Understanding Developmentally Appropriate Practice, Exercises of Art

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Understanding

Developmentally

Appropriate Practice

Revised 4/18/2013 1

Several icons are used throughout this course as a visual reference.

This icon represents a new topic in the text. This is a visual cue for you to answer any questions about the previous section before moving along to the next one.

This icon is used to identify an exercise that involves in-class practices and feedback.

This icon is used to identify a specially designed activity that requires active class participation.

This icon is used to identify a section that is accompanied by a video.

Icons

Module 1: What is Developmentally

Appropriate Practice?

Learning Objectives:

• Participants will define the three principle components

associated with Developmentally Appropriate Practice.

• Participants will evaluate and demonstrate how teacher

intentionality promotes development and enhances

learning for children birth - age 8.

• Participants will identify three critical challenges currently

impacting early childhood practices.

TG - 2

You can read the entire article here:

http://www.reuters.com/article/2010/05/14/us-daycare-usa- idUSTRE64D0LT

You can also view an additional video that discusses the importance of early childhood education for life long learning here:

http://developingchild.harvard.edu/library/multimedia/inbrief_series /inbrief__the_foundations_of_lifelong_health/

TG - 5

• Age appropriateness means

considering what is typical for a child

within a given age group.

What is Developmentally

Appropriate Practice?

TG - 9

Key Point

Knowing the typical

behaviors and growth

patterns for certain age

group is necessary to plan

the most appropriate

environments and activities

to optimize the learning

experience for children in

your care.

TG - 9

Key Point

A child’s age

temperament,

personality and family

history are all factors

that affect their

development.

TG - 11

• Cultural appropriateness means

considering the social and cultural contexts in which children grow and live.

What is Developmentally

Appropriate Practice?

TG - 12

Key Point

Caregivers should be

intentional about planning

learning experiences that

are purposeful, challenging

and achievable.

TG - 21

What is DAP?

• Developmentally appropriate practice is a curriculum.
• When we use developmentally appropriate practice, it

means there is only one right way to teach a skill.

• Developmentally appropriate practice means waiting until a

child is ready to acquire new skills.

• Developmentally appropriate practices means doing the

same thing for all children in the classroom.

• Using everyday routines and activities to enhance learning

is developmentally appropriate practice.

• Developmentally appropriate classrooms are largely

unstructured to encourage free exploration.

TG – 21 & 22

You can view the Florida Department of Education’s VPK standards here:

http://www.fldoe.org/earlylearning/pdf/vpkedstandard.pdf.

You can view the Florida Office of Early Learning’s Birth to Three Learning and Development standards here:

http://www.flbt5.com/.

TG - 24

Key Point

Three critical challenges

impacting early childhood

practices are: addressing

disparities in school success and

achievement, integrating and

aligning preschool and

elementary school programming

and improving teacher

preparation, professional

development and on-going

support.

TG - 25

Module 2: Why is Developmentally

Appropriate Practice Important?

Learning Objectives:

• Participants will describe the need for quality child care for children.
• Participants will identify structural and process indicators of quality child care.
• Participants will analyze data from professional studies to determine the importance of quality care as it relates to outcomes for children.
• Participants will recognize the effects of quality child care.

TG - 27

What is quality child care?

Structural indicators are things that are “regulable,”

monitored and important for providing consistent care.

• Licensure
• Lower ratios
• Smaller group size
• Caregiver qualifications
• Professional development for staff
• Health and safety regulations
• Inclusive environment

TG - 29