Understanding

Developmentally
Appropriate Practice

Revised 08/17/15 1
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reference.

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you to answer any questions about the previous section before
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requires active class participation.

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video.

Understanding Developmentally Appropriate Practice 2

 Icons
This icon is used to identify the use of an overhead related to the
material in this section.

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This icon is used to identify an online resource. You will need a

computer with an internet connection to view these resources.

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scenario.

Understanding Developmentally Appropriate Practice 3

Module 1: What is Developmentally
Appropriate Practice?
Learning Objectives:
• Participants will define the three principle components
associated with Developmentally Appropriate Practice.
• Participants will evaluate and demonstrate how teacher
intentionality promotes development and enhances
learning for children birth - age 8.
• Participants will identify three critical challenges currently
impacting early childhood practices.

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Understanding Developmentally Appropriate Practice 4
You can read the entire article here:
http://www.reuters.com/article/2010/05/14/us-daycare-usa-
idUSTRE64D0LT20100514

You can also view an additional video that discusses the

importance of early childhood education for life long learning here:
http://developingchild.harvard.edu/library/multimedia/inbrief_series
/inbrief__the_foundations_of_lifelong_health/

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Understanding Developmentally Appropriate Practice 5
 Activity: Record your expectations:

What is Developmentally Appropriate Practices?

What does DAP stand for?
Does age factor into DAP?
What DAP would be appropriate for Preschoolers (3-5
years of age)?

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Understanding Developmentally Appropriate Practice 6
 Think, Pair, Share: What does DAP mean to you?

DAP means what activities are appropriate for

children. Age is an important determination of how
and what we teach. Also we must consider the
maturity and abilities of the child. All 3 year olds are
NOT the same maturity level.

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Understanding Developmentally Appropriate Practice 7
 Key Point
Developmentally
Appropriate Practice
focuses on children birth to
eight years old and is made
up of three principle
components: age
appropriateness, individual
appropriateness and
cultural appropriateness.Page 4
Understanding Developmentally Appropriate Practice 8
What is Developmentally
Appropriate Practice?
• Age appropriateness means
considering what is typical for a child
within a given age group.

Page 4

Understanding Developmentally Appropriate Practice 9

 Key Point
Knowing the typical
behaviors and growth
patterns for certain age
group is necessary to plan
the most appropriate
environments and activities
to optimize the learning
experience for children in
your care.
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Understanding Developmentally Appropriate Practice 10
 Example 1: Is this an age appropriate activity? What
would make it more developmentally appropriate
experience?

Somewhat. A more enjoyable and appropriate project

for a toddler could be painting on a bigger sheet of
paper, firmer paper, or Plexiglas. It does not need to be
made into a project. It is a sensory experience.

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Understanding Developmentally Appropriate Practice 11
What is Developmentally
Appropriate Practice?
• Individual appropriateness means
considering the needs of each child
as a unique individual.

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Understanding Developmentally Appropriate Practice 12
 Key Point
A child’s age
temperament,
personality and family
history are all factors
that affect their
development.
Page 5
Understanding Developmentally Appropriate Practice 13
 Example 2 – Is this example individually appropriate
for Nate? Why or why not? What would make it a more
developmentally appropriate experience?

It depends. To be appropriate we must consider the

individual needs of the child. We need to consider is
he lacking sleep and he is just new to the classroom.

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Understanding Developmentally Appropriate Practice 14
 What is Developmentally
Appropriate Practice?
• Social/Cultural appropriateness
means considering the social and
cultural contexts in which children grow
and live.

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Understanding Developmentally Appropriate Practice 15
 Key Point
A child’s learning
experience is enhanced
when caregivers are
aware of and support
each child’s social and
cultural context in which
they live. Page 7
Understanding Developmentally Appropriate Practice 16
 Example: Is this a culturally appropriate activity? Why
or why not? What could make it a more developmentally
appropriate experience?

It could be. A more appropriate experience might be to

offer a variety of mediums and choices to make
birdfeeders.

