First, let’s begin with an interactive activity! Take the following poll:
If there appear to be loading issues, check out the interactive through the following link: DAP: Developmental Milestone
Defining Developmentally Appropriate Practice (DAP)
The definition of developmentally appropriate practice was first developed by the National Association for the Education of Young Children (or NAEYC) in 1986 and was most recently revised and updated in 2009. DAP essentially means “just really good teaching” in a safe, supportive environment where children are free to explore and the educators are able to match lessons (or learning opportunities) to meet children’s individual needs and growth.
Essentially, DAP means teaching in ways that match children’s development and learning.
Components of DAP
NAEYC highlights some important components of the theory of developmentally appropriate practices that we will continue to discuss in further detail.
01 | Find the balance
First, DAP means finding a balance between meeting children where they are now in their development while also challenging children to achieve goals that are appropriate and attainable.
How do educators know if they are meeting children where they are now? In order to do so, educators have to know their children! Knowing children’s strengths, needs, interests, and backgrounds allows educators to meet children where they are. We know that each child is unique and develops at his or her own pattern and rate. The experiences and learning environment should match each child’s developmental abilities.
02 | Consider the child's age and stage of development
Second, developmentally appropriate practice requires that teaching practices are appropriate for a child’s age and stage of development. Our child development programs should maintain learning environments and experiences that match the developmental level of the children that they serve.
Remember, a child’s age and developmental level may not always match. For example, a child may be chronologically four years old, but may have delayed development that puts her skills below her age level. In contrast, it is also possible for a child to have developmental skills that are above his or her chronological age. An example would be a four-year-old boy who is reading at a six-year-old level.
03 | Set appropriate goals
Third, NAEYC highlights that developmentally appropriate practice does not mean making things easier or lowering the bar for children. In contrast, DAP means that the goals educators set for their children are appropriate for where their children are in their development now but are also challenging enough to promote growth and development.
The learning that occurs in a DAP environment should be child initiated and child directed, but educator supported. What does this really mean? Child initiated and child directed mean that children are free to interact with materials in the environment within a framework established by the educator. Child initiated and child directed means that children are making choices within play rather than being told where to go and what to do. However, adults play a critical role in influencing children’s play through the materials set out, the environment, and the positive and supportive interactions with the child. The adult is the supporter of the learning that is occurring and is a facilitator who ensures that the children are learning how to learn. The adult also creates a framework and provides learning opportunities in which children can have some control, input, and make choices based on their individual interests and abilities.
04 | Rely on evidence-based practices
Lastly, developmentally appropriate practice principles are based on evidence-based practices, which means they are based on knowledge and research, not assumptions or presumptions.
For a practice to be considered evidence-based, there must be research evidence to support that it is effective. Educators can trust that DAP programs will provide children with the best possible experience because it has been tested and researched for over 30 years.
What is "Not" DAP?
Developmentally appropriate practice is not about letting kids do whatever they want, whenever they want it. It is about taking cues from children, building in structured learning opportunities, providing opportunities for exchange and dialogue.
(Houtz, 1995)
The above quote is from Sharon Lynn Kagan, the Virginia and Leonard Marx Professor of Early Childhood and Family Policy and Co-director for National Center for Children and Families. Historically, people in the early childhood community thought that developmentally appropriate practice meant allowing children to do anything they chose to do in an unstructured classroom setting. However, as you can tell from this quote, this is not the intention of developmentally appropriate practice at all. The purpose is to facilitate children’s learning my creating challenges, opportunities for exploration, and support for practicing the skills they have or are developing. This should take place in a structured environment, but one which allows children to take the lead and the teacher to facilitate the learning rather than where the teacher dictates the lessons or activities.
Implementing DAP
Thus far, we have talked about why adopting developmentally appropriate practices in our child development programs is important and some crucial components that DAP embodies. However, how do we go about actually implementing DAP in our programs? NAEYC provides 5 guidelines for implementing developmentally appropriate practices that we will touch on briefly now. Some of these guidelines will be covered in greater detail as we progress through the modules.
Select each of the interactive dots to learn more about the key aspects of the guidelines. Access the printable version of this infographic through NAEYC: 5 Guidelines for Effective Teaching.
