DAP PAKK

Developmentally

Appropriate

Practices

with Young

Children

“Show me and I forget;
Teach me and I remember;
Involve me and I learn.” Benjamin Franklin

Yes, but is it
developmentally
appropriate?

When planning classroom curriculum for young children, it is
important to factor in the wide spectrum of abilities and interests of
children, as well as activities that are based on the way in which
we know children learn. As more and more research becomes
available on brain development, we, as early childhood
professionals, respond by changing and evolving in how we work
with children, and in our approaches to best assist them in reaching
their full potentials – cognitively, socially, physically, and
emotionally. “Developmentally Appropriate Practice” is more
about doing things better – not “right” or “wrong.”

To assist you in your planning, the following are questions to
assess how appropriate an activity may be…

Does the activity:

Allow children to participate at their own level?

Allow for flexibility, with no “right” or “wrong” outcome?

Encourage active learning through participation?

Encourage exploration and thinking?

Allow for socialization and interaction with others?

Enable children to learn through their senses?
Allow children to experience things “hands-on”?

Give children choices?

Foster children’s positive feelings about themselves?

Respect individual differences and cultural diversity?

Lend itself to being adapted if beneficial?

Acknowledge the physical needs of children?

Reflect the goals and philosophy of the center?

What wouldn’t you see in a

What would you see in a

D.A.P. Classroom?

D.A.P. Classroom?

Dittos as art activities

Open-ended art

“Rote” learning &

Hands-on experiences with

memorization

real objects

Waiting, lining up

Self-help skills/autonomy

Most activities teacher -

Small group activities,

directed & large group

based on interest

Forced participation

Children offered choices

Activities with “right” &

Successful participation

“wrong” outcomes

at any skill level

All adult-oriented décor

“Ownership” of the room

by the children reflected

Rigidity

Flexibility

Compliance with adult

Problem-solving

the only choice

Teacher frustrated with

Small, quiet “naptime

non-napping child

boxes”

Art, music, science are all

Media tables, easels open,

at designated times only

art/music/science accessible

Developmentally Appropriate
Activities and Practices are:

Based on what we know about how young
children learn

Relevant to children’s life experiences

Based on the children’s current knowledge and
abilities

Respectful of cultural and individual differences
and learning styles

Responsive to the interests and needs of the
children

Focused on the learning process, not the end
product

Thought provoking - stimulating and challenging
the minds of young children

Based on the philosophy that children are
competent and trustworthy, and can make good
decisions if given the opportunity and practice

How do we tell children…

…this is a good place to be?

…that this is their classroom?

…that this is a place that they can trust?

…that they can be by themselves if they
need to?

…that this is a safe place to try out ideas
and explore?

…that they are valued and respected?

From this…

to this.

SHIFTING TO BETTER CHOICES:

Example:

Better Activity:

Children color a beach ditto

Shells placed in the Sand Table

All must participate in a game

_________________________

An elaborate 2 hour “graduation

ceremony” at the end of the year

_________________________

Children are intrigued by the

construction going on outside,

_________________________

but it isn’t the theme of the week

All children are doing art at

_________________________

the table as a group

Children watch a video
on dinosaurs

_________________________

The teacher has cut frogs out
of construction paper for art

_________________________

Introduction of math concepts
with flashcards

_________________________

Children have lost interest in the
book, but there are 6 more pages

_________________________

Children are expected to do at
least one page of writing letters,

_________________________

then can play when finished

15 children are lined up at the

_________________________

sink to wash hands for snack

What is the Teacher?

What is the teacher?
A guide, not a guard.

What is learning?
A journey, not a destination.

What is discovery?
Questioning the answers,
not answering the questions.

What is the process?
Discovering ideas,
not covering content.

What is the goal?
Open minds,
Not closed issues.

What is the test?
Being and Becoming,
Not remembering and reviewing.

What is the school?
Whatever we choose to make it.

- Alan A. Glatthorn

In the Developmentally

Appropriate Classroom, Children:

Create… rather than duplicate.
Move… rather than wait.
Attempt to solve their own problems… rather than tell the
Teacher, to have her solve them.

Speak… rather than listen passively.
Explore their interests… rather than just learning about what
the Teacher thinks they should learn

Make choices… rather than just being told.
Make their own lines… instead of coloring within the
Teacher’s lines.