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Understanding Developmentally Appropriate Practice 17
 Integrating the 3 Components of Developmentally
Appropriate Practice learning experiences for the child in
your scenario. Please use Brian to fill in the blanks.
Scenario:
Age: Brian is 4 years old. He is playing in the sand
with trucks and blocks. Mrs. Keely knows he rarely
seeks others to play with him. He perfers to play by
himself. Mrs. Keely doesn’t seems to think this is a
problem, because he will be going to kindergarten in
the dall and he will have to do his work by himself
anyway.
How would you provide DAP learning experiences? Write in the blanks below.
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Understanding Developmentally Appropriate Practice 18
 Video Examples of Teaching Intentionally
Refer to the links below:

https://www.youtube.com/watch?v=aRBzCMGzSvs (part
1- Using Food, Fun, & Family Style Meals)

And

https://www.youtube.com/watch?v=Fs0apIAsIpk (part 2-
Using Food, Fun, & Family Style Meals)

Answer the questions in your book pages 10 and 11.

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Understanding Developmentally Appropriate Practice 19
 Key Point
Caregivers should be
intentional about planning
learning experiences that
are purposeful, challenging
and achievable.

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Understanding Developmentally Appropriate Practice 20
 Activity: What is Developmentally Appropriate Practice?

DAP is a curriculum?
No, it is a set of guidelines that help us make decisions about
appropriate curriculum and teaching strategies.

When we use DAP, it means there is only one right way to

teach a skill.
No, teaching skills requires a dynamic approach by the teacher
that uses a variety of techniques best suited to a child’s needs
and experiences.
.

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Understanding Developmentally Appropriate Practice 21
 Activity: What is Developmentally Appropriate Practice?

DAP means waiting until a child is ready to acquire new skills.

No, it means setting appropriate expectations that would be
considered DAP, but there may be individual differences that
also need to be taken into consideration.

Using everyday routines and activities to enhance learning is

DAP.
YES
.

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Understanding Developmentally Appropriate Practice 22
 Activity: What is Developmentally Appropriate Practice?

DAP classrooms are largely unstructured to encourage free

exploration.
No, to be DAP, programs must be thoughtfully structured, well
organized, and planned for in advance.

Teachers should have an understanding of child growth and

development.
YES, DAP considers age ranges of the children within the
group.
.

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Understanding Developmentally Appropriate Practice 23
 Activity: What is Developmentally Appropriate Practice?

The classroom must be a welcoming environment for

everyone’s cultural background.
Yes, the classroom should create a sense of community that
demonstrates respect and support for all children.

DAP activities should be intentional, challenging, and

achievable.
Yes.
.

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Understanding Developmentally Appropriate Practice 24
 Activity: What is Developmentally Appropriate Practice?

Recognizing and adapting practices on the cultural

background of each child a DAP?
Yes.

A child’s age, personality, temperament, and family history

are all factors that affect his/her development.
Yes.
.

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Understanding Developmentally Appropriate Practice 25
Florida has developed learning standards for children birth
through age five.
Visit them at:
http://www.floridaearlylearning.com/parents/parent_resourc
es/floridas_early_learning_and_development_standards_bir
th_to_five.aspx

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Understanding Developmentally Appropriate Practice 26
 Key Point
Three critical challenges
impacting early childhood
practices are: addressing
disparities in school success and
achievement, integrating and
aligning preschool and
elementary school programming
and improving teacher
preparation, professional
development and on-going
support. Page 15
Understanding Developmentally Appropriate Practice 27
 Module 1 Summary
Module 1 introduced:

• The three core components associated with

Developmentally Appropriate Practice.
• How teacher intentionality promotes development and
enhances learning for children birth - age 8.
• Three critical challenges currently impacting early
childhood practices.

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Understanding Developmentally Appropriate Practice 28
Module 2: Why is Developmentally
Appropriate Practice Important?
Learning Objectives:
• Participants will describe the need for quality child care for
children.
• Participants will identify structural and process indicators of
quality child care.
• Participants will analyze data from professional studies to
determine the importance of quality care as it relates to
outcomes for children.
• Participants will recognize the effects of quality child care.

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Understanding Developmentally Appropriate Practice 29
What is quality child care?
Structural indicators are things that are “regulable,”
monitored and important for providing consistent care.
• Licensure
• Lower ratios
• Smaller group size
• Caregiver qualifications
• Professional development for staff
• Health and safety regulations
• Inclusive environment

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Understanding Developmentally Appropriate Practice 30
What is quality child care?
Process indicators are what programs “do” to
help promote development – observable
interactions.
• Curriculum and established routines
• Language and reasoning activities
• Sensitive, responsive interactions
• Collaboration and provisions for parents and families
• Parent, teacher and child interactions
• Child-size furnishings
• Well defined and equipped space that meets the needs of
all children
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Understanding Developmentally Appropriate Practice 31
 Key Point
Indicators of quality include
both structural and process
measures. Quality child
care programs consistently
maintain licensing
standards and demonstrate
responsive care giving
practices.
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Understanding Developmentally Appropriate Practice 32
Perry Preschool Study
http://www.highscope.org/Content.asp?Co
ntentId=611

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Understanding Developmentally Appropriate Practice 33
 Key Point

Quality Early Care

+ Quality Education
Quality Outcomes for Children

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Understanding Developmentally Appropriate Practice 34
 Activity: Defining Quality Care

How would you define quality child care?

