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Developmentally Appropriate Practices Framework

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8 views27 pages

Developmentally Appropriate Practices Framework

Uploaded by

sofiatiquia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Developmentally Appropriate

Practices (DAP)

Anne Marie R. Ramos, Ph.D

AMRR-DAP 1
What is Developmentally Appropriate
Practices (DAP)?

Prepared by Dr. Anne Marie R. Ramos

AMRR-DAP 2
Developmentally Appropriate Practices is a
way of teaching that engage children’s
interests and adapt for their age, experience,
and ability to help them meet challenging and
achievable learning goals (Bredekamp, ,2011, p.70).

AMRR-DAP 3
How do teachers make
decisions about what is
developmentally appropriate for
young children?

AMRR-DAP 4
ECE Teachers/Practitioners
make sound decisions based on 3
important sources of knowledge
(Bredekamp & Copple,1997):
1.What they know about how children
develop and learn.
2. What they know about the strengths,
needs, and interests of individual
children.
3. What they know about the social &
cultural contexts in which children live.
AMRR-DAP 5
Three Dimensions of Developmental
Appropriateness
Social & Cultural
Age Appropriateness Appropriateness

Based on learning experiences


Based on the knowledge of
which are meaningful, relevant
typical development of
and respectful.
children (how children
develop & learn)
Individual Appropriateness
Individual Appropriateness

Based on understanding of individual


children’s strengths, growth patterns,
interests, and experiences.

AMRR-DAP 6
Age Appropriateness

There are universal, predictable


sequences of growth and change that
occur in children.

These predictable changes occur in all


domains of development.

AMRR-DAP 7
Implications (Age Appropriateness)
• Teachers should have knowledge of typical
child development for the age span served by
the program.

• This knowledge provides a framework from


which teachers prepare the learning
environment and plan appropriate
experiences

AMRR-DAP 8
Individual Appropriateness
Each child is a unique person

• with an individual pattern and timing


of growth,
• individual personality,
• learning styles,
• multiple intelligences,
• family background
AMRR-DAP 9
Implications
(Individual Appropriateness)
• Both the curriculum and adults’
interactions with children should be
responsive to individual differences

• Experiences should match the child’s


developing abilities while challenging their
interest and understanding.

AMRR-DAP 10
Social & Cultural
Appropriateness

A child’s unique personality is


developed as a result of his/her own
personal history and the experiences
he/she has within cultural group that
he/she belongs to.

AMRR-DAP 11
Implications
(Social and Cultural Appropriateness)
• Decisions about how to care for and
educate young children cannot be made
without knowledge of the child’s cultural
and social context.

• Early childhood teachers must


demonstrate respect for the child and his
or her family by taking into account the
social and cultural context in which they
live.
AMRR-DAP 12
What must teachers do in order to
successfully engage in DAP
(Copple & Bredekamp, 2006)?

AMRR-DAP 13
1. Meet children where they are (level of
development), as individuals and as a
group

Knowing what children are generally capable


of and how they learn, within a given age
range, provides teachers with a starting point
for planning and organizing a program.

AMRR-DAP 14
2. Help each child attain challenging and
achievable goals that contribute to his
or her ongoing development and
learning.

Meeting learners where they are is


important, but is just beginning. Activities
must be challenging but not so difficult that
children fail to achieve them.

AMRR-DAP 15
10 Fundamental Practices that
Characterize the DAP
Philosophy

AMRR-DAP 16
1. Addressing the “whole”child (all
domains of development must be
equally addressed)

2. Individualizing the program to suit


particular children.

AMRR-DAP 17
3. Recognizing the importance of child-initiated
activity.

4. Recognizing the significance of play as a


vehicle for learning.

5. Creating flexible, stimulating classroom


environments.

AMRR-DAP 18
6. Using an integrated curriculum.

7. Learning by doing.

8. Giving children choices about what and


how they learn.

AMRR-DAP 19
9. Continually assessing individual children
and the program as a whole.

10. Forming partnerships with family.

AMRR-DAP 20
Inappropriate Practices

AMRR-DAP 21
1. Focusing on limited aspects of child
development and learning (e.g. cognitive or
social)

2. Expecting all children to learn the same things


at the same time in the same way.

AMRR-DAP 22
3. Creating programs dominated by teacher-
centered activities in which the children’s role
is passive and only one response is judged
acceptable.

4. Treating play as superflous or unacceptable.

AMRR-DAP 23
5. Creating rigid, uninteresting classroom
environments.

6. Fragmenting and compartmentalizing


curricula into isolated lessons that have no
relation to one another

AMRR-DAP 24
7. Expecting children to learn mostly through
listening and engaging in abstract activities
that have little meaning or relevance to them.

8. Denying opportunities to make choices or to


function as active decision makers in the
learning process.

AMRR-DAP 25
9. Assessing children’s learning in ways that are
unrelated to their classroom experiences.

10. Treating parents & family members as


adversaries

AMRR-DAP 26
Reference

Kostelnick, et al (2004). Developmentally


appropriate curriculum: Best practices in
early childhood curriculum. New Jersey:
Pearson Education, Inc.

AMRR-DAP 27

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