12 PRINCIPLES OF DEVELOPMENTALLY AP.pptx

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12 principles of developmentally appropriate practices

12 PRINCIPLES OF
DAP
(Developmentally Appropriate Practice)

1. Domains of children’s development--physical, social,
emotional, and cognitive--are closely related.
• Ex. Infants learning to crawl uses all domains.
2. Development occurs in a relatively orderly sequence, with
later abilities, skills, and knowledge building on those already
acquired.
• Ex. babies need to first roll over before they can sit or crawl, and
crawling is an important developmental step to walking.

3. Development proceeds at varying rates from child to child as
well as unevenly within different areas of each child’s
functioning.
• Ex. Teacher being concerned about a preschooler’s large motor
development even though she was advanced in her fine motor
skills. Once she had accomplished what she needed to in that area
of her development, her focus shifted, and her large motor skills
quickly caught up.

4. Early experiences have both cumulative and delayed effects
on individual children’s development; optimal periods exist for
certain types of development and learning.
• Ex. Care babies receive their first years can have a lasting impact.
5. Development proceeds in predictable directions toward
greater complexity, organization, and internalization.
• Ex. most Western families encourage and reward reaching certain
developmental milestones as soon as possible, while other cultures
might do the very opposite (such as trying to delay children walking
early so they can stay safely strapped to the parent while he or she
works).

6. Development and learning occur in and are influenced by
multiple social and cultural contexts.
• Ex. Teaching young toddlers, some teachers liked to ruffle their
hair as a sign of affection. While this may have felt loving to many
children, an increased understanding of South Asian culture
helped teachers realize that it may have felt disrespectful to
children of that ethnic group.

7. Children are active learners, drawing on direct physical and
social experience as well as culturally transmitted knowledge
to construct their own understandings of the world around
them.
• Ex. Children drawing on direct and physical and social experience
as well as culturally experienced knowledge as well as the teacher
learns this from students as well.

8. Development and learning result from interaction of
biological maturation and the environment, which includes
both the physical and social worlds that children live in.
• Ex. A child may be born with the genetic capacity for high
intelligence but will not reach this biological potential if raised in a
deficient environment.

9. Play is an important vehicle for children’s social, emotional, and
cognitive development, as well as a reflection of their development.
• Ex. Play gives children opportunities to understand the world and
interact with others in social ways, express and control emotions, and
develop their symbolic capabilities.
• 10. Development advances when children have opportunities to
practice newly acquired skills as well as when they experience a
challenge just beyond the level of their present mastery.
• Ex. Children who are frustrated by a task that is too difficult can easily
become discourage and lose motivation.

11. Children demonstrate different modes of knowing and
learning and different ways of representing what they know.
• Ex. Some children fall in the different range of special needs.
12. Children develop and learn best in the context of a
community where they are safe and valued, their physical
needs are met, and they feel psychologically secure.
• Ex. Children should have at least one positive and one consistent
primary relationship to develop

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The essence of quality childcare… when a teacher recognizes and accepts where a child is academically, socially and culturally and teaches them through play allowing them to engage in learning. Quality Care Overview What does QUALITY mean? • How good or bad something is • A characteristic or feature that someone or something has • Something that can be noticed as a part of a person or thing • A high level of value or excellence Why is Quality Childcare important? What is Quality Childcare? We will emphasize a high level of value or excellence in maintaining standards, best practices and attitudes that support the development of children in our care. The state regulates quality based on the following aspect: • Ratio: The number of children per adult in a home or classroom • Group Size: The total number of children • Health: Policies and practices around illness, immunization, nutrition, cleanliness, and preventing the spread of germs • Safety: Practices to make sure the environment is safe, both indoors and outdoors. This includes practices around First Aid and Infant and Child CPR training for staff, fire precautions, criminal background checks • Training, education and experience of the provider: Assures that providers are knowledgeable in child development and other related topics Quality care is more than just following regulations, it is embracing the individual, developmental, and academic needs of children; meanwhile respecting parents as their primary educators. Research has shown that building positive relationships with children and their families, plus providing safe developmentally appropriate learning environments produces long lasting positive effects on children’s cognitive and social development. This includes: developmentally appropriate curriculum knowledgeable and well-trained teachers comprehensive services that support the health, nutrition and social well-being, in an environment that respects and supports diversity Employing effective practices in the following stages of quality care are essential for every early childhood teacher. Stages of Development Children grow and develop at different rates. While their pathways through childhood differ, most pass a set of predictable milestones along the way. The information presented here offers a map that can help you follow a child's journey. The map divides the developmental milestones into four areas: Physical Development From the start, babies want to explore their world. As they grow, children's determination to master movement, balance, and fine-motor skills remains intense. Social and Emotional Social and emotional milestones are often harder to pinpoint than signs of physical development. This area emphasizes many skills that increase self-awareness and self-regulation. Research shows that social skills and emotional development (ref lected in the ability to pay at ...

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12 PRINCIPLES OF DEVELOPMENTALLY AP.pptx

1. 12 PRINCIPLES OF DAP (Developmentally Appropriate Practice)

2. 1. Domains of children’s development--physical, social, emotional, and cognitive--are closely related. • Ex. Infants learning to crawl uses all domains. 2. Development occurs in a relatively orderly sequence, with later abilities, skills, and knowledge building on those already acquired. • Ex. babies need to first roll over before they can sit or crawl, and crawling is an important developmental step to walking.

3. 3. Development proceeds at varying rates from child to child as well as unevenly within different areas of each child’s functioning. • Ex. Teacher being concerned about a preschooler’s large motor development even though she was advanced in her fine motor skills. Once she had accomplished what she needed to in that area of her development, her focus shifted, and her large motor skills quickly caught up.

4. 4. Early experiences have both cumulative and delayed effects on individual children’s development; optimal periods exist for certain types of development and learning. • Ex. Care babies receive their first years can have a lasting impact. 5. Development proceeds in predictable directions toward greater complexity, organization, and internalization. • Ex. most Western families encourage and reward reaching certain developmental milestones as soon as possible, while other cultures might do the very opposite (such as trying to delay children walking early so they can stay safely strapped to the parent while he or she works).

5. 6. Development and learning occur in and are influenced by multiple social and cultural contexts. • Ex. Teaching young toddlers, some teachers liked to ruffle their hair as a sign of affection. While this may have felt loving to many children, an increased understanding of South Asian culture helped teachers realize that it may have felt disrespectful to children of that ethnic group.

6. 7. Children are active learners, drawing on direct physical and social experience as well as culturally transmitted knowledge to construct their own understandings of the world around them. • Ex. Children drawing on direct and physical and social experience as well as culturally experienced knowledge as well as the teacher learns this from students as well.

7. 8. Development and learning result from interaction of biological maturation and the environment, which includes both the physical and social worlds that children live in. • Ex. A child may be born with the genetic capacity for high intelligence but will not reach this biological potential if raised in a deficient environment.

8. 9. Play is an important vehicle for children’s social, emotional, and cognitive development, as well as a reflection of their development. • Ex. Play gives children opportunities to understand the world and interact with others in social ways, express and control emotions, and develop their symbolic capabilities. • 10. Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery. • Ex. Children who are frustrated by a task that is too difficult can easily become discourage and lose motivation.

9. 11. Children demonstrate different modes of knowing and learning and different ways of representing what they know. • Ex. Some children fall in the different range of special needs. 12. Children develop and learn best in the context of a community where they are safe and valued, their physical needs are met, and they feel psychologically secure. • Ex. Children should have at least one positive and one consistent primary relationship to develop

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