High quality child care is a safe, nurturing environment
where children learn and grow. Staff are properly trained and
supported. Parents have access to programs at all times and
the program is well organized to promote optimal skill
development.

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Understanding Developmentally Appropriate Practice 35
 Key Point
Quality child care lays the
foundation for a lifetime of
success.

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Understanding Developmentally Appropriate Practice 36
 Key Point
The lack of quality care has
negative effects on
children’s school readiness
and development.

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Understanding Developmentally Appropriate Practice 37
What does this mean to us?

Since poor quality care can actually harm children,

we need to do a better job. We can do this by
informing parents about the importance of choosing
quality care and making quality care affordable and
accessible. If we don’t, children raised in poor
quality child care programs may actually have
problem behaviors promoted, lower cognition and
language, poor relationships, and decreased school
readiness. This is exactly why we need quality child
care.
.
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Understanding Developmentally Appropriate Practice 38
 Activity: Favorite Store

Write down 5 reasons why you enjoy shopping at your

favorite store, and 5 reasons why you don’t enjoy shopping
at another store.
Favorite Store Another Store

Color, variety Dirty, crowded, cluttered

Friendly service Mean or unfriendly people

Smells good No restrooms

Wide aisles, not crowded Long lines, expensive

Labeled, organized Parking problems

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Understanding Developmentally Appropriate Practice 39
 Key Point
High-quality care means
children are getting the solid
foundation they need to be
healthy, happy and
successful throughout life.

TG - 35
Understanding Developmentally Appropriate Practice 40
 Written Policy

TG - 37
Understanding Developmentally Appropriate Practice 41
 Key Point
The disciplinary practices of
your program must obey
state and federal laws at all
times and should promote
social and emotional health
for the children in care.

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Understanding Developmentally Appropriate Practice 42
 Module 2 Summary
Module 2 introduced:

• The need for quality child care for children

• The structural and process indicators of quality child care
• The importance of quality care as it relates to outcomes
for children
• The changing role child care plays in American family life

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Understanding Developmentally Appropriate Practice 43
Module 3: Who does Developmentally
Appropriate Practice Impact?
Learning Objectives:
• Participants will identify ways to intentionally include families in
the child care setting.
• Participants will explain the need to establish a collaborative
relationship with parents.
• Participants will illustrate the importance of connecting parents
to resources in their community.
• Participants will create parent involvement strategies which
illustrate why culture is important to the changing classroom
community.

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Understanding Developmentally Appropriate Practice 44
 Key Point
High-quality care helps
parents be better
employees and it helps
employers to retain a stable
workforce which in turn
helps the entire community.

Page 24
Understanding Developmentally Appropriate Practice 45
 Activity: Think, pair, share

Discuss some of the challenges that parents and families

face when it comes to raising children. Discuss with your
groups some of the main concerns and record them in the
space provided.
The number of children being raised by single parents, foster
parents, or grandparents as the primary caregivers is larger
than ever before. More than 20% of preschoolers are being
raised by their grandparents.

According to childstats.gov, “In 2005, 61% of children ages

0-6 who were not yet in kindergarten (about 12 million
children) received some type of child care on a regular basis
from persons other than their parents. This is about the
same proportion of children in child care in 1995.Page 24
Understanding Developmentally Appropriate Practice 46
 Key Point
Forming partnerships with
parents is one of the ways
we support healthy growth
and development in
children.

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Understanding Developmentally Appropriate Practice 47
 Key Point
Working with children and
families transitioning into
group care, requires
patience, understanding
and reassurance.

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Understanding Developmentally Appropriate Practice 48
 Key Point
Children who form secure
attachments with adults
have a better chance of
becoming secure adults.

