Developmentally Appropriate Pratices (DAP)

A Developmentally Appropriate Classroom 23-24

Directors and Teachers will check and review their practices in their classrooms to make them Developmentally Appropriate. Teachers will daily incorporate some D. A. P. in their classrooms by:

• Review and reorganize materials and areas every time is needed
• Encourage children's play, move, and talk daily and as much as possible
• Have daily and as much as possible meaningful interactions, using open-ended activities
• Always model respect and be aware and sensitive of differences (individual, learning styles, and cultures)

With this course, you will obtain 1.0 CEU credits.

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  • Section 1: Introduction
  • Course Syllabus
  • Important Notice
  • Presenter
  • Pre Gain Survey
  • Goal and Objectives
  • Section 2 : Overview of Developmentally Appropriate Practices
  • What is Developmentally Appropriate Practices
  • What is Developmentally Appropriate Practices?
  • Children’s existing knowledge and skills
  • What does a Developmentally Appropriate Classroom look like?
  • How do the activities look in a DAP classroom?
  • Section 3: Process Oriented and Open Ended Art
  • Process oriented activities/ Open ended art activities
  • Process-oriented assignment
  • Open-ended art
  • Open ended art activities
  • Process oriented
  • Process focused assignment
  • Section 4: The Importance of Play in a Developmentally Appropriate Classroom
  • Children’s needs and interests/ Importance of children’s play
  • Play Based Learning
  • Importance of play in early childhood
  • NAEYC Five Essentials to Meaningful Play
  • Talking with Parents about Play and Learning
  • Section 5: Making Connections to Children's Lives
  • Connections with children’s lives and experiences
  • Learning connected to real life experiences assignment
  • Making Real-World Connections Come Alive at Story Time
  • The Importance of Making Connections
  • Section 6: Supporting Children's Thinking & Reasoning Skills
  • Supporting emergent thinking and reasoning skills
  • Watch and enjoy
  • Higher order thinking
  • Scaffolding children's learning
  • Supporting critical thinking in toddlers
  • Fostering children thinking skills
  • Open Ended Questions Resource
  • Section 7: Providing Equitable Experiences for All Children
  • Respecting cultural and individual differences and learning styles
  • Respecting cultural and individual learning styles
  • NAEYC Advancing Equity in Early Childhood Education
  • 3 Ways to Help Young Children Respect and Accept Diversity Handout
  • Section 8: Summary
  • Reflection
  • Post Gain Survey
  • Final assignment
  • Resources
  • Links to Milestones
  • Florida Early Learning & Developmental Standards
Completion rules
  • All units must be completed
  • Leads to a certificate with a duration: Forever