Developmentally Appropriate Practice:
Knowledge & Application
Prepared/Formatted by: Dr. Rhonda Moore-Jackson
For use with...
What is Developmentally Appropriate Practice?
• Teaching to children’s:
• Ages
• Experiences
• Capabilities
• Interests
• ...
NAEYC Position Statement on
Developmentally Appropriate Practice
• First published in 1987
• Describes principles and guid...
Developmentally Appropriate
Practices in the Classroom
• Begins with a foundation of understanding child development
and l...
Observe children’s engagement
with materials, activities, and
people
Plan curriculum and adapt
teaching strategies
Assess ...
Individualize
goals to reflect
developmental
level
Provide
opportunities to
practice new
skills
Follow mastered
skills wit...
• Have a purpose for your actions
• Make your decisions for a reason
• Make plans but remain flexible
to “teachable moment...
• Carefully organize the environment
• Select and arrange materials to promote
active engagement
• Regularly observe and a...
• Reflect on decisions
• Gather evidence of children’s development
• Discuss practices with colleagues and families
• Modi...
• Result of careful advance consideration and planning
• Learning experiences
• Planning curriculum
• Setting up the physi...
– Creating a learning community
– Enhancing learning and development
– Planning curriculum to achieve goals
– Assessing ch...
• Children’s care and education are equally
important
• Children learn through positive relationships with
adults and othe...
• Plan learning experiences and environment
• Use a variety of teaching strategies
• Use various learning contexts
• Use scientifically-based
curriculum
• Adapt curriculum to
needs, strengths, and
interests of children
• Integral component of DAP
• Based on multiple sources of information
especially observation and recording
• Ongoing, sys...
Build Relationships with Families and
Communities
• Reciprocal Relationships
• Includes mutual
respect, trust, cooperati
o...
The Teacher’s Role in Context
• Make useful decisions based on a broad base of information
• Five interrelated dimensions:...
• Moving from Either/Or to Both/And thinking
• Encourages complex thinking where several
answers could be possible
• Persp...
• What works
• Child-initiated and teacher-
guided experiences
• Active learning
• Problem-solving
• Positive social relat...
Evidence of Research-based
DAP on Learning
• Higher academic achievement
• Positive relationships to
• School readiness
• ...
Continued discussion
and debate on
Increased demands for
accountability
Culturally and
developmentally appropriate
practices
Closing the achievement gap
Next Step
Now that you have reviewed the
Power Point presentation and the
associated reading material, proceed
to Module 5...
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Developmentally Appropriate Practice: Knowledge & Application

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Developmentally Appropriate Practice: Knowledge & Application

  1. 1. Developmentally Appropriate Practice: Knowledge & Application Prepared/Formatted by: Dr. Rhonda Moore-Jackson For use with: Effective Practices in Early Childhood Education: Building a Foundation Chapter 3 Second Edition Sue Bredekamp
  2. 2. What is Developmentally Appropriate Practice? • Teaching to children’s: • Ages • Experiences • Capabilities • Interests • Based in knowledge of child development and learning • Concept of “developmentally appropriate” focuses on: • Age-related and individual human distinction • Materials utilized • Learning experiences • Expectations for children
  3. 3. NAEYC Position Statement on Developmentally Appropriate Practice • First published in 1987 • Describes principles and guidelines for teaching birth - age 8 • Includes recommended practices for varied age groups • Revised in 1997, 2009 • Revisions reflect ongoing concerns • Learning expectations • Curriculum • Teaching practices and decision-making • Role of culture and language • Inclusion of children with disabilities
  4. 4. Developmentally Appropriate Practices in the Classroom • Begins with a foundation of understanding child development and learning styles • Teachers need to • Meet children where they are • Individually • As a group • Help each child attain challenging & achievable goals
  5. 5. Observe children’s engagement with materials, activities, and people Plan curriculum and adapt teaching strategies Assess what children already know and their interests Keep teaching goals in mind MEETING CHILDREN WHERE THEY ARE
  6. 6. Individualize goals to reflect developmental level Provide opportunities to practice new skills Follow mastered skills with new challenges and goals
  7. 7. • Have a purpose for your actions • Make your decisions for a reason • Make plans but remain flexible to “teachable moments”
  8. 8. • Carefully organize the environment • Select and arrange materials to promote active engagement • Regularly observe and assess children • Set new learning goals
  9. 9. • Reflect on decisions • Gather evidence of children’s development • Discuss practices with colleagues and families • Modify practices to meet children’s needs and help them make continued learning progress
  10. 10. • Result of careful advance consideration and planning • Learning experiences • Planning curriculum • Setting up the physical environment • Immediate decisions • Support child’s learning and developmental progress
  11. 11. – Creating a learning community – Enhancing learning and development – Planning curriculum to achieve goals – Assessing children’s learning and development – Establishing reciprocal relationships with families
  12. 12. • Children’s care and education are equally important • Children learn through positive relationships with adults and other children • Learning contexts are important
  13. 13. • Plan learning experiences and environment • Use a variety of teaching strategies • Use various learning contexts
  14. 14. • Use scientifically-based curriculum • Adapt curriculum to needs, strengths, and interests of children
  15. 15. • Integral component of DAP • Based on multiple sources of information especially observation and recording • Ongoing, systematic process
  16. 16. Build Relationships with Families and Communities • Reciprocal Relationships • Includes mutual respect, trust, cooperati on, and shared responsibility • Requires regular, open communication • Willingness to negotiate differences
  17. 17. The Teacher’s Role in Context • Make useful decisions based on a broad base of information • Five interrelated dimensions: (1) creating a caring community of learners (2) teaching to enhance learning and development (3) planning curriculum to meet important goals (4) assessing children’s learning and development (5) establishing reciprocal relationships with families.
  18. 18. • Moving from Either/Or to Both/And thinking • Encourages complex thinking where several answers could be possible • Perspective and views change
  19. 19. • What works • Child-initiated and teacher- guided experiences • Active learning • Problem-solving • Positive social relationships • Basis for DAP Examining the Research
  20. 20. Evidence of Research-based DAP on Learning • Higher academic achievement • Positive relationships to • School readiness • Cognitive development
  21. 21. Continued discussion and debate on
  22. 22. Increased demands for accountability
  23. 23. Culturally and developmentally appropriate practices
  24. 24. Closing the achievement gap
  25. 25. Next Step Now that you have reviewed the Power Point presentation and the associated reading material, proceed to Module 5A and complete the assessment.

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