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Presentation for tech
Presentation for tech
Presentation for tech
Presentation for tech
Presentation for tech
Presentation for tech
Presentation for tech
Presentation for tech
Presentation for tech
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Presentation for tech

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  • 1. •DAP has two components: age appropriateness and individualappropriateness.•Providing teaching experiences that are a tune to the child’s age interestsand abilities which help them achieve their goals.•Educators use the term in reference to expectations of children at variousages.(Bredekamp, 2011)(Cambridge Schools, 2010)
  • 2. •Came about in the mid 1980’s after it was recognised that all childrenshould have access to high quality education which embracesdevelopmentally appropriate practices.•In 1986 NAEYC defined DAP which was supported by the earlychildhood field.(NAEYC, 2005)(NAEYC, 1997)
  • 3. •Teach children based on their individuality•Knowing the children and how the individual children learn so you are able toextend on their development.•Teachers need to be intentional. For example, planning things that are specific fortheir developmental stage.(Bredekamp, 2011)
  • 4. •It allows the teacher to be responsive•Children are given time to actively explore new experiences which encouragesnew interests and strengths.•Meaningful opportunities are created for children that follow their interest.(NAEYC, 1997)
  • 5. • Providing an age appropriate environment will increase opportunities for thechild to extend their imagination.• Provides challenges that interest children in ways which promote theirexploration.(NAEYP, 2005).
  • 6. "Children experience an environment wherethere are equitable opportunities for learning,irrespective of gender, ability, age, ethnicity,or background." (MOE, 1996, p.66)"Children develop an awareness of their own special strengths,and confidence that these are recognisedand valued." (MOE, 1996, pg. 68)"Children develop the knowledge that trying things out, exploration, and curiosityare important and valued ways of learning." (MOE, 1996, p. 84)"Children develop strategies for actively exploring and making sense of the world byusing their bodies, including active exploration with all the senses, and the use oftools, materials, and equipment to extend skills". (MOE, 1996, p. 86)
  • 7. • Developmentally appropriate teachers are intentional, they create theenvironment, consider the curriculum and tailor it to the childrens personallearning, communication with families and being purposeful in what they do.• Teachers must understand child development and high quality practice.• Teachers provide opportunities for children where they can play on their own aswell as with their peers.(NAEYC, 2005)
  • 8. • Getting to know the children’s families. Learn about their values and expectationsthat shape their life at home.• Be responsive to social and cultural contexts in which the children live.• Having an inclusive policy which does not exclude any child/ren.(ECAP, n.d.)(NAEYC, 2005)
  • 9. Reference List:Bredekamp. S. (2011). Effective practices in early childhood education:Building a foundation. United States. Pearson.Cambridge Schools. (2010). Developmentally appropriate practices alsoknown as DAP. Retrieved from http://www.cambridge123.com/dap.phpNAEYC. (2005). Developmentally appropriate practice. Retrieved fromhttp://www.naeyc.org/dap/NAEYC. (1997). Developmentally appropriate practice in early childhoodprogrammes serving children from birth through age 8. Retrieved fromhttp://www.msjc.edu/ChildDevelopmentandEducation/ChildDevelopmentEducationCenters/Documents/Child_Development_and_Education_Centers/developmentally_appropriate_practice.pdfMinistry of Education. (1996). Te Whaariki. Wellington, New Zealand.Learning Media.ECAP. (n.d.). ECAP Collaborative. Retrieved from:http://ecap.crc.illinois.edu/eecearchive/digests/ed-cite/ed365469.html

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