The Power of Intentionality: Developmentally Appropriate Practice in Early Childhood Education
The Power of Intentionality:
Developmentally Appropriate Practice in Early Childhood Education
Hannah Getzen
ECI 305 Liz Taylor
12/12/13
Abstract:
Informed by, and primarily rooted in research, developmentally appropriate practice is central to optimizing children’s learning and development in early childhood educational settings CITATION Nat09 \l 1033 (NAEYC, 2009). The use of developmentally appropriate practice (DAP) involves teaching in a way that understands development in the classroom individually, and as a whole CITATION Liz13 \l 1033 (Taylor, 2013). When considering the role of the early childhood educator, the creation of adaptive and accommodating teaching methods is crucial to building a supportive and dynamic environment for learning. In building such an environment, educators may use the guiding framework of DAP to ensure that their classroom not only reinforces an advantageous atmosphere that is developmentally appropriate at every level, but also actively encourages continuous positive growth for everyone in the learning community. This position statement reaffirms the benefits of DAP in an early childhood setting by examining its guidelines, the needs and characteristics of young children, the many factors influencing a child’s learning and development, creating an environment that meets these needs, family and community involvement, and understanding the benefits and uses of assessment.
Developmentally Appropriate Practice
In order to highlight its benefit as an infrastructure to early childhood education, one must first understand developmentally appropriate practice itself. Key to understanding DAP is the understanding that it is informed by our knowledge of development through theory, literature, and research, confirming that it is an evidence based practice CITATION Nat09 \p 10 \l 1033 (NAEYC, 2009, p. 10). The essence of DAP, however, relies on conscious and constant intentionality, “in the knowledge that practitioners
Developmentally Appropriate Practice in Early Childhood Education
Hannah Getzen
ECI 305 Liz Taylor
12/12/13
Abstract:
Informed by, and primarily rooted in research, developmentally appropriate practice is central to optimizing children’s learning and development in early childhood educational settings CITATION Nat09 \l 1033 (NAEYC, 2009). The use of developmentally appropriate practice (DAP) involves teaching in a way that understands development in the classroom individually, and as a whole CITATION Liz13 \l 1033 (Taylor, 2013). When considering the role of the early childhood educator, the creation of adaptive and accommodating teaching methods is crucial to building a supportive and dynamic environment for learning. In building such an environment, educators may use the guiding framework of DAP to ensure that their classroom not only reinforces an advantageous atmosphere that is developmentally appropriate at every level, but also actively encourages continuous positive growth for everyone in the learning community. This position statement reaffirms the benefits of DAP in an early childhood setting by examining its guidelines, the needs and characteristics of young children, the many factors influencing a child’s learning and development, creating an environment that meets these needs, family and community involvement, and understanding the benefits and uses of assessment.
Developmentally Appropriate Practice
In order to highlight its benefit as an infrastructure to early childhood education, one must first understand developmentally appropriate practice itself. Key to understanding DAP is the understanding that it is informed by our knowledge of development through theory, literature, and research, confirming that it is an evidence based practice CITATION Nat09 \p 10 \l 1033 (NAEYC, 2009, p. 10). The essence of DAP, however, relies on conscious and constant intentionality, “in the knowledge that practitioners
Bibliography: Bredekamp, S. (2010). Effective Practices in Early Childhood Education: Building a Foundation . Online . Flinders University. (2010, Feb 6). Motor Development. Retrieved from ehlt.flinders.edu.au: http://ehlt.flinders.edu.au/education/DLiT/2000/Motor%20Dev/start.htm NAEYC. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. (C. Copple, & S. Bredekamp, Eds.) Retrieved from National Association for the Education of Young Children: www.naeyc.org NAEYC. (2009). Key Messages of the Position Statement. (C. Copple, & S. Bredekamp, Eds.) Retrieved from National Association for the Education of Young Children: www.naeyc.org Santrock, J. (2011). Child Development (13th ed.). New York : McGraw-Hill . Taylor, L. (2013, November ). Developmentally Appropriate Practice . (E. 3. Lecture, Interviewer) Trister, D., & Bickart, T. (2009). How Curriculum Frameworks Respond to Developmental Stages: Birth through Age 8. Retrieved December 2013, from ECAP Collaborative : http://ecap.crc.illinois.edu/pubs/katzsym/dodge.html