Write their own books… rather than fill in workbooks.
Create art… rather than do pre-planned crafts.
Decide… rather than passively submit.
Learn through experience… rather than by rote.
Appreciate the process… rather than the end product.
Ask questions… rather than being told facts by adults.

Then - Figure out the answers… rather than being told
facts .

Learn and Use skills that are of interest and meaningful…
rather than vague, abstract concepts that have no real
significance to them.

Have a schedule based on their needs… not the needs of the
adults or the program.

Adapted from “The Butterfly Garden” by Sandra Crosse

What Can Children Learn From

Self-Serve, Family-Style Meals?

To utilize social skills, and to use language to get their
needs met

Increased dexterity and small muscle development

To associate quantities of food with their level of
physical hunger

Enhanced self-esteem from experiencing independence,
and more control of their choices

Math skills: quantities, counting, measuring, comparing,
mentally dividing the amount of food by how many children,
one-to-one correspondence, etc

Problem-solving – figuring out who has the potatoes
instead of just yelling for the Teacher

Cooperation

Responsibility

Eye-hand coordination

Culture – exposure to how some families eat meals

Patience (and a more relaxed focus)

Language development

Manners

To be a more active participant in the process, and in
their environment

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How to implement family-style meals:


- Implementing family-style, self-serve meals is something that
you will need to discuss and coordinate with the Director and Cook.
(Some Health Departments have specific regulations on this.)
- All classrooms will need to have enough serving bowls for each
table to get every menu item, eliminating unreasonable waiting times.
- Start “slowly” with items that are logically single quantity – like
rolls or oranges – where children take only one and then pass them.
- Do a great deal of speaking with the children about this change -
how and why, the concept of passing food, appropriate quantities, etc.
- Incorporate some pouring and scooping activities into your
lesson plans for additional practice and skill-building.

What If’s…

You have a child that

Start the main dishes so

will serve himself a disproport-

that he is “last”; talk to

ionate amount of food

him in terms of a math

problem (division)

The usual “Can we eat yet?

“Does everyone have

Can we eat yet? Can we eat yet?””

everything on their
plates? Look and see.”
(problem-solving)

Children put the serving spoon

Have extra serving

in their mouth

spoons at hand;
respectful reminders

Meals take more time

Watch to ensure that
children are “passing”;

Encourage children to
remind friends politely

12 Things You Can Do to

Make Your Classroom More
Developmentally Appropriate

if you are not already…

Have the Art
Area open
throughout the
day, including a
variety of collage
materials
available

Playdough
should
always be a
choice for
children

Place a child-size
broom (or a wisk
broom) by the
sand table to allow
children to be
responsible for any
mess they make
and to increase
self-help skills

Make sure
tissues and
paper towels
are accessible
to children, so
that they do
not have to
rely on adults
for them

Sand &/or
water play
should be
available
daily

Use conflicts
between
children as
opportunities
for learning
through
problem-
solving

The easel
should be
open daily

Do not force
children to
participate in
activities –
offer choices

Bring in
“real”
objects for
exploration

Do
activities
in small
groups vs.
large
groups

Do not
cut out
patterns
for
children

Allow
children to
do what
they can
for
themselves

How “Creative” is Your Creative Art?

Is there a “right” way or a “wrong” way?

Or is it open-ended?

Do all of the pieces look basically alike?

Or is every child’s piece original and unique?

Does it require a great deal of teacher preparation or
assistance?

Or can the child work independently?

Does the activity emphasize the end product?

Or the process and experience?

Does the child need to follow a predetermined outline?

Or can the child express his/her own ideas and
feelings?

Is the experience “Teacher-directed” and initiated?

Or child-directed and initiated?

and finally…

Whose hands are busier –
the child’s or the adult’s?

Are Programmatic Decisions Made Based on
the Children’s Needs or the Adult’s Needs?

Developmentally appropriate also means we must take into account
the young children we serve, and be responsive to their needs. Routines and
consistency are extremely important, but we also need to allow for flexibility
at times, based on what the children “tell us” through their behavior.
Whenever possible, our program decisions should be child-centered.

