Developmentally Appropriate Practice
Developmentally Appropriate Practices The National Association for the Education of Young Children (NAEYC) is a society that strives to serve all young children from birth to the age of 8. They encourage high quality learning based on early childhood practice, policy, and research. NAEYC developed the Developmentally Appropriate Practice (DAP) to promote young children’s optimal learning and development. DAP incorporates teachers to recognise a child’s individual learning capacity and capabilities at their own pace and maximise their potential by challenging them. NAEYC. (n.d.). Retrieved April 14, 2018, from https://www.naeyc.org/resources/topics/dap
DAP encompasses 3 core considerations and 12 principles.
iTeach
The focus of Nurturing …show more content…
Here, the teacher could have exploited the chance during routine by asking questions. Questions like, “What should we do now, that we are back from the outdoor play, why do we need to wash hands, what happens if we don’t wash our hands after outdoor play, why we need to drink water after playing. These questions would have provoked their thinking abilities, create thought process about their routine steps, even other topics like germs and hygiene could have emerged from that query. “Asking questions or sometimes making an open ended comment could also result in favourable outcomes. Talking to children enrich their vocabulary, nurture social and emotional development and enhances cognitive development.” (E. Test, Joan & D. Cunningham, Denise & C. Lee, Amanda. (2009). Talking with Young Children: How Teachers Encourage Learning. …show more content…
In fact, there was no evidence of variety of materials at the learning centre. This leads to the lack of the third principle of DAP. Each child develops, grows and attains knowledge differently whether it’s their developmental milestones or areas of learning. Under these circumstances, it is necessary to have exclusive learning for children who aren’t able to succeed in a particular setting. In this instance, makes me question how would the teacher facilitate a child who isn’t equipped with skills to achieve areas of development without a diverse range of materials. As an example, I would like to describe a learning material, I saw at the learning center. There was a print out template illustrating a complex image in different shapes. The child would need to use the correct shaped blocks and match it to the template provided. A child who knows shapes would be able to accomplish this activity. On the other hand, a child who has not distinguish between shapes, might not even want to try this activity, let alone accomplish it. As a result, the child might be left feeling incompetent and play becomes
DAP encompasses 3 core considerations and 12 principles.
iTeach
The focus of Nurturing …show more content…
Here, the teacher could have exploited the chance during routine by asking questions. Questions like, “What should we do now, that we are back from the outdoor play, why do we need to wash hands, what happens if we don’t wash our hands after outdoor play, why we need to drink water after playing. These questions would have provoked their thinking abilities, create thought process about their routine steps, even other topics like germs and hygiene could have emerged from that query. “Asking questions or sometimes making an open ended comment could also result in favourable outcomes. Talking to children enrich their vocabulary, nurture social and emotional development and enhances cognitive development.” (E. Test, Joan & D. Cunningham, Denise & C. Lee, Amanda. (2009). Talking with Young Children: How Teachers Encourage Learning. …show more content…
In fact, there was no evidence of variety of materials at the learning centre. This leads to the lack of the third principle of DAP. Each child develops, grows and attains knowledge differently whether it’s their developmental milestones or areas of learning. Under these circumstances, it is necessary to have exclusive learning for children who aren’t able to succeed in a particular setting. In this instance, makes me question how would the teacher facilitate a child who isn’t equipped with skills to achieve areas of development without a diverse range of materials. As an example, I would like to describe a learning material, I saw at the learning center. There was a print out template illustrating a complex image in different shapes. The child would need to use the correct shaped blocks and match it to the template provided. A child who knows shapes would be able to accomplish this activity. On the other hand, a child who has not distinguish between shapes, might not even want to try this activity, let alone accomplish it. As a result, the child might be left feeling incompetent and play becomes