Developmentally Appropriate

Practices
This is my slideshow presentation regarding Developmentally appropriate practices
(DAP). I hope and pray I met all the requirements and created both a colorful, and
informative presentation/interview for a teaching position at a local school or childcare
facility. This presentation will elaborate on what developmental age group I wish to
work with one day, as well as fostering developmentally appropriate practices in my
future classroom. I hope you enjoy my hard work with this presentation and dedication
to educating our youth.
 What is DAP?
What Is Dap and how does it apply to my teaching of the
children in this preschool? The developmentally appropriate
practice (DAP) is a perspective within early childhood
education whereby a teacher or child caregiver nurtures a
child's social/emotional, physical, and cognitive development
by basing all practices and decisions on (NAEYC, 2014). Its
framework is designed to promote young children(s) optimal
learning and development. Activities such as stringing beads
help strengthen their web circle which is your index, and
pointer fingers, and thumb to help them with grasping their
writing utensil, and prepare them for early writing skills.
Activities such as stringing beads help strengthen their web circle which is
your index, and pointer fingers, and thumb to help them with grasping their
writing utensil, and prepare them for early writing skills. Allowing a child to
engage in block play also help promote growth in the physical domain by
working his/her fine motor skills. Out door play such as jump rope, hop scotch
and more, helps work promote growth with their gross motor skills. Cognitive
development is all on how your childs /students brain works and how a child
retains information through their executive functions. According to, (Farrar &
Montgomery, 2015, sec. 11.2) Vocabulary development, also contributes to
reading achievement, particular comprehension. In order to understand a text
they are reading children need a good vocabulary. The working memory is in
place here by using repetition. Working Memory is one of the most important
and critical function, its role focuses on the brain being able to read, write, and
to be able to remember mathematical processes. Affective development is the
dimensions of development that focus on social and emotional growth
(Jaruszewicz, 2013, Pg. 10). A great instructional technique/plan for the
affective domain is to have some quiet time such as independent reading and
rest time each day where we discuss our emotions. This will aid the children
with character development and help them be more accepting, tolerant, and
sympathetic individuals (Yang & Rusli, 2012). Things like role playing and the
game Simon Says will be utilized to help the child build on social skills and
large motor skills.
 Developmentally Appropriate Teaching
Practices

Cognitive-Repetition:
Students are unlikely to remember anything the first,
second, or even fourth time so repetition is key, read, write, recite.
Affective- The
use of circle time will concise of rhyme and rhythm, which
has been proven extreme effective in helping students learn their
emotions through songs like If your happy and you know it, and more.
Physical-There will be plenty of hand on activities such as puzzles,
painting to help with eye-hand coordination as well as fine motor skills.
 Preferred Age Group
The age range of children I prefer to work with are pre-school aged children, which
are typically between the ages of 3-5 years of age, depending on when their
birthday is. I wish to teach children within this age range, because I believe highly
in learning through play, such as make-believe/dramatic play, and this is the age
range this type of learning is introduced. I am very enthusiastic, and Im not afraid
to get creative, and to watch my future students imaginations flourish. I may not
have experience teaching in a classroom setting however, I have five children one
with a seizure disorder who did not attend a Pre-school/Head-start program.
However, he was prepared for Kindergarten, as well as my other four children. I
taught all five of my children at home, and they all continue to excel to this day. I
strongly feel that my future students will greatly benefit from the diligence and
attention to detail that I will bring to my future classroom. With that being said, this
presentation was created for this particular developmental age/level.
 Learning Environment Considerations
Making sure all materials are easily accessible to all the
students in the classroom.
Grouping the students in small groups will encourage
cooperative learning.
To help those with sensory issues the classroom would be
decorated in a way that would not distract them and cause
them to suffer from a sensory overload.
A music center, to encourage learning through music.
 Learning Environment
Considerations Cont.
Making sure all materials are easily accessible will allow children to get the need
materials for each project/lesson. Labeling allows them to be able to help them see
where each item goes, and helps to show them where to put them back once
finished. Grouping the students in smaller groups allows children to learn from each
other in cooperative learning games. Parallel play frequently initiates, encourages,
and leads to group play (Bakeman & Brownlee, 1980). Because of this parallel play
will be encouraged to provide full inclusion for all of our students. Students who
prefer to engage in parallel play will be given all the time they need to feel
comfortable in group play. Having a music center helps promote learning in the
affective domain, and music helps children with Autism Spectrum Disorders as well
as those with limited language skills by providing an easier outlet for
communication (Autism Speaks, 2013).
 Classroom Set-Up Requirements
The largest furniture in the classroom would be the teachers, desk, and
computer tables. The students tables and chairs would be built for their use
only.

