Developmentally Appropriate Practice DAP Principles
What is Developmentally Appropriate Practice? <ul><li>Teachers must meet children where they are </li></ul><ul><ul><li>Tea...
Developmentally Appropriate Practice <ul><li>Does not mean making things easier for children.  </li></ul><ul><li>Goals and...
Critical Issues Today <ul><li>Shortage of good care for infants and toddlers </li></ul><ul><li>Steady growth in the number...
Disparities in Performance <ul><li>Low- income and African American and Hispanic students lag significantly behind their p...
How do We Reduce Learning Gaps? <ul><li>Early social and emotional, cognitive, physical, and academic competencies enable ...
Predictors for Children’s Success in School <ul><li>Dependent on oral language/literacy, vocabulary and mathematics </li><...
What do Teachers Need to Know? <ul><li>Must know about child development and learning </li></ul><ul><ul><li>Age-related ch...
Social and Cultural Contexts <ul><li>What is expected of teachers? </li></ul><ul><ul><li>Must understand values, expectati...
Need Goals for Children <ul><li>Challenging and Achievable Goals </li></ul><ul><li>New experiences build on what a child a...
Intentional Teachers <ul><li>Purposeful and thoughtful about the actions they take </li></ul><ul><li>Provide developmental...
 
DAP Principle #1 <ul><li>All the domains of development and learning—physical, social and emotional, and cognitive—are imp...
Principle #1 Research Ideas <ul><li>Social and emotional competence affects academic achievement  </li></ul><ul><li>Langua...
DAP Principle #2 <ul><li>Many aspects of children’s learning and development follow well documented sequences, with later ...
Principle #2  Research ideas <ul><li>Expanding knowledge of how children typically develop and learn  </li></ul><ul><li>Un...
DAP Principle #3 <ul><li>Development and learning proceed at varying rates from child to child, as well as at uneven rates...
Principle #3  Research Ideas  <ul><li>Variability around the typical or normative course of development </li></ul><ul><li>...
DAP Principle #4 <ul><li>Development and learning result from a dynamic and continuous interaction of biological maturatio...
DAP Principle #5  <ul><li>Early experiences have profound effects, both cumulative and delayed, on a child’s development a...
Principle #5 Research Ideas <ul><li>Early intervention </li></ul><ul><li>Cumulative effect of early experiences, whether p...
DAP Principle #6 <ul><li>Development proceeds toward greater complexity, self-regulation, and symbolic or representational...
Principle #6 Research Ideas <ul><li>Increasingly complex functioning with  </li></ul><ul><ul><li>language </li></ul></ul><...
DAP Principle #7 <ul><li>Children develop best when they have secure, consistent relationships with responsive adults and ...
Principle #7 Research Ideas <ul><li>Key areas of children’s development </li></ul><ul><ul><li>Empathy cooperation  </li></...
DAP Principle #8 <ul><li>Development and learning occur in and are influenced by multiple social and cultural contexts.  <...
Principle #8 Research Ideas <ul><li>Sociocultural context of family, educational setting, and community, as well as within...
DAP Principle #9 <ul><li>Children are always mentally active in seeking to understand the world around them </li></ul><ul>...
Principle #9 Research Ideas <ul><li>Cognitive development from the constructivist, interactive perspective </li></ul><ul><...
DAP Principle #10 <ul><li>Play is an important vehicle for developing self-regulation as well as for promoting language, c...
Principle #10 Research Ideas <ul><li>Links between play and foundational capacities such as memory, self-regulation, oral ...
DAP Principle #11 <ul><li>Development and learning advance when children are challenged to achieve at a level just beyond ...
Principle #11 Research Ideas <ul><li>Rich learning environments promote children’s undertaking and mastering of new and pr...
DAP Principle #12 <ul><li>Children’s experiences shape their motivation and approaches to learning (persistence, initiativ...
Principle #12 Research Ideas <ul><li>Focus on  how  rather than the  what  of learning  </li></ul><ul><li>Involving childr...
NAEYC Developmentally Appropriate Practice (2009) <ul><li>http://www.naeyc.org/positionstatements/dap   </li></ul><ul><li>...
