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Know each child's cultural and family background. Show respect for cultures in the experiences you provide.

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Build positive and responsive relationships between children, staff and families.

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A classroom that supports all children as they develop and learn.

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Meeting children where they are-teachers must get to know them well-and enabling them to reach goals that are both challenging and achievable.

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Knowledge-based on how children learn and develop. The "Whole Child" Approach.

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Skill level
Communication
Social Skills
Sharing
Taking Turns
Resolving Conflict
Taking Care of Toys
Potty Training
Dressing themselves

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Child-Led

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DAP encourages _________________________ learning opportunities that promote exploration and creativity.
a) Child-Led
b) Lecture-Based
c) Standardized
d) Repetitive

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Independence

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Children's ______________ is respected in DAP, allowing them to make choices and take ownership of their learning.
a) Independence
b) Conformity
c) Passivity
d) Uniformity

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Cognitive

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Teachers in DAP support children's ____________________skills by providing opportunities for problem-solving and decision making
a) Cognitive
b) Isolated
c) Rote
d) Competitive

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Caring

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Developmentally Appropriate Practices focus on creating a _______________________ and supportive learning environment for children.
a) Structured
b) Caring
c) Competitive
d) Strict

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Child-Friendly

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DAP encourages the use of ______________________ materials and open-ended activities that stimulate creativity.
a) Rigid
b) Pre-Packaged
c) Manipulative
d) Child-Friendly

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Caring

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DAP emphasizes the importance of building ___________________ relationships with children and their families.
a) Competitive
b) Caring
c) Authoritarian
d) Detached

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Developmentally

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Play is an essential part of ___________________________ Appropriate Practices, as it supports children's social and emotional development.
a) Structured
b) Isolated
c) Developmentally
d) Rigid

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Devise activities that provide structured support and guidance to scaffold a child's strengths.

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Inclusive

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In DAP, teachers should create a(n)__________________that respects and values diverse backgrounds and experiences.
a) Homogeneous
b) Inclusive
c) Isolated
d) Exclusive

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Objective

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Assessments in DAP should be ____________ and based on observations rather than standardized tests.
a) Subjective
b) Objective
c) Competitive
d) Punitive

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Curriculum

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Teachers should tailor their ____________ to meet the individual needs and abilities of each child.
a) Curriculum
b) Punishments
c) Exams
d) Routines

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Foster and nurture a child's innate curiosity and passion by expanding upon their areas of interest.

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Implement targeted strategies to help the child overcome or improve upon areas of challenge or weakness.

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Intention. We develop lesson plans based on what we observe

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Youth Centers and SAC Programs should have an assortment of toys that are age appropriate.  Preschool toys should not be present.

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4-6 Years of Age/Active Play and Imagination

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4-6 Years of Age/Active Play and Imagination

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Jump ropes
Skates
Bicycles
Sports equipment
Puzzles
Board games
Puppets
Dolls/action figures
Art supplies
Craft/model kits

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3-4 Years of Age/Mastering Creation and Make-Believe

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3-4 Years of Age/Mastering Creation and Make-Believe

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Memory games
Matching games
Lacing/threading sets
Climbing toys
Play Dough
Imaginary play items
Art supplies
Play vehicles/tricycles

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1-3 Years of Age/Experimentation and Imitation

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1-3 Years of Age/Experimentation and Imitation

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Blocks
Sorting/stacking toys
Push and ride-on toys
Dolls and stuffed toys
Play household items
Balls
Crayons and paper

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Mobiles
Teething Rings
Rattles/squeeze toys
Soft toys with high-contrast patterns
Safety mirrors
Textured balls
Soft blocks

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Children occupy themselves by watching anything of momentary interest.

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Enhanced visual perception, improved ability to switch between tasks, and better information processing.

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Gross motor skills and strength. Also help children learn directions like up, down, left and right.

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Love of reading. Make sense of and convey meaning of written language. Review and analyze information by becoming thinkers and communicators.

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Brain and body development, coordination, body awareness. Neurological development: Crossing the midline.

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Social and Emotional. Empathy. Role playing.

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The 1-year old learns the shape by putting it in their mouth. The 2-year old shows you the number 2 by holding one in each hand. The 3-5 year old sings a number song, counts or shows you how tall they can stack the pegs.

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Steady oscillation.

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Toys with a progression of easy to difficult for different levels of development.

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Teach a child with receptive language a means to communicate.

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Tailoring instruction and activities to meet the specific needs and interests of each child.

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Another aspect of Cooperative Play is the emphasis on peers and moving away from the importance of adults in the life of a child.
Includes detailed planning and rule-making; leadership roles begin to emerge as play becomes serious.

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This type of play requires group membership and reflects a child's growing capacity to accept and respond to ideas and actions not originally their own.

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Children playing with other children in a group, but they drop in and out of play with minimal organization of activity.

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Children playing with the same toy but in a different way.

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Parent Rewards System

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Teaching Strategies 16a: Identifies and Names Letters

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Teaching Strategies 16a: Identifies and Names Letters

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Recognizes and names as many as 10 letters, especially those in own name.

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Teaching Strategies 7b: Uses Writing and Drawing Tools

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Teaching Strategies 7b: Uses Writing and Drawing Tools

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Uses three-point finger grip and efficient hand placement when writing and drawing.

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Grips drawing and writing tools with whole hand but may use whole-arm movements to make marks.

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Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end.