Teaching materials needed would be papers and pencils, crayons, fake food,
fake kitchen, customs, books, blocks, play dough and more.

I will have an open floor so that the students can transition form each activity
smoothly see floor plan.

Through informal and observation assessments will allow me to assess each

childs growth.

Individualized supports and services for students and families, systematic

instruction, comprehensible/structured learning environments, specialized
curriculum content, functional approach to problem behavior family
involvement will be available to accommodate atypically developing children.

In order to incorporate families I will set up meetings every quarter

to discuss their child's progress or lack off.
 Classroom Set-Up Requirements
Cont.
In order for children to feel comfortable I would have their furniture smaller than my desk. Materials such as
books will help promote growth with their cognitive development. Make believe items for pretend play such as a
fake kitchen, foods, utensils, and more to encourage dramatic play, which promotes growth with the
social/emotional/assertive domains. A Music instruments will be located in the reading center, so the children can
learn valuable math skills, as well as letters, states, communication and speech (Powell & Driver, 2013).
Anecdotal records are used to document a childs behavior during a certain developmental domain/concept by
taking notes of what you observe the child is doing. By doing this you can see if, a child is reaching his/her
developmental milestones or developmental delays. Anecdotal records should be only what you observe with the
child, do not add what you may think the child is doing, and just write down what the child is doing. You want to
be as disruptive as possible during this process, only write down the facts. I will be using the Anecdotal record as
a tool to observe the cognitive domain of development of my three-year-old son at home during Homework
Time. Since my son does not attend head start, I will use flash cards to and this observation to determine if he is
reaching his developmental milestones for this domain and determine if further instruction is needed. This
observation will allow me to see what other teaching strategies I can utilize to help with his shape/number
recognition. With regards to atypical developing children, Individuals with Disabilities Education Act (IDEA): is
a law ensures that children, from age three to 21, with a disability receive proper, gainful education (Powell &
Driver, 2013). Good communication is important between the parent(s) and the teacher(s) to
ensure the childs needs are being met in the classroom. In order for this to work both the
parent and the teacher have to build a good relationship and understanding of the needs
of the child with or without the disability. We will set up communication through phone,
email, or hand written letters, what ever it is more convenient and effective for each
parent to be able to voice to the parents their Childs strengths and weakness as the year
progresss.
 Developmental Milestones
Cognitive
During this stage of development children show a dramatic
increase in representational activity, as reflected in language,
make-believe play, drawing, understanding of symbol-real-
world relations, and categorization (Berk, 2013, P.248).
They are also ego-centric, illogical, and magical thinkers, while
using receptive language.
Children in this stage also learn to be more independent, such
as feeding and dressing themselves. They can make simple
choices of what they want to eat and what particular outfit,
shoes etc., they want to wear.
 Developmental Milestones
Physical
Preschool Age- 3-5 years old
Through a creative curriculum, I can utilize play-based strategies.
I am patient and very creative with inventing fun, and exciting new ways to learn
required concepts through play.
I believe my experience with children and my educational background and love of
teaching young children will only make me a better educator and role model for my
future students.
Through research and the love of teaching, I have created a number of play-based
activities to help strengthen students cognitive, physical, social/emotional/affective, and
language developments.
I want my future students to enjoy learning, in a safe, clean and welcoming classroom
environment.
 Developmental Milestones
Social/Emotional
Typical Social/Emotional Milestones that a child should attain
during early childhood is the development of their conscience,
and incorporating parental prohibitions, feelings of guilt when
disobedient, and the need to please adults.
They also have the ability to control their emotions resulting in
less emotional outbursts.
They also begin to develop a conscience which helps them to
