Developmentally Appropriate Practice
Encyclopedia
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 by basing all practices and decisions on (1) theories of child development
, (2) individually identified strengths and needs of each child uncovered through authentic assessment
, and (3) the child's cultural background as defined by his community
, family history
, and family structure.
and other progressive education reform movements. Some critics have argued that some reforms such as NCTM mathematics and Whole Language
which fully support "Developmentally Appropriate Practices" are believed to introduce students to materials and concepts which may be too advanced for young children, or above their reading levels. On the opposite side, some critics claim that DAP approaches use content and concepts considerably below traditional grade levels. Educators in many states implement DAP approaches to meet learning standards that were established by specialized professional associations, including in the content areas of language arts, math, social studies and science. The National Science Education Standards
proposes to teach elementary school students how to construct their own experiments, whereas traditionally high school students and even college students were typically taught how to perform pre-designed experiments, but not to construct their own experiments. In the DAP environment, through intentional teaching techniques, as well as by capitalizing on teachable moments, children are engaged in authentic, meaningful learning experiences. Educators do not just teach to the whole group, but use a variety of grouping strategies, including small groups, pairs and 1:1. Individualization becomes a key component in making sure the needs and interests of each child are focused on in a DAP environment. Developmentally appropriate practice is based upon the idea that children learn best from doing. Children learn best when they are actively involved in their environment and build knowledge based on their experiences rather than through passively receiving information. Active learning environments promote hands on learning experiences and allow children to interact with objects in their environment, as well as their peers and teachers.
Sue Bredekamp
and Carol Copple, Developmentally Appropriate Practice in Early Childhood Programs, pg. 17
Early childhood education
Early childhood education is the formal teaching and care of young children by people other than their family or in settings outside of the home. 'Early childhood' is usually defined as before the age of normal schooling - five years in most nations, though the U.S...
whereby a teacher
Teacher
A teacher or schoolteacher is a person who provides education for pupils and students . The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. In many countries, a person who wishes to become a teacher must first obtain specified professional...
or child caregiver nurtures a child's social/emotional, physical, and cognitive development by basing all practices and decisions on (1) theories of child development
Child development
Child development stages describe theoretical milestones of child development. Many stage models of development have been proposed, used as working concepts and in some cases asserted as nativist theories....
, (2) individually identified strengths and needs of each child uncovered through authentic assessment
Authentic assessment
Authentic assessment is an umbrella concept that refers to the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful," as compared to multiple choice standardized tests. Authentic assessment can be devised by the teacher, or in collaboration with the student...
, and (3) the child's cultural background as defined by his community
Community
The term community has two distinct meanings:*a group of interacting people, possibly living in close proximity, and often refers to a group that shares some common values, and is attributed with social cohesion within a shared geographical location, generally in social units larger than a household...
, family history
Family history
Family history is the systematic narrative and research of past events relating to a specific family, or specific families.- Introduction :...
, and family structure.
Critics
DAP is one of a number of practices associated with Outcome-based educationOutcome-based education
Outcome-based education is a recurring education reform model. It is a student-centered learning philosophy that focuses on empirically measuring student performance, which are called outcomes. OBE contrasts with traditional education, which primarily focuses on the resources that are available...
and other progressive education reform movements. Some critics have argued that some reforms such as NCTM mathematics and Whole Language
Whole language
Whole language describes a literacy philosophy which emphasizes that children should focus on meaning and strategy instruction. It is often contrasted with phonics-based methods of teaching reading and writing which emphasize instruction for decoding and spelling. However, from whole language...
which fully support "Developmentally Appropriate Practices" are believed to introduce students to materials and concepts which may be too advanced for young children, or above their reading levels. On the opposite side, some critics claim that DAP approaches use content and concepts considerably below traditional grade levels. Educators in many states implement DAP approaches to meet learning standards that were established by specialized professional associations, including in the content areas of language arts, math, social studies and science. The National Science Education Standards
National Science Education Standards
The National Science Education Standards are a set of guidelines for the science education in primary and secondary schools in the United States, as established by the National Research Council in 1996. These provide a set of goals for teachers to set for their students and for administrators to...
proposes to teach elementary school students how to construct their own experiments, whereas traditionally high school students and even college students were typically taught how to perform pre-designed experiments, but not to construct their own experiments. In the DAP environment, through intentional teaching techniques, as well as by capitalizing on teachable moments, children are engaged in authentic, meaningful learning experiences. Educators do not just teach to the whole group, but use a variety of grouping strategies, including small groups, pairs and 1:1. Individualization becomes a key component in making sure the needs and interests of each child are focused on in a DAP environment. Developmentally appropriate practice is based upon the idea that children learn best from doing. Children learn best when they are actively involved in their environment and build knowledge based on their experiences rather than through passively receiving information. Active learning environments promote hands on learning experiences and allow children to interact with objects in their environment, as well as their peers and teachers.
Goals
Adults are responsible for ensuring children's healthy development and learning. From birth, relationships with adults are critical determinants of children's healthy social and emotional development and serve as well as mediators of language and intellectual development. At the same time, children are active constructors of their own understanding, who benefit from initiating and regulating their own learning activities and interaction with peers. Therefore, early childhood teachers strive to achieve an optimal balance between children's self-initiated learning and adult guidance and support.Sue Bredekamp
Sue Bredekamp
Virginia Sue Bredekamp is an American early childhood educator.While serving as Director of Professional Development for the National Association for the Education of Young Children from 1984 to 1998, Bredekamp instrumented the development of a national accreditation system for the many thousands...
and Carol Copple, Developmentally Appropriate Practice in Early Childhood Programs, pg. 17