Developmentally Appropriate Practices (DAP)

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Developmentally AppropriatePractices (DAP)
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Developmentally Appropriate Practices
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Guidelines for Practice

• Creating a caring community of learners
• Teaching to enhance development and learning
• Constructing appropriate curriculum

• Assessing childrens learning and development
• Establishing reciprocal relationships with
  families

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Teaching to Enhance Development and Learning

• Teachers respect, value and accept children
• Teachers get to know each child and establish
  positive relationships with families
• Teachers create intellectually challenging,
  responsive environment
• Teachers make plans to enable children to attain
  key curriculum goals across disciplines

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Teaching to Enhance Development and Learning

• Teachers foster childrens collaboration with
  peers
• Teachers develop, refine and use wide repertoire
  of teaching strategies
• Teachers facilitate development of responsibility
  and self-regulation

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Constructing Appropriate Curriculum

• Provides for all areas of development
• Includes broad range of content areas
• Builds on what children already know
• Curriculum integrated across subject matter
  divisions to make connections

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Constructing Appropriate Curriculum

• Promotes development of knowledge and
  understanding, processes and skills
• Supports childrens home culture and language
• Curriculum goals are realistic and attainable

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Assessing Childrens Learning and Development

• Assessment is ongoing, strategic, and purposeful
• Assessment content reflects progress toward
  learning and developmental goals
• Assessments are appropriate to age and experience
• Decisions are based on multiple sources of
  information

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Assessing Childrens Learning and Development

• Developmental assessments and observations used
  to identify children who have special learning or
  developmental needs
• Assessment recognize individual variation
• Assessment address what children can do
  independently and with assistance

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Establishing reciprocal relationships with
families

• Relationships require mutual respect,
  cooperation, shared responsibility, negotiation
• Teachers work in collaboration with families
• Parents welcome in program, participate in
  decisions
• Teachers acknowledge parents choices and goals,
  are respectful of parent preferences and concerns

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Establishing reciprocal relationships with
families

• Teachers and parents share knowledge of child and
  continue to communicate
• Teachers involve families for assessing and
  planning
• Teachers link families to social services
• Teachers share information as children move from
  one program to another

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Activity

• List concrete activities that you do in your
  programs to address your star point (guideline
  for practice).

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Activity

• Individually or with a partner, please complete
  the DAP quiz!