#EWH405 Chapter 5: Developmentally Appropriate Practice
#EWH405 Chapter 5: Developmentally Appropriate Practice: Begin reading chapter. Watch the 22-minute video provided. List and describe 4 common characteristics of a classroom that uses NAEYC’s DAP philosophy…
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#EWH405 Chapter 5: Developmentally Appropriate Practice
Paper details
Instructions
In chapter 5, Mary Mayesky is introducing us to many foundational concepts and ideas. Her beginning statement in chapter 5 goes like this:
“Planning creative activities always begins with the child. Each child is unique, with his or her own way of being and responding to the world. The teacher should be aware of each child’s level of development, strengths, abilities, and special personality.” (pg. 83)
One very important topic in this chapter is DAP, which is Developmentally Appropriate Practice. DAP is a position statement or philosophy of NAEYC. I have uploaded a very helpful video for you to learn more about DAP. Our focus for this assignment will be DAP.
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Assignment
- Begin reading chapter 5.
- Watch the 22-minute video provided.
- List and describe 4 common characteristics of a classroom that uses NAEYC’s DAP philosophy.
Type up your responses in full sentences and in your own words using specific examples to illustrate.
Solution
Developmentally Appropriate Practice
Developmentally appropriate practice (DAP) is a model that provides students with an opportunity to learn based on their stage of development (Duhn & Hennessy, 2022). This approach ensures that educators provide learners with appropriate options for their age and abilities. In this regard, kindergarten educators can apply DAP in their classrooms to foster child development and learning. Below are four crucial guidelines to promote the delivery of appropriate learning through DAP.
First, educators must provide learners with a caring and inclusive environment (Duhn & Hennessy, 2022).
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While kindergarten children are explorative, it is essential to allow them to explore their ideas and ask questions. For example, a teacher should act as a facilitator to see how a child interacts with given materials and provide guidance and help where needed while being sensitive and caring without interfering. It allows the learners to learn something new to the best of their ability. Specifically, the teacher may ask the learners to identify patterns or solve simple puzzles based on the learner’s level of understanding.
Additionally, educators should be keen on the learner’s background while suggesting activities they can carry out in the classroom. Creating a safe environment ensures that all students are free to speak their minds and unleash their curiosity without judgment. It also allows them to make mistakes without feeling ashamed because that is the way of learning. A classroom with a sense of community allows the learners to cooperate in understanding and respect each other, resulting in high esteem levels among them.
Second, one can apply DAP by assessing the child’s learning development. Ideally, children have different levels of understanding and take additional time to understand concepts. For this reason, the educator must identify the child’s ability to adjust to new knowledge and gauge them accordingly. In this case, the educator can ask thought-provoking questions to assess the child’s understanding of the activity. This information can help identify the areas where the students need help (NAEYC, n.d.).
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Moreover, educators should ensure they allow children to construct knowledge based on what they already know and want to discover. For example, the teacher may ask children to write using the letters they already know. Then, as they learn about the relationship between a sound and a symbol, they can increase their knowledge of the same and move to more complex letters.
Third, educators foster DAP by teaching engaging and meaningful topics to children (Tariman, 2022). Young children are curious and love to play. For this reason, it is ideal for incorporating playful activities into their daily routines to promote social interactions, cognitive development, and emotional growth. Nonetheless, it is essential to balance active and silent activities to foster the child’s physical needs and rest after exertion.
For example, in the video provided, children are role-playing as firefighters, which can help to understand a firefighter’s career, express and regulate behavior, grow their cognitive function, and enhance their social interaction skills (Tech Fellows, 2014). Additionally, it increases the child’s alertness which promotes learning and development. However, frequently changing materials and strategies to reflect the child’s needs and interests is crucial.
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Lastly, educators can practice DAP by enhancing maximum interaction among children in independent and group tasks. In this regard, the teacher may provide challenging and exciting activities where children will interact to solve the problems at hand. Creating a hands-on environment enhances children’s interaction, increasing their learning experiences (NAEYC, n.d.). For example, in the video provided, children are presented with building blocks that allow them to develop their cognitive skills and cooperate with other learners. However, teachers must adopt a suitable structure to balance individual and group activities.
References
- Duhn, I., & Hennessy, L. (2022). Developmentalism, developmentally appropriate practice (DAP), and beyond in early childhood education. Encyclopedia of Teacher Education, 445-450. https://doi.org/10.1007/978-981-16-8679-5_95
- NAEYC. (n.d.). Ten effective DAP teaching strategies. https://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategies
- Tariman, J. D. (2022). Developmentally appropriate practices for learners’ literacy in Public Elementary Schools. South Florida Journal of Development, 3(2), 2611-2626.
- Tech Fellows. (2014). YouTube. https://www.youtube.com/watch?v=DoUYVmvnATc&ab_channel=TechFellows
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