1. Developmentally appropriate practices

3. DIP Lesson vs. DAP Lesson
DEFINE (DAP) DEVELOPMENTALLY APPROPRIATE PRACTICE
Nobody learns anything sitting on their bottoms!

4. Why DAP Works Tell me…. I forget Show me…. I remember Involve me….
I understand

5. Types of Learning ADULT DIRECTED ADULT INITIATED
Teacher decides what to do and how to do it.
Pre-cut, pre-drawn, instructions on how to assemble it.
File folder games
ADULT INITIATED
Child has creativity, but adult initiates the idea of making something and chooses the supplies to be used.
paper, cotton, glue.. Now use these to make…
Children exposed to Adult directed learn to be non-risk takers, non-thinkers, and that they are incapable and dumb.

6. ACTIVE vs. PASSIVE LEARNING
Give children opportunities for gross motor activities each day.
Keep inactive segments short.
Provide free-choice periods.
Adapt to differing styles and abilities
Provide many opportunities for children to communicate
Facilitate successful completion of tasks.
Recognize that children learn through trial and error.
Extended teacher instruction
Long discussion
Scheduled activities
Restriction on communication
Prescribed problem solving

7. CHILD DIRECTED, CHILD INITITATED, and TEACHER SUPPORTED
Child decides what to do, the idea and the material to use.
Adult follows the child's lead.
ADULT INITIATED
Child has creativity, but adult initiates the idea of making something and chooses the supplies to be used.
ie: paper, cotton, glue.. Now use these to make…
ADULT DIRECTED
Teacher decides what to do and how to do it. Pre-cut, pre-drawn, instructions on how to assemble it.
File folder games
If children are exposed to Adult directed, it teaches them to be non-risk takers, non-thinkers, and that they are incapable and dumb.

8. CHILD DIRECTED, CHILD INITITATED, and TEACHER SUPPORTED
Child decides what to do, the idea, and the material to use.
Adult follows the child's lead.

9. 5 ingredients for DAP ACTIVE Child Initiated Learning
Materials…. For each child to use
Manipulation… Of the materials by the child,
hands on interaction
Choice…. By the child of what to do
with the materials
Language…. From the child talking
about what they are doing,
seeing, thinking
Support…. From adults and peers.
Silent Observe Understand Listen
-As adults we do too much talking and interfering

10. Active DAP Child Initiated Learning Is:
By Manipulation
Of the materials by the child, hands on interaction

11. Active DAP Child Initiated Learning Is:
Using their senses
Seeing, touching, hearing, smelling, tasting

12. Active DAP Child Initiated Learning Is:
Through trial and error
Actively explore and experiment

13. Active DAP Child Initiated Learning Is:
When all 5 areas of development are incorporated
Physical, emotional, social, cognitive, and moral

14. Active DAP Child Initiated Learning Is:
Through support
Reinforcement
Praise, encouragement, and recognition

15. Active DAP Child Initiated Learning Is:
When they acquire and experiment with new behaviors through
Choice and role modeling.
Show them positive words and actions to learn and imitate.

16. QUALITY DAP TEACHERS KNOW THAT Children are Playful so they..
Integrate play throughout the day.
Provide variety of props and manipulative objects.
Encourage children to create and use their own ideas.
Create a classroom design and schedule that allows children to move about freely.
Recognize that high quality play is often noisy.
Make it fun by teaching with excitement and enthusiasm for learning.
Risk looking silly, loosing perfect discipline, and showing emotion.
Learning should be a walk of discovery, not a race to the finish line.

17. Developmentally Appropriate is:
Age appropriate
Predictable sequence of stages used as a guideline
Individual appropriate
Each child is unique in personality, learning styles, and family background
Children are evaluated according to their individual differences.
Based on observation and evaluation of each child.

18. Developmentally Appropriate is:
Physical
Emotional
Social
Cognitive
Moral

19. Multi cultural and Non- sexist in activities, materials, and equipment.

20. A variety of stimuli, activities, and materials to encourage
uninhibited active exploration and investigation.
New Challenges or mysteries to solve on their own.
Adults help kids too much.
“We have enough color by number people. We need more kids playing experimenting and running around.”
“Where does it say that our age is too old to play? Nobody does enough “baby stuff” anymore. It all begins with PLAY!!!”
Bev Boss

21. Concrete Relevant Real Interests Hands on, touch, manipulate
Learn by do
Relevant
Interests
Real

22. NOT TIME SCHEDULED Time to explore as long as the child wants and
Free choice in which the child can move freely between activities with a
Balance of rest time and active movement throughout the day.

23. DAP Atmosphere is:
Instead of quietly listening children should be expected to actively participate.
If the children are not questioning, commenting, or interrupting, (appropriately) something is wrong.
High quality play is often
noisy with laughter,
questions, and talking.
Seed plant

24. QUALITY DAP TEACHERS KNOW THAT:
Children are active not passive learners.
Children desire autonomy.
Children are curious.
Children are playful.
Children are our future.