Examples of Adult-Centered Decisions:

Breakfast is served daily at 6:45am because the Cook has to drive her
daughter to middle school

Naptime is over at 3:00, so that everyone can get breaks in; &/or so
that the Teacher can write all of the daily notes

The Teacher in the Pre-K Room doesn’t use the sand table because
she doesn’t like the mess (it is used to store things on)

If a Teacher doesn’t like what is on the menu for snack, she grabs
something else from the kitchen to serve

The children usually stay outside longer on Mondays when the staff
are discussing the weekend

The Infant room staff work to get the babies all on the same schedule,
so that they are able to have some “down time” in their day

Teachers put the indoor riding toys onto the playground because they
don’t like them in the classroom

Examples of Responsive Child-Centered Decisions:

A Teacher with a very active group of children incorporates a second
outdoor time, early in the morning for about 20 minutes

The children in the 5-year-old Room are outgrowing the need for
naps, and none of them sleep for more than an hour. Naptime is
shortened for them, and they do quiet activities for the remainder of the
time allocated.

When budget allows, the Director purchases a piece of large motor
equipment for a classroom in whichthere is a lot of climbing on furniture

Almost all of the toddlers are falling asleep during lunch. They are
served first, 15 minutes earlier

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What You Will See In a Developmentally

Appropriate Classroom…

Respectful, frequent and responsive interactions

Children offered choices, given opportunities to make
decisions, and are active participants

A print-rich environment with many opportunities for children
to interact and explore the written word (including a writing area)

Open-ended art materials available as a choicethroughout the
day; Art displayed at the children’s eye-level (dictation present)

A stimulating, interactive science area, with real objects

Painting at the art easel available daily, as an on-goingchoice

Media/Sensory Tables open daily

Multi-cultural materials incorporated throughout the
environment

Pictures of “real” objects and people (vs. cartoons)

Children employing problem-solving skills

Learning areas that are well-defined and inviting

Woodworking experiences available and utilized

Self-help skills and independence encouraged

Adults capitalizing on “teachable moments”, and what the
children express an interest in learning about

Age-appropriate expectations Ex: Mistakes and accidents ok

Children’s individual needs and skill levels taken into account

Many opportunities for children to experience success

Smooth transitions with minimal waiting and lining up

Children’s feelings acknowledged and validated

Role of the family acknowledged, with participation
encouraged and valued

Activities facilitated in small groups instead of large groups
with forced participation

Physical needs of children incorporated, with opportunities for
large motor experiences available daily

The goal of guidance and discipline with the children being to
develop self-control and to make better choices

The presence of music and laughter

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What You Will See in a Developmentally

Appropriate Infant/Toddler Room…

Loving and nurturing exchanges

Frequent, respectful, and responsive interactions

Babies dictating their own schedules

Lights turned on throughout the entire day

Acceptance of individual differences and rates of development

Attempts to communicate acknowledged and reinforced

Children not made to feel badly, with no negative comments
related to bodily functions

Babies talked to about what is happening to them, and what is
going to happen to them, and what they are feeling

Presence of music and laughter

Stimulation provided, based on individual needs

Children not confined or restricted, free to explore

“No’s” eliminated by the childproofing of the room

Sleeping infants put into cribs (on their backs)

Age-appropriate expectations – Ex: acceptance that children of
this age dump toys out; are messy when they eat; don’t share...

Children are encouraged to explore and to learn new things

Feeding time a pleasurable exchange, with the caregivers
focus on the child (no bottle propping)

Diapering viewed as an opportunity to interact and bond

Children get “floor time” with an adult sitting by them -
interacting, reading, and doing simple games and activities

Frequent smiles and affection given by caregivers

Crying infants acknowledged, and if teacher is busy, told that
they will be taken care of next; children’s feelings validated

Multi-cultural items reflected throughout the environment

Cues taken from children; physical needs acknowledged

Pictures of the children and their families present (at childs’
eye-level); pictures of real objects vs cartoon characters

Role of the family is acknowledged and respected, with good,
open, two-way communication about the child and his/her
development and needs

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Benefits of Developmentally

Appropriate Practices

Give an example of a developmentally appropriate practice,

and then list the ways in which children benefit.

Example:

A spiral notebook with an attached pen (accessible to
children) is located by where the parents sign in daily, so that
the children can choose to “sign in” too if they wish.

How does this benefit children?

Conveys that they are welcome in this environment

Conveys that we have thought about them too

Makes them part of this process and routine

Allows them to imitate adult behavior and roles

Serves as a literacy activity

Eliminates waiting with nothing to do

Example:


How does this benefit children?