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Dap326

  1. 1. Developmentally Appropriate Practice DAP Principles
  2. 2. What is Developmentally Appropriate Practice? <ul><li>Teachers must meet children where they are </li></ul><ul><ul><li>Teachers must get to know them well—and </li></ul></ul><ul><ul><li>Help them reach goals that are both challenging and achievable. </li></ul></ul><ul><li>Teaching practices </li></ul><ul><ul><li>Must be appropriate to children’s age and developmental status </li></ul></ul><ul><ul><li>Must respect children as unique individuals </li></ul></ul><ul><ul><li>Must be responsive to the social and cultural contexts in which they live. </li></ul></ul>
  3. 3. Developmentally Appropriate Practice <ul><li>Does not mean making things easier for children. </li></ul><ul><li>Goals and experiences are suited to the child’s learning and development </li></ul><ul><li>Goals and experiences are challenging enough to promote their progress and interest </li></ul>
  4. 4. Critical Issues Today <ul><li>Shortage of good care for infants and toddlers </li></ul><ul><li>Steady growth in the number of immigrant families and children in our population </li></ul><ul><li>More children with special needs (including those with disabilities, those at risk for disabilities, and those with challenging behaviors) </li></ul><ul><li>Difficulty developing and maintaining a qualified teaching force </li></ul><ul><li>More children living in poverty. </li></ul><ul><li>Public is more aware of the importance of the early childhood years in shaping children’s futures </li></ul>
  5. 5. Disparities in Performance <ul><li>Low- income and African American and Hispanic students lag significantly behind their peers on standardized comparisons of academic achievement throughout the school years </li></ul><ul><li>Mismatch between the “school” culture and children’s cultural backgrounds </li></ul><ul><li>Lower level language skills particularly in vocabulary and oral language development </li></ul>
  6. 6. How do We Reduce Learning Gaps? <ul><li>Early social and emotional, cognitive, physical, and academic competencies enable young children to develop and learn to their full potential. </li></ul><ul><li>Ensure that children who have learning difficulties or disabilities receive the early intervention services they need to learn and function well in the classroom. </li></ul>
  7. 7. Predictors for Children’s Success in School <ul><li>Dependent on oral language/literacy, vocabulary and mathematics </li></ul><ul><li>Dimensions of social and emotional competence help with self regulation </li></ul>
  8. 8. What do Teachers Need to Know? <ul><li>Must know about child development and learning </li></ul><ul><ul><li>Age-related characteristics that permit general predictions about what experiences are likely to best promote children’s learning and development </li></ul></ul><ul><li>Must know about each child as an individual </li></ul><ul><ul><li>How best to adapt and be responsive to that individual variation </li></ul></ul>
  9. 9. Social and Cultural Contexts <ul><li>What is expected of teachers? </li></ul><ul><ul><li>Must understand values, expectations, and behavioral and linguistic conventions that shape children’s lives at home and in their communities </li></ul></ul><ul><ul><li>Must ensure that learning experiences in the program or school are meaningful, relevant, and respectful for each child and family. </li></ul></ul>
  10. 10. Need Goals for Children <ul><li>Challenging and Achievable Goals </li></ul><ul><li>New experiences build on what a child already knows and is able to do and when those learning experiences </li></ul><ul><li>Reflects on what goals should come next after the child reaches that new level of mastery in skill or understanding </li></ul><ul><li>Advance children’s learning in a developmentally appropriate way </li></ul>
  11. 11. Intentional Teachers <ul><li>Purposeful and thoughtful about the actions they take </li></ul><ul><li>Provide developmentally appropriate environment and curriculum </li></ul><ul><li>Direct their teaching toward the goals the program is trying to help children reach </li></ul><ul><li>Use intentionality to: </li></ul><ul><ul><li>Set up the classroom </li></ul></ul><ul><ul><li>Plan curriculum </li></ul></ul><ul><ul><li>Make use of various teaching strategies </li></ul></ul><ul><ul><li>Assess children </li></ul></ul><ul><ul><li>Interact with children </li></ul></ul><ul><ul><li>Work with families. </li></ul></ul>
  12. 13. DAP Principle #1 <ul><li>All the domains of development and learning—physical, social and emotional, and cognitive—are important and closely interrelated. </li></ul><ul><li>Children’s development and learning in one domain influence and are influenced by what takes place in other domains. </li></ul>
  13. 14. Principle #1 Research Ideas <ul><li>Social and emotional competence affects academic achievement </li></ul><ul><li>Language development affects personal and social relationships </li></ul>
  14. 15. DAP Principle #2 <ul><li>Many aspects of children’s learning and development follow well documented sequences, with later abilities, skills, and knowledge building on those already acquired </li></ul>
  15. 16. Principle #2 Research ideas <ul><li>Expanding knowledge of how children typically develop and learn </li></ul><ul><li>Understanding sequences in which children gain specific concepts, skills, and abilities, building on prior development and learning. </li></ul>
  16. 17. DAP Principle #3 <ul><li>Development and learning proceed at varying rates from child to child, as well as at uneven rates across different areas of a child’s individual functioning. </li></ul>
  17. 18. Principle #3 Research Ideas <ul><li>Variability around the typical or normative course of development </li></ul><ul><li>Uniqueness of each child as an individual </li></ul><ul><li>Variation in children’s temperament, personality, and aptitudes </li></ul><ul><li>Differing family and social-cultural contexts that shape children’s experiences. </li></ul><ul><li>Need for individualized instruction </li></ul>
