique patterns of timing and growth. You will have children in your care with a range of temperaments, learning styles, experiences and family and cultural backgrounds. Programs adapt for differences among children by providing a variety of materials and activities that support children’s individuality. While you will be asked to plan for groups of children, it is also important to think about the individual needs of children.
Some things to keep in mind when planning:
It is also important to consider:
As children move through their daily routines and activities engaging with appropriate materials, caregivers should help children understand the world around them. Caregivers can increase children’s language acquisition by asking meaningful questions and adding information to extend children’s learning. Meaningful questions invite children to wonder, and to respond with more than a simple “yes” or “no.” Questions can help them learn to solve problems and think critically about what they are engaged in. Handout 6 offers examples of the differences between asking thoughtful questions versus simply giving the child information.
Providers demonstrate knowledge of developmentally appropriate practice by selecting materials that are engaging for the children in their care, and following daily structured routines. “Ultimately, the truest measure of developmentally appropriate practice is seeing children joyfully, physically, and intellectually engaged in meaningful learning about their world and everyone and everything in it.” (Copple & Bredekamp, 2009).
To engage children in active, meaningful learning, it is important that you:
- Foster positive self-identity and a sense of emotional well-being.
- Develop social skills and knowledge.
- Encourage children to think critically, reason, question and experiment.
- Enhance physical development and skills.
- Encourage and demonstrate appropriate health, safety, and nutritional practice.
- Encourage creative expression, representation and appreciation for the arts.
- Develop a sense of belonging to the natural environment.
- Ensure the materials and practices of your program reflect the backgrounds and current practices of the children and families enrolled.
- Respect and celebrate cultural diversity.
As you have learned in previous modules, each child has unique patterns of timing and growth. You will have children in your care with a range of temperaments, learning styles, experiences and family and cultural backgrounds. Programs adapt for differences among children by providing a variety of materials and activities that support children’s individuality. While you will be asked to plan for groups of children, it is also important to think about the individual needs of children.
Some things to keep in mind when planning:
- The developmental range in your group
- The children who have interests or skills outside the age range of the group
- Children with special needs who require modifications to the activities
- The opportunity for children to repeat activities
- More small group activities
It is also important to consider:
- How to store and display materials
- What the daily schedule will look like and how to balance the routine
- What is necessary to include in lesson plans for children
- If the planned activities are better suited for indoor or outdoor environments
As children move through their daily routines and activities engaging with appropriate materials, caregivers should help children understand the world around them. Caregivers can increase children’s language acquisition by asking meaningful questions and adding information to extend children’s learning. Meaningful questions invite children to wonder, and to respond with more than a simple “yes” or “no.” Questions can help them learn to solve problems and think critically about what they are engaged in. Handout 6 offers examples of the differences between asking thoughtful questions versus simply giving the child information.
Providers demonstrate knowledge of developmentally appropriate practice by selecting materials that are engaging for the children in their care, and following daily structured routines. “Ultimately, the truest measure of developmentally appropriate practice is seeing children joyfully, physically, and intellectually engaged in meaningful learning about their world and everyone and everything in it.” (Copple & Bredekamp, 2009).
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