Staff Training Ideas:

Age Appropriate Expectations:

Materials Needed: easel paper, markers

Approx. Time: 20 minutes

Have staff members break up into small groups. Each group

will have several large sheets of easel paper, and be “assigned”
a children’s age group. Participants will list what children can
and can not be expected to do at the given age/level.
Example: You could not expect a toddler to sit through a 20
minute GroupTime.
Use the responses of staff as a discussion springboard.

Discuss individual differences in children. Also talk about what
happens when we do expect children to do things that they are
not ready for, or that are not within the age-appropriate range.
Read then discuss “Toddler Property Laws” poem (included.)



Conformity/Varying Skill Levels:

Materials Needed: modeling clay, figurine to use as sample

Approx. Time: 15 minutes

Give each staff member a hunk of modeling clay. Bring out

ornate figurine (an angel figure works well.) Instruct
participants to “make one just like the example.” Allow several
minutes.
Encourage those who had difficulty and/or poor results

to share how they felt. Ask questions to lead the discussion
such as – “How did it feel to have others look at yours in
comparison?” “Did anyone want to make something other than
an Angel?”, etc.

Toddler Property Laws!

(Age-Appropriate Thinking Socially/Emotionally)

1. If I like it, it’s mine.

2. If it’s in my hand, it’s mine.

3. If I can take it from you, it’s mine.

4. If I had it a little while ago, it’s mine.

5. If I am doing or building something, all of

the pieces are mine.

6. If it looks just like mine, it’s mine.

7. If I think it’s mine, it’s mine!

Review of D.A.P. Concepts

1. What does the phrase “developmentally appropriate
practices” (DAP) mean?

2. Why are developmentally appropriate practices better for
children?

3. List 10 things you would see in a developmentally
appropriate classroom for young children:

4. List 5 things you wouldn’t see in a developmentally
appropriate classroom:

Additional Resources on D.A.P.

On Line atwww.earlychildhood.com

“Developmentally Appropriate Practice”

by Evelyn Peterson

“The Worksheet Dilemma: Benefits of Play-Based

Curricula” by Sue Grossman

“Exploration and Discovery! Creating an Enthusiastic,

Exciting Classroom” By Sue Miles


On Line atwww.ericeece.org

(Search words – “Developmentally Appropriate Practice”, “problem
solving”, etc.)

Eric Digest: “Developmentally Appropriate Practice: What

Does Research Tell Us?” by Loraine Dunn and Susan Kontos

Eric Digest: “Developmentally Appropriate Programs”

By Margorie J. Kostelnic

Eric Digest: “Developmentally Appropriate Practice in Early

Childhood Programs” by Sue Bredekamp and Carol Copple


On Line atwww.naeyc.org

NAEYC Position Statement: “Developmentally Appropriate

Practice in Early Childhood Programs Serving Children Birth –
Age 8”

NAEYC Position Statement: “Guidelines for Decisions about

Developmentally Appropriate Practice”

Articles on (and related to) D.A.P.

“Myths Associated with Developmentally Appropriate Programs” by
Marjorie Kostelnik; Young Children, May 1992

“In Praise of Developmentally Appropriate Practice”

by Barbara Kantrowitz and Pat Wingert; Young Children, Nov ‘99

“The Butterfly Garden: Developmentally Appropriate Practice

Defined” by Sandra Cosser; Early Childhood News,July96

“The Facilitators Role In Play” by Sylvia A. Ford;

Young Children, September 1993

“Changes – How Our Nursery School Replaced Adult-Directed Art

Projects with Child-Directed Experiences and Changed Into an Accredited,
Child-Sensitive DAP School” by Lou Swanson; Young Children, May 1994

“Moving From Traditional to Developmentally Appropriate Education:

A Work in Progress by Marion Passidomo;
Young Children, September 1994

“Taking Positive Steps Toward Classroom Management in Preschool:

Loosing Up without Letting It All Fall Apart” by Cele M. McCloskey;
Young Children, March 1996

“Do Worksheets Work? by Jean Marzollo;

Parents Magazine, October 1988

“What Children Can’t Do…Yet” by Dan Hodges

Early Childhood News, January/February 1993

“The Problem Solver” (bi-monthly column) by Eleanor Reynolds;

Early Childhood News

“What You Don’t Learn From Coloring an Elephant. What About Color

Books?” by Victor Lowenfield; TX Child Care Quarterly