https://padlet.com/madisonnorton19/s48sn98gwgol2dpk en-us 2020-10-07 02:21:36 UTC 2026-01-19 20:12:36 UTC hello@padlet.com madisonnorton19 https://padlet.com/madisonnorton19/s48sn98gwgol2dpk/wish/808978158 Developmentally appropriate practice (or DAP) is a perspective within early childhood education whereby a teacher or child caregiver nurtures a child's social/emotional, physical, and cognitive development. It is also described as a philosophy in child education that is based on child development knowledge where professionals base their instruction and care on research, standards, and recognized theory]]> 2020-10-07 02:39:19 UTC https://padlet.com/madisonnorton19/s48sn98gwgol2dpk/wish/808978158 madisonnorton19 https://padlet.com/madisonnorton19/s48sn98gwgol2dpk/wish/808986152 1. Knowing about child development and learning.
Understanding typical development and learning at different ages  is a crucial starting point. This knowledge, based on research, helps us predict which experiences will support children’s learning and development.

2. Knowing what is individually appropriate.
What we learn about specific children helps us refine decisions about how to teach and care for each child as an individual. By continually observing children’s play and interaction with the physical environment and others, we learn about each child’s interests, abilities, and developmental progress.

3. Knowing what is culturally important.
We must make an effort to get to know the children’s families and learn about the values, expectations, and factors that shape their lives at home and in their communities. This background information helps us provide meaningful, relevant, and respectful learning experiences for each child and family.]]> 2020-10-07 02:43:55 UTC https://padlet.com/madisonnorton19/s48sn98gwgol2dpk/wish/808986152 madisonnorton19 https://padlet.com/madisonnorton19/s48sn98gwgol2dpk/wish/808996953 2020-10-07 02:50:22 UTC https://padlet.com/madisonnorton19/s48sn98gwgol2dpk/wish/808996953 madisonnorton19 https://padlet.com/madisonnorton19/s48sn98gwgol2dpk/wish/809000986

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 andbat?”)

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.”)

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•  Build consistent and caring relationships among children, families, and co-workers.
• Provide nurturing, loving, responsive, joyous, and safe care. 
• Value and respect all members of the community.
• Celebrate and embrace diversity, reflecting children’s cultures in the classroom and activities.
• Develop open positive collaborations with families and colleagues to support children’s learning and development.
• Focus on building self-confidence, self-regulation, and problem-solving skills

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• Offer both child initiated and teacher-directed learning experiences.
• Be responsive to children’s ideas by offering materials, documentation (samples of their work, photographs, etc), and thoughtful conversation that builds on their ideas, skills, and knowledge.
• Plan for hands on experiences where children learn by doing.
• Plan enough time for children to explore and fully engage (as well as revisit) their interests.
• Build children’s learning by adding activities that challenge children and expand on what they can do.

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• Identify and define core learning goals for individual children and the program.
• Develop a curriculum framework based on child development, individual learning, and cultures of the children in your group and that reflects learning goals.
• Use the framework for planning activities, experiences, and routines.
• Present rich content, focused work/center areas, and both indoor and outdoor environments that have meaningful connections to children’s interests, curiosities, and development.
• Allow for flexibility in programming.

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• Assess what is appropriate for children developmentally, individually, and culturally.
• Use assessment tools that allow you to assess children in an authentic, ongoing, and intentional manner.
• Develop a system for collecting and compiling assessment information.
• Use results for planning, decision-making, communicating with families and other colleagues, and to identify children who may need additional learning support.
• Gather information from multiple sources, including families, children, and other teachers.

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• Welcome all families into the program and invite them to participate in a variety of ways.
• Work in partnership with families.
• Communicate regularly with families in an open, positive, two-way manner.
• Respect and acknowledge family goals and choices for their child.
• Involve families in planning for their children.
• Be responsive to family concerns.
• Be familiar with community programs and support families by referring them to additional services as needed. 

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