You are hereDPI promotes play as the key to early learning. DAP is woven into the values and practices that are core to how DPI believes educators should approach learning for young children and they are foundational to the WI Model Early
Learning Standards and its guiding principles. The National Association for the Education of Young Children (NAEYC) released an updated position statement on Developmentally Appropriate Practice (DAP) in April 2020. The 2020 statement integrates new research,
strengthens our lens on equity, and closely aligns with the DPI’s definition and focus on educational equity. It provides in-depth information related to all levels of early childhood education to inform practice and create opportunities for each and every child to achieve their full potential. Three Core Considerations to Inform Decision-Making: Nine Principles of Child Development and Learning and Implications that Inform Practice: 1. Development and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth. 2. All domains of child development—physical development, cognitive development, social and emotional development, and linguistic development (including bilingual or multilingual development), as well as approaches to learning—are important; each domain both supports and is supported by the others. 3. Play promotes joyful learning that fosters self-regulation, language, cognitive and social competencies as well as content knowledge across disciplines. Play is essential for all children, birth through age 8. 4. Although general progressions of development and learning can be identified, variations due to cultural contexts, experiences, and individual differences must also be considered. 5. Children are active learners from birth, constantly taking in and organizing information to create meaning through their relationships, their interactions with their environment, and their overall experiences. 6. Children’s motivation to learn is increased when their learning environment fosters their sense of belonging, purpose, and agency. Curricula and teaching methods build on each child’s assets by connecting their experiences in the school or learning environment to their home and community settings. 7. Children learn in an integrated fashion that cuts across academic disciplines or subject areas. Because the foundations of subject area knowledge are established in early childhood, educators need subject-area knowledge, an understanding of the learning progressions within each subject area, and pedagogical knowledge about teaching each subject area’s content effectively. 8. Development and learning advance when children are challenged to achieve at a level just beyond their current mastery and when they have many opportunities to reflect on and practice newly acquired skills. 9. Used responsibly and intentionally, technology and interactive media can be valuable tools for supporting children’s development and learning. Additional Resources:
For questions about this information, contact Sherry Kimball (608) 267-9625 It is important teachers understand children’s development. Effective early childhood educators know and understand milestones and sequences of development across all domains.Developmentally appropriate practice (DAP) is a research-based framework that outlines practices in the early childhood environment that provide optimal education for young children’s learning and development or “best practices.” DAP requires teachers to be aware of children’s development, meet them where they are as individuals and know about the social and cultural contexts in which each child lives. These three considerations make up the core of developmentally appropriate practice. The first core consideration is knowing about child development and learning. Child development follows general, sequential and predictable patterns. These patterns are interrelated across developmental domains, including physical, social, emotional and cognitive. Effective early childhood educators know and understand milestones and sequences of development across all domains, and use this information when they are planning activities and structuring the environment. Developmentally appropriate practice is based on knowledge, not assumptions, of children’s growth and development. Through this knowledge, teachers are able to plan for appropriate activities that challenge children enough to continue to promote their progress and interest. The National Association for the Education of Young Children offers 12 principles of child development and learning to guide best practices in the classroom:
Understanding DAP is essential for early childhood educators to make good decisions about the care and education of young children. To learn about the positive impact children and families experience due to Michigan State University Extension programs, read our 2015 Impact Reports: “Preparing young children to success” and “Preparing the future generation for success.” Additional impact reports, highlighting even more ways Michigan 4-H and MSU Extension positively impacted individuals and communities in 2015, can be downloaded from the Michigan 4-H website. Other articles in series
This article was published by Michigan State University Extension. For more information, visit https://extension.msu.edu. To have a digest of information delivered straight to your email inbox, visit https://extension.msu.edu/newsletters. To contact an expert in your area, visit https://extension.msu.edu/experts, or call 888-MSUE4MI (888-678-3464). Did you find this article useful?What is a developmentally appropriate learning environment?Developmentally appropriate practice (DAP) is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. DAP is designed to: ➢ Promote optimal learning and development. ➢ Help each child meet challenging and achievable learning goals.
What would you see in a developmentally appropriate classroom?Developmentally appropriate classrooms are welcoming spaces that allow children the opportunity to express their individuality. Teachers act as guides, encouraging children to develop and explore their interests. The cultures and backgrounds of the children are always respected and incorporated into the classroom.
What are 10 things you would see in a developmentally appropriate classroom?What Would You See in a DAP Classroom?. open-ended art projects.. hands-on experiences with real objects.. emphasis on children doing tasks for themselves.. small group activities focused around children's interests.. children offered choices.. scaffolding for children at different skill levels.. What are the elements of developmentally appropriate learning environments?Four Key Features of Early Learning Environments. Safe and Secure. The safety of children is paramount, and the design of the learning space should reflect this priority. ... . Developmentally Appropriate. Every piece of furniture needs to be geared toward children. ... . Easily Accessible. ... . Intellectually Stimulating.. |
What do you see in developmentally appropriate practice DAP learning environment?
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