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Understanding Developmentally Appropriate Practice 49
 Guilt Factor

Use the space provided to record some common concerns

parents may have about leaving their child in child care.
• Have I failed as a parent?
• Will my child be safe?
• Will my child be happy?
• Will I miss out on important “firsts”?
• Will taking them to child care have an affect on their
learning?

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Understanding Developmentally Appropriate Practice 50
 Activity: Think, Pair, Share

Use the space provided to record some ways that you can
help make every parent and child look forward to coming
into your classroom each day.
• Greet child at the door. Always say the name of the child.
When you greet each child, it lets him/her know he/she is
now in your care. “Good morning, Sam!”
• Make eye contact with the children, or position yourself at
their eye level to let them know you are really listening.
• Create a comfortable and inviting environment
• Share observations about children with parents.
• Call each child by name
• Have activities for the children to do when they enter
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Understanding Developmentally Appropriate Practice 51
 Key Point
The best way to way to deal
with parents’ worries is to
show them that you
understand, are informed,
honest and available.

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Understanding Developmentally Appropriate Practice 52
 Essential Partnership with Families

Use the space provided to record some things that you can
intentionally do to help establish a positive, reciprocal
relationships with families?
• Create an environment where parents and children feel
welcomed and included
• Provide opportunities for open dialog and two-way
communication
• Respect parents preferences, choices, and concerns
• Identify the parents’ strengths and weaknesses.

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Understanding Developmentally Appropriate Practice 53
 Activity: Communication Between Parents and Caregivers

Use the space provided to record the types of information a

parent needs from a caregiver, and the types of information a
caregiver needs from a parent.
Information Parents Can Provide to Caregivers
• Health and growth history
• Relationships with other family members
• Family history (divorce, separation, remarriage, other
sources of family stress)
• Child’s likes and dislikes
• Eating and sleeping trends at home
• Allergies and medical information
• Family culture/lifestyles Page 29
Understanding Developmentally Appropriate Practice 54
 Activity: Communication Between Parents and Caregivers

Use the space provided to record the types of information a

parent needs from a caregiver, and the types of information a
caregiver needs from a parent.
Information Parents Can Provide to Caregivers
• Interaction with other children
• How the child is feeling
• Progression in development
• Child’s interests
• How they slept and ate while in care
• Diapering/potty information
• What the child did during the day
• Information about the child’s friends Page 29
Understanding Developmentally Appropriate Practice 55
 Sample Parent Note

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Understanding Developmentally Appropriate Practice 56
 Key Point
Establishing a partnership
with parents requires
consistent communication.
Caregivers and parents
need to acknowledge and
deal with differences in child
rearing beliefs and practices
in a constructive way. The
common goal should be the
development of the child!
Page 30
Understanding Developmentally Appropriate Practice 57
 Including All Families

Language and Custom Barriers

• Parents and children have a difficult time “fitting in”,
comfort level be may low
• Communication between parents and caregiver may be
infrequent or misunderstood. Increased efforts need to be
made to communicate using a variety of methods,
formally, and informally.
Single Parent/Foster Parent/Grandparents as Primary
Caregivers
• Lack of resources
• Lack of time
• Financial needs require them to work more hours
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Understanding Developmentally Appropriate Practice 58
 Including All Families

Special Needs
• Lack of time (doctor’s appts/therapy sessions)
• Financial (medical bills)
• Extra demands and additional stree, sometimes little relief
from caregiving duties
• Difficulty in finding quality care

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Understanding Developmentally Appropriate Practice 59
 Activity: Super Caregivers

Create a parent strategy for each scenario.

Scenario 1
• Offer language classes, if there is a large population of
people who speak English as a second language
• Try learning some Spanish
• Have her come in to teach Spanish to the children
• Ask about Spanish songs or games you could use.

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Understanding Developmentally Appropriate Practice 60
 Activity: Super Caregivers

Scenario 2
• Invite her into the room with the older brother
• Use the family’s customs in your room (food, music,
dress and dance)
• Make sure the child’s culture is reflected in the room
through pictures or toys

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Understanding Developmentally Appropriate Practice 61
 Activity: Super Caregivers

Scenario 3
• Provide free child care
• Provide child care as a hardship case on a night out
• Pass on the information in the session the next day
• Have the session meet at a more convenient time
Scenario 4
• Set up a telephone parent conference
• Hold a parent conference during a lunch break
• Have your director assist you
• Use daily reports or other journals that you and the
parent fill out.
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Understanding Developmentally Appropriate Practice 62
 Activity: Super Caregivers