incorporate parental prohibitions, begins to feel guilty if he/she
has done something wrong, and happy when they do something
right. (simplistic idea of good and bad behaviors).
 Developmental Milestones
Physical
During this age of development a child learns to refine
complex physical skills such as, running, jumping,
climbing, hopping, and learning to ride a bike with
training wheels (Gross motor).
They are learning to grip a pencil, hold and stack blocks,
mold objects such as clay, cut with scissors and more
(Fine motor).
Hand eye coordination has improved during this age as
well, by catching and throwing a ball, and being able to
draw simple shapes.
 Developmental Milestones
Language
During this age children improve in
phonological awareness and, are able to use k,
f, g, t, d, and n sounds properly when they
talk. (Berk, 2013,).
Another language developmental milestone
that typically developing children should
achieve in this period of development, is the
ability to answer simple questions with the
four Ws (who, what, where, and why).
 Developmental Milestones Cont.
Cognitive-According to, (Farrar & Montgomery, 2015, sec. 1.1)
Cognition refers to mental processes and includes topics such as
problem solving, memory, language, intelligence, and others. Cognitive
development reflects changes in these different aspects of thinking
across the life span. Piagets stages of cognitive development explores
in- depth how a child learns through different stages as they grow. Each
stage is qualitatively different than the preceding one and is a
description of changes in the organization or structure of cognition.
(Farrar, & Montgomery, 2015, sec.1.3).
Language-Phonology/sound In general, terms, phonology is concerned
with the physical, or acoustic, properties of speech sounds and the rules
that govern how those sounds are combined in speech. From the childs
point of view, the business of phonology is figuring out how to produce
those sounds that are necessary for making meaning (Piper, 2012).
Syntax/ sentences. Is the rules that apply to forming a proper sentence.
English sentence structure, or syntax, is about word order. More precisely,
English sentence structure is about how morphemes are combined to form
meaningful utterances (Piper, 2012).
Social/emotional-This area of development involves a lot of learning
especially how to interact with people and how to understand and control
their different emotions, in each of the different periods of development.
Children should attain a sense of self-conscious, and as language
develops, empathy becomes more reflective. (Berk, 2013, P. 419).
Children learn to control their emotions and they have fewer emotional
out bursts, and they are more expressive with your feelings and emotions.
This makes it easier for them to express themselves more clearly to their
parents/caregivers, teachers, peers, and other family members.
Physical-The physical domain of development covers physical growth
and development, gross motor development and skills, fine motor
development and skills, and perceptual motor skills (Estes, & Krogh,
2012, sec.3.1). This is all on how your child moves, such as crawl, walk,
run, hold a pencil, toy and more. The motor skills of a 4 and 5 year olds
take a leap as they become more dexterous with fine skills, thereby
becoming gradually more independent in their own care (Groark,
McCarthy, & Kirk, 2014, P.54). Their balancing capabilities and
coordination are better so they can ride a bike, throw and catch a ball, and
are able to play games like hopscotch.
 References:
Autism Speaks. (2013). What is Autism? Autism Speaks Inc. Retrieved from http://www.autismspeaks.org/what-
autism
Bakeman, R., & Brownlee, J. R. (1980). The Strategic Use of Parallel Play: A Sequential Analysis. Child
Development, 51(3), 873-878. doi:10.1111/1467-8624.ep12330488
Berk, L. E. (2013). Child development. (9th Ed.). Upper Saddle River, NJ: Pearson.
Estes, L.S., & Krogh, S. L. (2012). Pathways to teaching young children: An introduction to early
childhood education. San Diego, CA: Bridgepoint Education, Inc.
Farrar, M. J. & Montgomery, D. (2015). Cognitive development of children: Research and application [electronic
version]. Retrieved from https://content.ashford.edu
Goark, C., McCarthy, S. & Kirk, A. (2014). Early child development: From theory to practice. Bridgepoint: San
Diego, CA
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. San Diego, CA: Bridgepoint
Education, Inc.
NAEYC. (2014). Developmentally Appropriate Practice (DAP). Retrieved From: https://www.naeyc.org/DAP
Yang, C., & Rusli, E. (2012). Teacher training in using effective strategies for preschool
children with disabilities in inclusive classrooms. Journal of College Teaching & Learning,
9(1), Retrieved from http://journals.cluteonline.com/index.php/TLC/article/view/6715