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Got dap wimba
- 1. Got DAP? Developmentally AppropriatePractice Traci Daniel EC 100 May 11, 2012
- 2. Why use DAP? • 1. Domains of children's development physical, social, emotional, and cognitive are closely related. Development in one domain influences and is influenced by development in other domains. http://www.naeyc.org/about/positions/dap3.asp
- 3. • 2. Developmentoccurs in a relatively orderly sequence, with later abilities, skills, and knowledge building on those already acquired. http://www.naeyc.org/about/positions/dap3.asp
- 4. • 3. Developmentproceeds at varying rates from child to child as well as unevenly within different areas of each child's functioning. – http://www.naeyc.org/about/positions/dap3.asp
- 5. • 4. Earlyexperiences have both cumulative and delayed effects on individual children's development; optimal periods exist for certain types of development and learning. – http://www.naeyc.org/about/positions/dap3.asp
- 6. • 5. Developmentproceeds in predictable directions toward greater complexity, organization, and internalization. – http://www.naeyc.org/about/positions/dap3.asp
- 7. • 6. Developmentand learning occur in and are influenced by multiple social and cultural contexts. – http://www.naeyc.org/about/positions/dap3.asp
- 8. • 7. Childrenare active learners, drawing on direct physical and social experience as well as cul-turally transmitted knowledge to construct their own understandings of the world around them. http://www.naeyc.org/about/positions/dap3.asp
- 9. • 8. Developmentand learning result from interaction of biological maturation and the environment, which includes both the physical and social worlds that children live in. – http://www.naeyc.org/about/positions/dap3.asp
- 10. • 9. Playis an important vehicle for children's social, emotional, and cognitive development, as well as a reflection of their development. – http://www.naeyc.org/about/positions/dap3.asp
- 11. • 10. Developmentadvances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery. – http://www.naeyc.org/about/positions/dap3.asp
- 12. • 11. Childrendemonstrate different modes of knowing and learning and different ways of representing what they know. – http://www.naeyc.org/about/positions/dap3.asp
- 13. • 12. Childrendevelop and learn best in the context of a community where they are safe and valued, their physical needs are met, and they feel psychologically secure. – http://www.naeyc.org/about/positions/dap3.asp
- 14. Designing The Learning Environment Well defined centers/areas Materials for centers/areas Focus on literacy and fine motor skills and many print-rich opportunities! Room Arrangement Traffic Patterns Aesthetic Appeal
- 15. Centers/Areas Large Group and Circle Time C Music and Silly Sounds S Science and Math S Blocks/Trucks S Housekeeping S Art Remember. . . Literacy and fine motor skills abound!
- 16. Print Rich Environment • Model Correct Print • Labels, Labels, Labels • Name Recognition • Daily Schedule Pocket Chart • Meaningful Print • Books available in centers • Graphing, voting, writing • “What noise does a turtle make?”
- 19. Fine Motor Development • What - use of hand and finger muscles to increase dexterity • Why – to increase ability to perform self help skills and later increase writing skills • How. . .
- 20. Fine Motor • Puzzles • Beads • Snaps/Zippers/Buttons • Legos • Sensory: Beans, rice, Sand, shaving Cream, mud!
- 21. Large Group • Books • Circle Time • Discussions • Class Rules • Games • Music/Dance • Large Motor Activities • Social Skills
- 22. Science and Math • Sensory table/tub • Experiments • Bubbles • Food color • Shaving cream • Simple Recipes • Plants & Animals • Small toys for – Counting, sorting, classifying, measuring • Calendar and Weather
- 23. Blocks/Trucks • Unit Blocks •Brick blocks • Homemade blocks (juice cartons, food boxes, etc.) • Large push trucks • Small cars/trucks • Road map rug • People, animals, characters • Materials to “make a scene”
- 24. Housekeeping • Kitchen set • Food/Dishes • Variety of dolls • Broom/Mop/Vacuum • Dress up clothes/Shoes/Hats • Change often to fit theme (Pizza Parlor, Barber Shop, Camping…)
- 25. Music • House hold items • Pots, pans, spoons • Bottle shakers • Blank CDs • Dance, clap, shake, sway, rock to rhythm • How does the music make you feel? • Close your eyes…What do you see?
- 26. “Process” Art • Tempera Paint • Finger Paint • Watercolors • Drawing • Easel • Collage • Stamps • NOT “PROJECT ART” • Limit “CRAFTS”
- 30. A quick DAPreview. . . • What is it? • Why use it? • Where should we use it? • How do we use it? • Who? It’s all up to you! When? ALWAYS!