Developmentally Appropriate Program

Developmentally appropriate practice (DAP) involves educators making informed decisions grounded in research to challenge and motivate children to meet attainable goals (Copple & Bredekamp, 2009). In the video, Morning Circle at Preschool, children appear eager to participate in the morning routine. DAP was noted, as well as some actions that are in contrast to DAP.

. The blue classroom met DAP practices in that the furniture was sized appropriately to the ages of the children that were in that classroom (approx. 4-5yrs) and in the way classroom was arranged. The centers were easy to access and they were arranged so

My philosophy of Early childhood education is based on research that indicates that a child’s growth is developmental. Every child is unique in terms of life experiences, developmental readiness, and cultural heritage. A high quality early childhood program that provides a safe and nurturing environment, which promotes physical, social, emotional, language and cognitive development will ensure a positive continuation of the child’s education process

1. A developmentally appropriate practice to help and 18 month old to understand be safe rule is presenting a puppet show. For example I would present 3 puppets, One teacher puppet and two toddler puppets. One of the toddler puppets would demonstrate running back and forth in the classroom. The teacher puppet would then explain to the two children the basic ground rules of being safe. Teacher puppet would also mention to the toddler puppets that running in the classroom can give us ouchies. And now the toddler puppets would have a better understanding of being safe.

Materials and manipulatives are spread along the outside walls of the classroom and children are free to choose which type of materials they would like to work with during independent work time. You do not notice any individual desks and chairs set up in the classroom, rather a few tables and chairs grouped together. The furniture is all child size and you do not see any adult sized furniture throughout the classroom.

In order to respond this question, we must first review the history of Developmentally Appropriate Practice (DAP) and Early Childhood Education (ECE). Although ECE has been around since the creation of kindergarten in the 1800’s, the decade of the 1980’s was an important period for ECE. “By the 1980’s, meta-analysis of the well-designed US projects offered compelling evidence on the positive outcomes of [early childhood education and intervention]” (Woodhead, 2007). Therefore, there was much pressure to improve the state of education, including ECE. “The decade of the 1980’s saw numerous calls for widespread school reform, with changes recommended in teacher education, graduation requirements, school structure, and accountability measures” (S. Bredekamp, R.A. Knuth, L.G. Kunesh, and D.D. Shulman, 1992). At this time, there was an increasing concern about the quality of early childhood education for the influx number of families that needed it. This led the National Association for the Education of Young Children (NAEYC) to “begin planning a national voluntary accreditation system for early childhood programs”(NAEYC, 2014). With this planning came a need for a more specific description with regards to accreditation guidelines. Therefore, NAEYC issued a formal statement defining DAP.

To provide a developmentally appropriate learning environment that is safe, healthy, respectful and supportive of children and families. For the learning environment to be safe, I ensure that I always check identification, and have parents notify me whenever someone new to the list will be picking up. I always bring my roster with me to ensure I have all my children with me. I do a roll call every time we get to a new area after traveling anywhere away from our room, and before leaving the room. Another way that I make the learning environment safe is by covering all the outlets in the room, and making sure sharp or dangerous objects are put away, and out of the children’s reach. I put cleaning supplies and other chemicals in high locked cabinets.

Several issues are discussed in the NAEYC position statement about Developmentally Appropriate Practice (DAP). The section points out three main areas that policymakers have addressed because they realize how important these areas are to an early elementary child.

Developmentally appropriate practice (DAP), was designed to ensure that youngsters are provided optimal development and learning. This is done by teachers working with young children wherever a child is developmentally and working with them in both a group setting and as individuals. When working with children, the teacher needs to make sure that all children are meeting achievable and challenging goals. The NAEYC developed twelve principles of ensure that children are being provided DAP (“Developmentally Appropriate Practice,” 2009).

Hi-Shandi- as you mentioned the most important pieces of DAP direct environment is how to work and speak with children, as a teacher based on what children need developmentally, by age and stage, individually and culturally to make the most of their educational experiences, and it is important skill for students at every age. Teaching children to do it on their own is the most effective method, because they experience it again and again, then they become to the solution, practice is the best way of learning. Observing and attending around the learning environment helps to assess how children involve to the activity and motivate them to do the activity eagerly when the teacher attend them.

Developmentally appropriate practice means that teachers need to take the decision based on the children’s need. Also, it is guidelines about what it is appropriate to teach the young children. The teacher who practices developmentally appropriate practice take into consideration all the developmental areas of the whole child (cognitive, socio-emotional, and physical development). According to the author of the Administration of Programs for Young Children” (Click, Karkos, & Robertson, 2014, p. 134) the developmentally appropriate practice is when the teachers understand that the children have different background, experiences, and interest. Each child is unique in what his capacities are, how he/she learns, and what she/he needs to help him

This research study examines the effects of a developmental “boot-camp” on the standardized placement test scores of students enrolling in a community college. A developmental boot-camp is described as an online learning environment in which participants work at their own pace to refresh and enhance their skills in math, English, and writing in order to increase their placement scores and possibly place out of developmental community college classes. A community college in North Carolina implemented a developmental tutoring course in an attempt to raise placement test scores and place students into college-level courses (Hill, 2012, p. 2).

The families in the program are in it because primarily because of their geographic location and income status, so it is not the curriculum that draws them in. Neighborhood House Preschool offers half day and full day classes for low-income families with children ages 3-5 living different sites around Seattle. A great thing this approach provides for children is high individualized approaches to each child’s needs, and development stages using scaffolding. In Tools of the mine curriculum, teachers scaffold children’s learning in a variety of ways, from organizing the environment to support learning, to giving hints and prompts, to modeling what to do, to explicit instruction. Depending on what the child is learning and where the child is in the learning stage. Teachers learn to scaffold learning at different levels within the same activity. They learn how to increase the challenge for each child and to scaffold appropriately, providing support and withdrawing support depending on how quickly each child is

"Developmentally-appropriate practice, often shortened to DAP, is an approach to teaching grounded both in the research on how young children develop and learn and in what is known about effective early education" (DAP, 2013, NAEYC).The NAEYC (National Association for the Education of Young Children) makes the principles of developmentally-appropriate practice one of its cornerstones. Developmentally-appropriate practice ensures that children do not become frustrated or bored with what they learn. It enables students to successively build upon past knowledge without any gaps. It ensures that learning remains fun and engaging: very young children are not forced to memorize facts, sit in their desks for too long, or otherwise taxed beyond the emotional and intellectual limits of their present capacities. All children can learn, but depending on the developmental stage of the child, the ways in which the learning process takes place must often be altered. It must also be remembered that not all children are functioning at their chronological age: some may need additional support while others may be more advanced. It is necessary for the teacher to understand each student's limits and strengths, developmentally.

DAP stands for developmentally appropriate practices (Kostelnik). This means that the activities exposed to the children in the classroom are not overwhelming, or too difficult, for their skill level, but they are achievable, interesting, meaningful, and worth knowing for each individual child (Olsen). The resources I will use will be relevant to the children and appropriate according to the different families they come from and the community they live in (Olsen). My future DAP classroom will be safe for all children, look desirable, and have a stimulating atmosphere (Kostelnik). I seek to build wholesome relationships with the children and their families, so they are able to feel cared for and comfortable in the classroom, helping them progress as best they can (Olsen). The children will learn through self-directed play, centers, hands-on involvement, large/small groups, and routine (Olsen). Different activities are provided for the children on a daily basis where they can make choices, use their creativity, and have opportunities that help them understand the world around them (Olsen). It is my job as the teacher to provide diverse activities, strategies and teaching layouts that focus on the development of the whole child to help each individual learn in a plethora of ways (Olsen).