1. Follow this link to the NAEYC (National Association for the Education of Young Children) https://www.naeyc.org/dap
2. Read the overview and then in a short paragraph define the term “Developmentally Appropriate Practices” and what it means to you as a teacher. Include 3 specific examples of how you use Developmentally Appropriate Practices in your classroom.
3. List the 3 Considerations found on the NAEYC website
- Consideration 1:
- Considerations 2:
- Consideration 3:
4. Read the following “10 Effective DAP Teaching Strategies”
Provide an example of a time that you had to change your teaching strategy because of a student’s developmental needs in your classroom. Be sure to use one of the 10 listed teaching strategies. For example, you were discussing “Life on the Farm” and you had a child in the class that had never been on a farm or had any prior knowledge about farm animals. How would you change your teaching strategy to meet that child’s individual needs? Or you have a child that did not want to participate in the learning activity and lacked motivation to learn. You can use more than one of the strategies listed!
10 Effective DAP Teaching Strategies
An effective teacher or family childcare provider chooses a strategy to fit a particular situation. It’s important to consider what the children already know and can do and the learning goals for the specific situation. By remaining flexible and observant, we can determine which strategy may be most effective. Often, if one strategy doesn’t work, another will.
- Acknowledge what children do or say. Let children know that we have noticed by giving positive attention, sometimes through comments, sometimes through just sitting nearby and observing. (“Thanks for your help, Kavi.” “You found another way to show 5.”)
- Encourage persistence and effort rather than just praising and evaluating what the child has done. (“You’re thinking of lots of words to describe the dog in the story. Let’s keep going!”)
- Give specific feedback rather than general comments. (“The beanbag didn’t get all the way to the hoop, James, so you might try throwing it harder.”)
- Model attitudes, ways of approaching problems, and behavior toward others, showing children rather than just telling them (“Hmm, that didn’t work and I need to think about why.” “I’m sorry, Ben, I missed part of what you said. Please tell me again.”)
- Demonstrate the correct way to do something. This usually involves a procedure that needs to be done in a certain way (such as using a wire whisk or writing the letter P).
- Create or add challenge so that a task goes a bit beyond what the children can already do. For example, you lay out a collection of chips, count them together and then ask a small group of children to tell you how many are left after they see you removing some of the chips. The children count the remaining chips to help come up with the answer. To add a challenge, you could hide the chips after you remove some, and the children will have to use a strategy other than counting the remaining chips to come up with the answer. To reduce challenge, you could simplify the task by guiding the children to touch each chip once as they count the remaining chips.
- Ask questions that provoke children’s thinking. (“If you couldn’t talk to your partner, how else could you let him know what to do?”)
- Give assistance (such as a cue or hint) to help children work on the edge of their current competence (“Can you think of a word that rhymes with your name, Matt? How about bat . . . Matt/bat? What else rhymes with Matt and bat?”)
- Provide information, directly giving children facts, verbal labels, and other information. (“This one that looks like a big mouse with a short tail is called a vole.”)
- Give directions for children’s action or behavior. (“Touch each block only once as you count them.” “You want to move that icon over here? Okay, click on it and hold down, then drag it to wherever you want.”)