25. QUALITY DAP TEACHERS KNOW THAT Children are Active (not passive) Learners so they..
Give children opportunities for gross motor activities each day.
Keep inactive segments short.
Provide free-choice periods.
Adapt to differing styles and abilities
Provide many opportunities for children to communicate
Facilitate successful completion of tasks.
Recognize that children learn through trial and error.

26. QUALITY DAP TEACHERS KNOW THAT Children are Curious so they..
Build activities around children’s interests.
Provide many chances for children to explore.
Encourage children to pose problems and investigate solution.
Facilitates development of self control
Allow for increasing independence as child acquires skills

27. QUALITY DAP TEACHERS KNOW THAT Children are our Future so they..
Respond quickly to each child’s needs
Be alert to signs of stress in children’s behavior.
Build self-concept by
Respecting,
Accepting, and
Comforting the child
regardless of the behavior

28. DAP Learning Centers
Most child care programs are designed with common activity or interest centers in the room.
Areas should relate to the theme of the week.
Do not include every type of learning center every week
Be wise in your choice of areas, what you put in them, and how you set them up.
By rotating the centers you will keep the children’s interest.

29. Art
Promotes physical, social, emotional, and cognitive growth in children.

30. Food and Nutrition Experiences
Involves preparing foods, setting the table, eating snacks and meals, and cleaning up.
Provide skills that prepare children for an independent lifetime.

31. Pre-Math
Should be hands-on, filled with play, and exploration.

32. Pre-Reading/Literacy
Allows for a more quiet, calm area in the child care center.

33. Science
Provides a way for children to learn about their natural interests and excitement about the world around them.

34. Sensory
Helps children use their senses.

35. Music
Provides opportunities to explore sound, rhythm, beat and tone.

36. Dramatic Play Children love to pretend and play make-believe.
This fantasy play provides opportunities for growth and development and encourages experimentation and discovery.

37. Blocks
One of the most important materials in a child care center.

38. Movement (Gross and Fine)
A natural way for children to express their energy.

39. Outside Play
Usually playground equipment but can use inexpensive items also.

40. GUIDELINES FOR TEACHING:
2. Learning should be a walk of discovery, not a race to the finish line.
It should be a shared experience instead of teaching where something must be done by the teacher. Experience it together, child has much to offer.

41. GUIDELINES FOR TEACHING:
                                            
1. Make it fun. If your not having fun, you're doing something wrong & learning isn't happening.
Never drill, get angry & cold.
Teach excitement and enthusiasm for learning.

42. GUIDELINES FOR TEACHING:
3. Child must be actively involved to learn. The object is not the story but the child's response to it that counts.

43. GUIDELINES FOR TEACHING:
5. Risk looking silly, loosing perfect discipline, and showing emotion.
6. Eye to eye contact. Sit so this can happen.

44. GUIDELINES FOR TEACHING:
                     
GUIDELINES FOR TEACHING:
7. Attention span: 5 to 10 min. on one thing. Change often.
8. Reward accomplishments - treasure box and certificates

45. HOW TO HELP A CHILD DISCOVER FOR THEMSELVES:
Learning is not something we do to the child, it comes from within.
A good learner:
loves learning
eager discoverer
wants to know

46. HOW TO HELP A CHILD DISCOVER FOR THEMSELVES:
Know child inside and out.
Focus on what the child is feeling.
-Avoid putting adult ideas into children's heads.

47. HOW TO HELP A CHILD DISCOVER FOR THEMSELVES:
Be a skillful observer:
What most attracts the child's attention?
What action schemes is the child repeating?
What consequences is the child producing with his actions?
What does the child say as he explores and who is it directed at?
How does he cope with momentary distractions?
Does he integrate the actions of others into his own play?

48. HOW TO HELP A CHILD DISCOVER FOR THEMSELVES:
Listen carefully to questions asked by the child. It contains an assumption about the world held by the child & gives the teacher ideas for learning encounter.
Play with the child and imitate, thus the child will imitate you.

49. HOW TO HELP A CHILD DISCOVER FOR THEMSELVES:
Present novel variations on the theme.
Change the play to expand it, unobtrusively introduce new ways of doing things.
Be a source of challenge and exploration.

50. What the Educator Does:
ENGAGE: Create interest & curiosity
EXPLORE: Encourage learner to work, act as a consultant.
EXPLAIN: Learners explain and justify learning.
ELABORATE: Apply & expand to alternate explanations.
EVALUATE: Observe and assess learners and learners can assess their own learning.
Teacher
Student
Student
Student
Teacher
In each category, who is doing most of the work?

51. What should you teach a 3 year old?
colors
Shapes
Matching
Categorizing
Seriating
Self help - dressing

52. What should you teach a 4 year old?
ABC‘s
Numbers
Address
Phone #
Write name