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 – wherein teachers and staff base all practices and decisions with the goal of nurturing students’ social/emotional, physical, and cognitive development – is a keystone for the establishment of safe supportive learning
environments for young children. DAP entails planning and delivering educational content and supports that cut across all domains of development, ranging from cognitive skills and executive function to social-emotional and problem-solving skills. Children’s early social experiences foster confidence and skills that support the development of relationships with both adults and peers in subsequent years; these experiences further enhance the child’s social competence and academic
achievement. Similarly, the failure to develop basic social skills means children may be rejected by their peers and are more likely to experience negative outcomes such as school dropout, delinquency, and mental health problems. Very young children will thrive and become more engaged learners when provided a safe, stimulating environment, where adults provide and foster positive relationships between and among adults and children. All students – particularly young children – learn best
when their education is provided in an environment that is safe both physically and emotionally. Physical safety includes the protection of students from violence, or from exposure to weapons, threats, or illegal substances on school grounds. Emotional safety includes opportunities for children to express a range of feelings and behaviors and receive appropriate guidance and supports to learn social skills and self-management. By providing a safe, supportive environment, student’s basic needs
for belonging, autonomy, influence, and competence can be fulfilled. In its simplest form, DAP requires an understanding of child development and thoughtful planning; it does not require a specific program or curriculum. DAP is an approach where school personnel demonstrate responsiveness to individual children’s abilities, behavior, culture, and language in their planning and decision making. Providing DAP helps build a positive school and classroom climate, strengthens
partnerships with families, ensures that each child is seen for their unique potential, and lays the foundation for increasing the academic achievement of all children. Florez, I.R. (2011). Developing Young Children’s Self-Regulation through Everyday Experiences. Young Children. NAEYC. Washington, DC. Available at:
https://www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf Kemple, K.M. Social Studies, Social Competence and Citizenship in Early Childhood Education: Developmental Principles Guide Appropriate Practice. Early Childhood Educ J 45, 621–627 (2017). https://doi.org/10.1007/s10643-016-0812-z NAEYC webpage: Developmentally Appropriate Practice (DAP)
- http://www.naeyc.org/DAP National Association of School Psychologists webpage -- Social Skills: Promoting Positive Behavior, Academic Success, and School Safety http://www.naspcenter.org/factsheets/socialskills_fs.html Sanders, K., & Farago, F. (2018). Developmentally Appropriate Practice in the Twenty-First Century. In M. Fleer
& B. van Oers (Eds.), International Handbook of Early Childhood Education (pp. 1379-1400). Dordrecht: Springer Netherlands. Reviews four key categories of data collected in early childhood settings, clarifies the information each provides, and illustrates how the data are meant to be used to improve practice and quality.
 Outlines position statement of the National Association for the Education of Young Children. Includes literature, guidelines, and recommendations for creating developmentally appropriate practices targeted to this age group. You are hereDPI promotes play as the key to early learning. DAP is woven into the values and practices that are core to how DPI believes educators should approach learning for young children and they are foundational to the WI Model Early
Learning Standards and its guiding principles. The National Association for the Education of Young Children (NAEYC) released an updated position statement on Developmentally Appropriate Practice (DAP) in April 2020. The 2020 statement integrates new research,
strengthens our lens on equity, and closely aligns with the DPI’s definition and focus on educational equity. It provides in-depth information related to all levels of early childhood education to inform practice and create opportunities for each and every child to achieve their full potential. Three Core Considerations to Inform Decision-Making:
Nine Principles of Child Development and Learning and Implications that Inform Practice: 1. Development and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth. 2. All domains of child development—physical development, cognitive development, social and emotional development, and linguistic development (including bilingual or multilingual development), as well as approaches to learning—are important; each domain both supports and is supported by the others. 3. Play promotes joyful learning that fosters self-regulation, language, cognitive and social competencies as well as content knowledge across disciplines. Play is essential for all children, birth through age 8. 4. Although general progressions of development and learning can be identified, variations due to cultural contexts, experiences, and individual differences must also be considered. 5. Children are active learners from birth, constantly taking in and organizing information to create meaning through their relationships, their interactions with their environment, and their overall experiences. 6. Children’s motivation to learn is increased when their learning environment fosters their sense of belonging, purpose, and agency. Curricula and teaching methods build on each child’s assets by connecting their experiences in the school or learning environment to their home and community settings. 7. Children learn in an integrated fashion that cuts across academic disciplines or subject areas. Because the foundations of subject area knowledge are established in early childhood, educators need subject-area knowledge, an understanding of the learning progressions within each subject area, and pedagogical knowledge about teaching each subject area’s content effectively. 8. Development and learning advance when children are challenged to achieve at a level just beyond their current mastery and when they have many opportunities to reflect on and practice newly acquired skills. 9. Used responsibly and intentionally, technology and interactive media can be valuable tools for supporting children’s development and learning. Additional Resources:
For questions about this information, contact Sherry Kimball (608) 267-9625 What is developmentally appropriate practice in preschool?NAEYC defines “developmentally appropriate practice” as methods that promote each child's optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning.
What are some examples of developmentally appropriate practices?Examples of Developmentally Appropriate Practice – Setting up Your Classroom. Provide age-appropriate and culturally appropriate materials (ex. ... . Have materials and equipment at children's height (ex. ... . Spaces should accommodate movement of children.. What are the 3 components of developmentally appropriate practice in early childhood program?Developmentally appropriate practice requires early childhood educators to seek out and gain knowledge and understanding using three core considerations: commonality in children's development and learning, individuality reflecting each child's unique characteristics and experiences, and the context in which development ...
What are 5 developmentally appropriate activities?Age-Appropriate Activities. Develop Eye-Hand Coordination and Motor Skills - stacking toys, shape sorter, activity links gym, pounding toys, lacing toys and pull toys.. Thinking and Creative Skills - Legos, building blocks, art materials, play dough, gears, puppets and dress ups or props.. |
Which of the following is considered as a developmentally appropriate practice for preschool learners?
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