Developmentally Appropriate Practices

1. Developmentally Appropriate Practices Child Development Preschool

2. Watch The Montessori Method Complete worksheet while watching.

3. Rationale • Children learn most effectively through concrete, play-oriented approach • Ageappropriate – predictable sequences of stages • Individually appropriate – each child has a unique personality, learning style and family background • Play should be child-initiated, child-directed, and teacher supported.

4. Summary • The basis of NAEYC is to teach children using DAP guidelines. • Developmentally Appropriate ECE • Three theories of development • Behaviorist- give reinforcements • Maturationist- child can’t learn until he is old enough. • Constructivist- children learn through interacting with the environment

5. Social, emotional Intellectual Physical DAP Curriculum • Should cover: • Social • Emotional • Intellectual • Physical experiences.

6. DAP Curriculum is • Based on observing and evaluation of each child. • An interactive process with adults, children and materials. • Concrete, Real and Relevant. • A variety of activities and materials to challenge the child. • A chance to choose from a variety of activities, materials, and equipment with time to explore through active involvement. • A balance of rest and active movement. • Multi cultural and nonsexist experiences, materials, and equipment.

7. Qualities of a DAP Teacher • Respond quickly to children’s needsand adapt to each child’s differing abilities. • Provide many varied opportunities for children to communicate. • Facilitate a child’s successful completion of tasks by providing support, focused attention, physical proximity and verbal encouragement. • Alert to signs of stress and know appropriate stress reducing activities. • Facilitate self esteem by respecting, accepting and comforting child, regardless of behavior. • Facilitate development of self control in children. • Allow for increasing independence as child acquires skills.

8. Evaluations of Children • Decisions made on more than one evaluation. • Evaluation used to identify specific needs and risks. • Evaluation used only on normative information. Not only age-matched, but also gender, culture, or socio grouped. • Each child should be placed according to developmental age.

9. Relations between Home & School • Parents share in any decisions made about child. • Teachers share knowledge with parents. • Teachers share development information about child’s progress.

10. 5Guidelines forDevelopmentally Appropriate Practices • Creating a Caring Community of Learners • Teaching to enhance development and learning • Constructing Appropriate Curriculum • Assessing Children’s Learning and Development • Establishing Reciprocal Relationships with Families

11. 4. Assessing Children’s Learning and Development

12. Assessing Children’s Learning and Development • Assessment is ongoing, strategic, and purposeful. DAP Example: Teachers use observational assessment of children’s progress, examination of children’s work samples, and documentation of their development and learning to plan curriculum. DIP Example: Children’s progress is measured by how well they conform to rigid expectations and perform on standardized tests.

13. Assessing Children’s Learning and Development • Content of assessment reflects progress toward important developmental goals DAP Example: Results of assessment are used to improve and individualize instruction. DIP Example: Teachers “teach to the test” to ensure higher scores.

14. Assessing Children’s Learning and Development • The methods of assessment are appropriate to the age and experiences of young children. DAP Example: A child’s progress is reported in comparison to his or her own previous performance, and parents are given general information about how the child compares to age-related expectations. DIP Example: Teachers report children’s progress only in letter or numerical grades. Emphasis is placed upon comparing children with each other.

15. Assessing Children’s Learning and Development • Assessment allows for individual variation in learners as well as different rates of learning. DAP Example: Because children advance through sequential curriculum at different paces, they can progress in all areas as they acquire competence. DIP Example: Children repeat a grade or are placed in a special “transition” grade if they have not mastered the expected reading and math skills.

16. Assessing Children’s Learning and Development • Decisions are based upon multiple experiences, not just a one time assessment. DAP Example: Teachers use a combination of assessment strategies to see where the child is at in a particular skill. DIP Example: The child is given one opportunity to perform a certain task or is given one test. Assessment is based upon this one outcome.

17. Assessing Children’s Learning and Development • Assessment not only looks at what the child can do alone, but also with assistance. DAP Example: Children who fall behind receive individualized support, such as tutoring, personal instruction, focused time on areas of difficulty, and other strategies to accelerate learning progress. DIP Example: Teachers do not look at other opportunities to enhance the child’s growth and development. They do not even attempt to discuss outside support from the parents.

18. DAP OR DIP?

19. Apple Demo:

20. File Folder Game • Pick one of the file folder game packets provided and put together your own game. Class Activity for Assessing Children’s Development and Learning File Folder Games

21. File Folder Games • Great way for preschoolers to learn colors, shapes, numbers, letters, matching, rhyming, etc. • Educational • Age appropriate, easy to understand, independent play • Professional Appearance • Neat, colorful, attractive, visually engaging, fun graphics • Should be durable • Use cardstock or laminate when possible