Developmentally Appropriate Pratices (DAP)

A Developmentally Appropriate Classroom (2020-12-03 DAP)


Description
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)

ON-LINE TRAINING:

Payment submitted will only be refunded if cancellation is received 72 hours before the scheduled training occurs. Within the 72 hours, tuition credit may be given if cancellation is received before the training begins. (Some restrictions may apply).

For more information please contact: i4eltrainings@elcoc.org
Content
  • Before the Class
  • Outline
  • Important Notice
  • Presenter
  • Click here to complete registration: A Developmentally Appropriate Classroom
  • Pre Gain Survey
  • During the class
  • Section 1 Introduction
  • Goal and Objectives
  • Section 2
  • What is Developmentally Appropriate Practices
  • 1.What is Developmentally Appropriate Practices?
  • Section 3
  • Children’s existing knowledge and skills
  • Section 4
  • What does a Developmentally Appropriate Classroom look like?
  • 3. How the activities look in a DAP classroom?
  • Section 5
  • Process oriented activities/ Open ended art activities
  • 4. Process-oriented assignment
  • Open-ended art
  • Open ended art activities
  • Process oriented
  • 5. Process focused assignment
  • Section 6
  • Children’s needs and interests/ Importance of children’s play
  • Play Based Learning
  • Importance of play in early childhood
  • Section 7
  • Connections with children’s lives and experiences
  • 6. Learning connected to real life experiences assignment
  • Section 8
  • Supporting emergent thinking and reasoning skills
  • Watch and enjoy
  • Higher order tinking
  • Scaffolding children's learning
  • Supporting critical thinking in toddlers
  • Fostering children thinking skills
  • Section 9
  • Respecting cultural and individual differences and learning styles
  • 7. Respecting cultural and individual learning styles
  • NAEYC Advancing Equity in Early Childhood Education
  • Section 10 Final
  • Reflection
  • Post Gain Survey
  • Final assignment
  • Resources
  • Links to Milestone Resources
  • Open Ended Questions Resource
  • NAEYC Advancing Equity in Early Childhood Education
Completion rules
  • All units must be completed
  • Leads to a certification with a duration: Forever