Developmentally Appropriate - PowerPoint Presentation

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Developmentally Appropriate Practices

Child Development PreschoolSlide2

Complete worksheet while watching.Watch The Montessori MethodSlide3

Rationale

Children learn most effectively through concrete, play-oriented approachAge

appropriate – predictable sequences of stages

Individually

appropriate – each child has a unique personality, learning style and family background

Play should be child-initiated, child-directed, and teacher supported.Slide4

SummaryThe basis of NAEYC is to teach children using DAP guidelines.

Developmentally Appropriate ECEThree theories of developmentBehaviorist- give reinforcements

Maturationist

- child can’t learn until he is old enough.

Constructivist- children learn through interacting with the environmentSlide5

DAP CurriculumShould cover: Social

Emotional Intellectual Physical experiences.

Intellectual

Physical

Social,

emotionalSlide6

DAP Curriculum is

Based on observing and evaluation of each child.

A

n

interactive process with adults, children and materials.

Concrete

, Real and

Relevant.

A variety

of activities and materials to challenge

the child.

A chance

to choose from a variety of activities, materials, and equipment with time to explore through active involvement.

A balance

of rest and active

movement.

Multi cultural and nonsexist experiences, materials, and equipment.Slide7

Qualities of a DAP Teacher

Respond quickly to children’s needs and adapt

to each child’s differing

abilities

.

Provide many varied opportunities for children to communicate.

Facilitate a child’s successful completion of tasks by providing support, focused attention, physical proximity and verbal encouragement

.

Alert to signs of stress and know appropriate stress reducing activities.

Facilitate self esteem by

respecting, accepting and comforting child, regardless of behavior.

Facilitate development of self control in children.

Allow for increasing independence as child acquires skills

.Slide8

Evaluations of ChildrenDecisions made on more than one evaluation.

Evaluation used to identify specific needs and risks.Evaluation used only on normative information. Not only age-matched, but also gender, culture, or socio grouped.

Each child should be placed according to developmental age

.Slide9

Relations between Home & SchoolParents share in any decisions made about child.

Teachers share knowledge with parents.Teachers share development information about child’s progress

.Slide10

5 Guidelines for

Developmentally Appropriate Practices

Creating

a Caring Community of Learners

Teaching

to enhance development and learning

Constructing

Appropriate Curriculum

Assessing

Children’s Learning and Development

Establishing

Reciprocal Relationships with

FamiliesSlide11

4. Assessing Children’s Learning and DevelopmentSlide12

Assessment is ongoing, strategic, and purposeful.

Assessing Children’s Learning

and

Development

DAP Example:

Teachers use observational assessment of children’s progress, examination of children’s work samples, and documentation of their development and learning to plan curriculum.

DIP Example:

Children’s progress is measured by how well they conform to rigid expectations and perform on standardized tests.

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Content of assessment reflects progress toward important developmental goals

Assessing Children’s Learning

and

Development

DAP Example:

Results of assessment are used to improve and individualize instruction.

DIP Example:

Teachers “teach to the test” to ensure higher scores.Slide14

The methods of assessment are appropriate to the age and experiences of young children.

Assessing Children’s Learning

and

Development

DAP Example:

A child’s progress is reported in comparison to his or her own previous performance, and parents are given general information about how the child compares to age-related expectations.

DIP Example:

Teachers report children’s progress only in letter or numerical grades. Emphasis is placed upon comparing children with each other.Slide15

Assessment allows for individual variation in learners as well as different rates of learning.

Assessing Children’s Learning

and

Development

DAP Example:

Because children advance through sequential curriculum at different paces, they can progress in all areas as they acquire competence.

DIP Example:

Children repeat a grade or are placed in a special “transition” grade if they have not mastered the expected reading and math skills.Slide16

Decisions are based upon multiple experiences, not just a one time assessment.

Assessing Children’s Learning

and

Development

DAP Example:

Teachers use a combination of assessment strategies to see where the child is at in a particular skill.

DIP Example:

The child is given one opportunity to perform a certain task or is given one test. Assessment is based upon this one outcome.Slide17

Assessment not only looks at what the child can do alone, but also with assistance.

Assessing Children’s Learning

and

Development

DAP Example:

Children who fall behind receive individualized support, such as tutoring, personal instruction, focused time on areas of difficulty, and other strategies to accelerate learning progress.

DIP Example:

Teachers do not look at other opportunities to enhance the child’s growth and development. They do not even attempt to discuss outside support from the parents.Slide18

DAP OR DIP?Slide19

Apple Demo:Slide20

File Folder Game Pick one of the file folder game packets provided and put together your own game.

Class Activity

for Assessing

Children’s

Development and

Learning

File Folder

GamesSlide21

File Folder GamesGreat way for preschoolers to learn colors, shapes, numbers, letters, matching, rhyming, etc.

EducationalAge appropriate, easy to understand, independent playProfessional Appearance

Neat, colorful, attractive, visually engaging, fun graphics

Should be durable

Use cardstock or laminate

when possible