  18. 19. DAP Principle #4 <ul><li>Development and learning result from a dynamic and continuous interaction of biological maturation and experience. </li></ul><ul><li>Research Ideas </li></ul><ul><ul><li>Individualized interventions </li></ul></ul><ul><ul><li>High expectations and learning </li></ul></ul><ul><ul><li>Using knowledge, ingenuity, and persistence to find ways to help every child succeed. </li></ul></ul><ul><ul><li>Multiple intelligences </li></ul></ul>
  19. 20. DAP Principle #5 <ul><li>Early experiences have profound effects, both cumulative and delayed, on a child’s development and learning </li></ul><ul><li>Optimal periods exist for certain types of development and learning to occur. </li></ul>
  20. 21. Principle #5 Research Ideas <ul><li>Early intervention </li></ul><ul><li>Cumulative effect of early experiences, whether positive or negative. </li></ul><ul><li>Brain development and neural connections resulting from early stimulation Intervention and support </li></ul><ul><li>Prevention of reading difficulties </li></ul>
  21. 22. DAP Principle #6 <ul><li>Development proceeds toward greater complexity, self-regulation, and symbolic or representational capacities. </li></ul>
  22. 23. Principle #6 Research Ideas <ul><li>Increasingly complex functioning with </li></ul><ul><ul><li>language </li></ul></ul><ul><ul><li>social interaction </li></ul></ul><ul><ul><li>physical movement </li></ul></ul><ul><ul><li>problem solving </li></ul></ul><ul><li>Simple routines that can develop into more complex strategies with increased organization and memory capacity in the brain </li></ul><ul><li>Self-regulation - capacity to manage strong emotions and keep one’s attention focused. </li></ul><ul><li>Moving from sensory or behavioral responses to symbolic or representational knowledge </li></ul>
  23. 24. DAP Principle #7 <ul><li>Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive relationships with peers. </li></ul>
  24. 25. Principle #7 Research Ideas <ul><li>Key areas of children’s development </li></ul><ul><ul><li>Empathy cooperation </li></ul></ul><ul><ul><li>Self-regulation </li></ul></ul><ul><ul><li>Cultural socialization </li></ul></ul><ul><ul><li>Language and communication </li></ul></ul><ul><ul><li>Peer relationships </li></ul></ul><ul><ul><li>Identity formation </li></ul></ul>
  25. 26. DAP Principle #8 <ul><li>Development and learning occur in and are influenced by multiple social and cultural contexts. </li></ul>
  26. 27. Principle #8 Research Ideas <ul><li>Sociocultural context of family, educational setting, and community, as well as within the broader society </li></ul><ul><li>Culture - customary beliefs and patterns of behavior, both explicit and implicit, that are inculcated by the society—or by a social, religious, or ethnic group within the </li></ul><ul><li>How our own cultural experience shapes our perspective </li></ul><ul><li>Multiple perspectives must be considered in decisions about children’s development and learning. </li></ul><ul><li>Additive process of acquiring a new language rather than causing the displacement of the child’s first language and culture </li></ul>
  27. 28. DAP Principle #9 <ul><li>Children are always mentally active in seeking to understand the world around them </li></ul><ul><li>Children learn in a variety of ways </li></ul><ul><li>A wide range of teaching strategies and interactions are effective in supporting all these kinds of learning. </li></ul>
  28. 29. Principle #9 Research Ideas <ul><li>Cognitive development from the constructivist, interactive perspective </li></ul><ul><li>Using multiple teaching strategies to meet children’s different learning needs </li></ul>
  29. 30. DAP Principle #10 <ul><li>Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence. </li></ul>
  30. 31. Principle #10 Research Ideas <ul><li>Links between play and foundational capacities such as memory, self-regulation, oral language abilities, social skills, and success in school </li></ul><ul><li>High-level dramatic play produces documented cognitive, social, and emotional benefits </li></ul><ul><li>Developing self-regulation through play </li></ul><ul><li>Play supports abilities that underlie learning and thus to promote school success. </li></ul>
  31. 32. DAP Principle #11 <ul><li>Development and learning advance when children are challenged to achieve at a level just beyond their current mastery, and also when they have many opportunities to practice newly acquired skills. </li></ul>
  32. 33. Principle #11 Research Ideas <ul><li>Rich learning environments promote children’s undertaking and mastering of new and progressively more advanced challenges </li></ul><ul><li>Provide scaffolding for learning </li></ul><ul><li>Provide opportunities to practice and consolidate new skills and concepts essential in order for children to reach the threshold of mastery </li></ul><ul><li>Set achievable goals for young children </li></ul>
  33. 34. DAP Principle #12 <ul><li>Children’s experiences shape their motivation and approaches to learning (persistence, initiative, and flexibility) </li></ul><ul><li>These dispositions and behaviors affect their learning and development. </li></ul>
  34. 35. Principle #12 Research Ideas <ul><li>Focus on how rather than the what of learning </li></ul><ul><li>Involving children’s feelings about learning (interest, pleasure, and motivation to learn) and children’s behavior when learning (attention, persistence, flexibility, and self-regulation) </li></ul><ul><li>Children who start school more eager to learn tend to do better in reading and mathematics than do less motivated children </li></ul><ul><li>Children with more positive learning behaviors, such as initiative, attention, and persistence, later develop stronger language skills. </li></ul><ul><li>Children with greater self-regulation and other “learning-related skills” in kindergarten are more skilled in reading and mathematics in later grades. </li></ul>
  35. 36. NAEYC Developmentally Appropriate Practice (2009) <ul><li>http://www.naeyc.org/positionstatements/dap </li></ul><ul><li>Complete Position Statement - http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf </li></ul><ul><li>Key Messages - http://www.naeyc.org/files/naeyc/file/positions/KeyMessages.pdf </li></ul>
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