DAPDAP Developmentally Appropriate Practices in in Early Childhood Education

Family Resiliency Impact Team Meeting April 10, 2002 Guthrie, Oklahoma Elaine Wilson, Parenting Specialist

Best Practices DAP DIP

Developmental Age Ability Interests Family

Play Autonomous Self Initiated or Self Selected Individually Paced Independent Learning

Principles of Development 1.Domains of development are closely related.

No Recess Physical Social Emotional Cognitive

Principles of Development 2. Development builds in sequence.

Speed Slows Better late than early Fully developed before moving on Complete not fast

Natural Unfolding Remember the Butterfly Patience please, children are developing

Developmental Principles 3. Developmental rates vary among children and areas of development.

Slow can be better Language Social interaction Mathematics

Developmental Principles 4. Early experiences during optimal periods have cumulative and delayed effects.

W.A.R.M. Character Role Models Home - School –Church –Community –Media

Developmental Principles 5.Development has direction Complexity Organization Internalization Cephalically and Proximal Distal

Classroom Design Interest Centers Choices Flexible levels

Developmental Principles 6.Children are active learners –Physical and social experience –Culture –Construct own understanding

Experience Invented spelling Perception Centering

Developmental Principles 7. Biological maturation interacts with physical and social environment.

Developmental Principles 8. Play is the vehicle for development, mastery, and reflection

Developmental Principles 9. Development advances with practice and challenge just beyond the current level of mastery.

The problem of the match Too difficult is frustrating Too easy is boring Practice advances Drill stresses

Developmental Principles 10. Children use different modes for learning and representation.

Activity Planning Quiet and Active Verbal and Non-verbal Group and Individual Indoor and Outdoor Teacher directed and Child directed

Developmental Principles 11. Development flourishes in community.

Community of Learners Safe and valued Physical needs are met Psychologically secure

Specific Teacher Behaviors Children Model Comfort in stress Miss when absent Treat with dignity Decorative

Group Activities Solving Problems Rule Making Group Projects Cooperation Group Memory Celebrations

Methods Photographs Conflict management teams Committee work Reduce competition Value feelings Family involvement

Final Exam 1.A teacher conducts an activity for 30 minutes with 3-year-olds who mostly observe, listen, and watch.

Final Exam 2. A teacher reads a picture book to a group of 4-year-olds.

Final Exam 3. A Kindergarten teacher provides one hour or more of free choice time during which children play with blocks, dress up, and use table toys and other early childhood materials.