Scenario 5
• Find out what the children like to do, engage them, and
build on their interests
• Set up a time to meet with the parents that is convenient
for them, even if it is early in the morning
• Invite the children to help you set up a special activity or
event for the program
• Encourage the family to provide input and become
involved in the program and/or special event
• Encourage them to share skills and talents, and extend
program learning into home
• Use technology to connect and interact with the family, if
necessary Page 33
Understanding Developmentally Appropriate Practice 63
 Key Point
Developmentally appropriate
practice emphasizes the need
for teachers to become more
intentional about what they do.
This includes building a positive
relationship with each child and
family within the context of their
culture and through the
inclusion of children with special
needs.
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Understanding Developmentally Appropriate Practice 64
 Activity: Relationship Challenges

1. Discipline Issues
2. Treatment of a child by caregiver
3. Conflict between children and how it is handled
4. What is being taught (how/why?)

Page 34
Understanding Developmentally Appropriate Practice 65
 Activity: Using Your Community Resources

• Child Care of Southwest Florida

• Step by Step
• CCPS

Page 35
Understanding Developmentally Appropriate Practice 66
 Activity: Using Your Community Resources

• Child Care of Southwest Florida

• Step by Step
• CCPS

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Understanding Developmentally Appropriate Practice 67
 Key Point
Respecting families and
sharing information
promotes positive
relationships among all
families and strengthens
their sense of belonging in
the community.
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Understanding Developmentally Appropriate Practice 68
 Module 3 Summary
Module 3 introduced:

• Ways to intentionally include families in the childcare setting

• The need to establish a collaborative relationship with parents
• The importance of connecting parents to resources in their
community
• Parent involvement strategies which illustrate why culture is
important to the classroom community

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Understanding Developmentally Appropriate Practice 69
 Module 4: When Should a
Caregiver use Developmentally
Appropriate Practice?
Learning Objectives:
• Participants will identify each theorist, their theory and how it
applies to the development of children.
• Participants will explain common terms and concepts related to
brain development and the formation of neuronal connections.
• Participants will explain the ways that children develop within six
domains of development.

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Understanding Developmentally Appropriate Practice 70
Abraham Maslow: Hierarchy of Needs

http://docsiva.files.wordpress.com/2009/01/maslows-hierarchy-of-needs1.jpg
TG - 67
Understanding Developmentally Appropriate Practice 71
 Key Point
Providing for the physical
needs of infants and toddlers
while also establishing their
comfort and safety is the
foundation for their
achievement of social and
emotional development,
achieving self-esteem and
satisfaction, and realizing
family actualization. Page 40
Understanding Developmentally Appropriate Practice 72
 Activity: Emotional and Physical Needs
Statement Emotional Physical
Giving water to a thirsty Water fulfills a basic
child physical need
Spending time with Giving children individual
children on an individual attention establishes trust
level, such as holding or with the caregiver
rocking an infant
Singing quiet songs Establishing a soothing
before naptime presence helps to form
bonds by creating a
comfortable environment
Talking to toddlers about Engaging children in Providing nutritious
favorite foods during conversation not only helps meals and snacks
mealtime develop language skills, but fulfills physical needs.
forms relationships with
children.

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Understanding Developmentally Appropriate Practice 73
 Activity: Emotional and Physical Needs
Statement Emotional Physical
Sitting on the floor Children love to include adults
with a toddler who or caregivers in their play.
is playing Doing so establishes emotional
bonds.
Comforting a Providing comfort to a child who
crying infant is upset establishes a bond by
helping to fulfill the emotional
needs of the infant.
Changing an Changing an infant’s
infant’s diaper diaper maintains his/her
hygiene which is a
physical need. Be sure
to follow correct
sanitation procedures for
the changing table and
ALWAYS use universal
precautions.
Page 40 74
Understanding Developmentally Appropriate Practice
 Activity: Emotional and Physical Needs
Statement Emotional Physical
Providing cribs that Shelter, safety, and
meet Florida’s bedding provide for the
safety standards physical needs of
for infants to nap infants.
in.
Teaching toddlers Good sanitation and
to wash their hygiene fulfill physical
hands needs.
Comforting a Comforting and calming a child Cleaning and bandaging
crying child while who is in pain establishes a scrapes and scratches
you clean and bond between child and fulfill physical needs.
bandage a scrape caregiver
or scratch.

