Developmentally Appropriate Practice

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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 weaknesses of each child uncovered through authentic assessment, and (3) the child's cultural background as defined by his community, family history, and family structure.^[1].

[edit] Critics

DAP is one of a number of practices associated with Outcome-based education and other progressive education reform movements. Some problems are 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. ^[2]. On the opposite side, some approaches use content and concepts considerably below traditional grade levels. 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, but not construct their own experiments. In a DAP environment we need to make sure that we focus on the needs and interests of each and every child in our classroom.

[edit] Goals

Adults are responsible for ensuring children's health 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 and Carol Copple, Developmentally Appropriate Practice in Early Childhood Programs, pg. 17

[edit] References

v • d • e Standards-based education reform Theorists John Dewey • William Spady • Jean Piaget • Benjamin Bloom • Marc Tucker • Maria Montessori Theories Outcome-based education • Cognitive load • Standards-based education reform • Outcomes-based education • Developmentally Appropriate Practice • Holism • Constructivism (learning theory) • Block scheduling • Holistic grading • Active learning • Problem-based learning • Discovery learning • Inquiry-based science • Inventive spelling • Open-space school • Small schools movement • Inclusion Values Excellence and equity • Meaningful high school diploma • Achievement gap Learning standards National Science Education Standards • National Reading Panel • Standards-based mathematics • No Child Left Behind Act • Adequate Yearly Progress • Goals 2000 • School-to-work transition • Principles and Standards for School Mathematics • National Skill Standards Board Standards-based assessment Authentic assessment • Criterion-referenced test • Norm-referenced test • Standards-based assessment • High school graduation examination Standardized tests List of standardized tests in the United States • Standardized testing and public policy Standardized curriculum Decodable text • Guided reading • Phonics • Whole language • Traditional education • Traditional mathematics • Direct instruction • Rote learning • Grades • Lecture • Tracking (education) • Standard algorithms