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Running head: SIGNATURE ASSIGNMENT DAP 1

Signature Assignment DAP

Julie Estep

Fresno Pacific University


SIGNATURE ASSIGNMENT DAP 2

Signature Assignment DAP

Developmentally Appropriate Practices (DAP) is a standpoint in early childhood

development that helps children reach their full potentials cognitively, socially,

physically, and emotionally. Developmentally appropriate practices take into account a

childrens learning style, a childs life experiences, a childs current knowledge and

abilities, a childs culture and differences, a childs interests, learning process focused,

and mind challenging for children. It veers away from the teacher directed approach and

the adult is always right practices by making a huge emphasis on how important play and

hands on activities are for a childrens development. Developmentally appropriate

practices ensure that a child will be able to reach their full potential in learning. For

curriculum to be developmentally appropriate it must be age appropriate, individually

appropriate, and culturally and socially appropriate.

To be age appropriate is to take into account where children should be

academically and developmentally. Age is not an indicator of what a childs capabilities

are. Every child learns at different paces and this should be taken into account during the

lesson planning process. Although a childrens age does not measure a childs abilities it

does help teachers set practical expectations. A childs age helps educators set up

appropriate achievements they can expect from children without putting making it too

difficult for the child. Age appropriate curriculum includes activities that are doable but

still challenging.

To be individually appropriate means to recognize that each child is essentially

unique. Being the same age doesnt make the children the same. Every child has a pattern

of individual growth they go through, no one child learns the same as the other. All
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children have a unique personality and learning style. It is vital that, Program

expectations, content, and delivery should be adjusted to fit the youths personal needs,

rather than expecting youth to conform to rigid program rules and demands

(Bartholomae, S., Peter, C., & Meschke, L, 2012, p. 91). In order to accommodate these

differences differentiated instruction should be exercised. Differentiated instruction is the

change or adjustment of curriculum to meet the individual needs of each child.

Socially and culturally appropriate practice is about being respectful of each

students background and culture. Teachers should use the diversity of the classroom to

teach multicultural curriculum. Teachers should implement the students differences as

an opportunity to teach acceptance. It is important to teach children to celebrate each

others differences. Teachers need to be culturally aware in order to run a

developmentally appropriate classroom.

Developmentally appropriate practices are based on how our children grow and

develop. Teachers take this knowledge to make thoughtful and appropriate decisions

regarding our work with young children. DAP is a philosophy not a list of guidelines to

follow exactly.

Developmentally appropriate practices help educators be intentional in the way

they run their activities and lessons. Rather than being solely teacher directed, it

allows teachers to understand that they need to let children learn fluidly through

their own choices and not the adults. One aspect of DAP is its child-centered

curriculum, which is holistic in its approach to development. Children s active

involvement in the classroom and their interactions with peers, teachers

and classroom materials are recognized as important factors in the development of


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children s knowledge. Numerous studies have documented the positive impact

that DAP practices have on child outcomes (Averette, P., Crane-Mitchell, L.,

Hedge, A., & Sugita, C., 2014, p.1).

This type of teaching helps children reach the challenging and achievable goals that are

set in front of them. DAP helps a teacher make developmentally appropriate practice

decisions by following three important rules. These three rules to a successful lesson is

considering the age group, determining the childrens individual interests, and a childs

life experience or cultural background. Being successful in DAP a teacher must be,

Responsive to the interests and needs of the children (Developmentally Appropriate

Practices with Young Children, p. 4). It is important that we assess children regularly to

see what they need in order to succeed and what they need to stay engaged.

There are 12 developmentally appropriate practices. The 12 DAP are listed as

follows:

All areas of development and learning are important. Learning and development

follow sequences. Development and learning proceed at varying rates.

Development and learning result from an interaction of maturation and

experience. Early experiences have profound effects on development and

learning. Development proceeds toward greater complexity, self-regulation, and

symbolic or representational capacities. Children develop best when they have

secure relationships. Development and learning occur in and are influenced by

multiple social and cultural contexts. Children learn in a variety of ways. Play is

an important vehicle for developing self-regulation and promoting language,

cognition, and social competence. Development and learning advance when


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children are challenged. Childrens experiences shape their motivation and

approaches to learning (12 Principles of Child Development and Learning that

Inform Practice, para 1).

These practices are a long list for teachers to follow so to combat this the five guidelines

for effective teaching were created.

There are five key aspects of developmentally appropriate practices and are listed

for teachers and caregivers to follow. These guidelines are: creating a caring community

of learners, teaching to enhance development of learning, constructing appropriate

curriculum, assessing childrens learning and development, and establishing reciprocal

relationships with families. Each of these aspects is closely related, and failing to

address one would critically undermine each of the other parts (Kostelnik, M.,

Sopderman, A., Whiren, A., Rupiper L., 2011, p. 28). These are guidelines specific for

effective teaching. These practices were created as a quick guide for teachers to

implement the developmentally appropriate practices into their teaching.

These DAP principles and guidelines can all be applied to all subjects taught in

school. It is important to build a positive relationship with your students so that they will

be excited to try new activities the teacher may have for them when they get to school.

The way to build that trust is by creating an environment that is based relatively on the

philosophy of developmentally appropriate practices. The first step in becoming

developmentally appropriate in a classroom is by revolving the lesson plan around play

or activities that are fun and interesting to the childrens age group, individually

appropriate, and respectful to all of the students cultures and backgrounds. Children will

be less likely to learn if they are not engaged, and to become engaged it must be relative
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to the childrens interests. Once this is established all of the students will start to absorb

all of the learning material provided from hands on experiences in the developmentally

appropriate classroom created by the teacher following these guidelines.


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References

12 Principles of Child Development and Learning that Inform Practice. (n.d.). Retrieved

May 01, 2017, from http://www.naeyc.org/dap/12-principles-of-child-

development

Averette, P., Crane-Mitchell, L., Hedge, A., & Sugita, C. (2014). Japanese nursery and

kindergarten teachers beliefs and practices regarding developmentally

appropriate practices. International Journal of Early Years Education, 22(3), 301-

314. doi: 10.1007/s10566-011-9153-7

Bartholomae, S., Peter, C., & Meschke, L. (2012). Developmentally Appropriate Practice

to Promote Healthy Adolescent Development: Integrating Research and

Practice. Child Youth Care Forum, 41, 89-108. doi:10.1007/s10566-011-9153-7

Developmentally Appropriate Practices with Young Children. (n.d.). Retrieved

November 15, 2017, from

https://learning.fresno.edu/mod/resource/view.php?id=861535.

Kostelnik, M., Sopderman, A., Whiren, A., Rupiper L. (2011). Developmentally

Appropriate Curriculm: Best practices in early childhood education (6th

Edition). Boston, MA: Pearson.

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