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Understanding Developmentally Appropriate Practice 75
 Activity: Meeting Basic Needs and Learning Experiences

Children need breakfast in the morning and nutritious

meals throughout the day to be able to play, grow,
and learn A predictable routine is necessary so
children know what to expect and feel safe. Each
child needs responsive adults who encourage and
support them as they develop the skills they need.
Children need to experience success.

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Understanding Developmentally Appropriate Practice 76
 Erik Erikson’s Social Theory

http://media.photobucket.com/image/erik%20erikson%252527s%20social%20theory/worldinmotion/erikson.jpg

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Understanding Developmentally Appropriate Practice 77
 Activity: Exploring Erikson’s Stages of Social Development
• Allow your children to make appropriate choices throughout
the day. Where would they like to play? What would they like
to do or make?
• Offer choices when guiding behavior. Offer 2 acceptable
choices such as, “Would you like to join us in the blocks or
read a book at the table?”
• Encourage initiative
• Draw attention to accomplishments by identifying what they
have done versus general statements (I see you painted the
whole page versus I like your painting.)
• Allow children to correct their own mistakes. If they spill their
milk, do not shame them. Let them feel successes by
allowing them to clean it up with your assistance.
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Understanding Developmentally Appropriate Practice 78
Piaget’s Stages of Cognitive Development

http://www.abacon.com/slavin/images/t5.gif

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Understanding Developmentally Appropriate Practice 79
 Lev Vygotsky

http://www.education.vic.gov.au/images/content/studentlearning/zpdgraph.jpg

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Understanding Developmentally Appropriate Practice 80
 Key Point
Developmentally
appropriate practices are
influenced and enhanced by
sound early childhood
theories focused on young
children’s developmental
stages.
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Understanding Developmentally Appropriate Practice 81
 Brain Development
The three main components of the brain used
in learning are:
• Neuron - specialized nerve cells that make up the
central nervous system
• Axon - Each neuron has 1 axon. An axon is a fiber that
sends messages "away" to other neurons
• Dendrites - Each neuron has many dendrites.
Dendrites accept incoming messages from the axons

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Understanding Developmentally Appropriate Practice 82
 Brain Twisters

1. Listening to any kind of music improves math skills

later in life. False
2. We are born with 100 billion cells and will not grow
anymore. True
3. Young children are not able to learn a second
language, but teenagers can. That is why foreign
language is taught in high school. False
4. A three year old’s brain is less active than your brain.
False
5. A young child can acquire any skill at any time in the
first five years of growth. False
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Understanding Developmentally Appropriate Practice 83
 Key Point
Brain connections are
stimulated by events,
experience and attachment.
These connections, formed
through repetition, shape
the way a child feels, thinks
and acts.
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Understanding Developmentally Appropriate Practice 84
You can view the Florida Department of Education Office of
Early Learning
http://www.floridaearlylearning.com/parents/parent_resourc
es/floridas_early_learning_and_development_standards_bir
th_to_five.aspx

Page 47
Understanding Developmentally Appropriate Practice 85
 Developmental Domains

Physical Development
• Stages of Writing
• Stages of Art

Page 47
Understanding Developmentally Appropriate Practice 86
 Stages of Art

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Understanding Developmentally Appropriate Practice 87
 Stages of Writing

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Understanding Developmentally Appropriate Practice 88
 Stages of Play

http://www.correspondence.school.nz/ech/ideas/ideas_doc/stages_of_play_620.gif

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Understanding Developmentally Appropriate Practice 89
 Key Point
Stages of development for
young children are
commonly clustered into
domains related to physical,
motor, language, social
emotional and cognitive
development and
approaches to learning.
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Understanding Developmentally Appropriate Practice 90
 Module 4 Summary
Module 4 introduced:

• The theories of Vygotsky, Maslow, Piaget and Erikson and

how their theories apply to the development of children
• Common terms and concepts related to brain development
and the formation of neuronal connections
• Ways that children progress within developmental domains

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Understanding Developmentally Appropriate Practice 91
 Module 5: Where should we see
Developmentally Appropriate Practice
in action?
Learning Objectives:
• Participants will identify elements of a quality learning environment.
• Participants will describe four key elements of the learning
environment: learning centers, room arrangement, toys and
materials, and daily routines.
• Participants will describe how daily routines and schedules provide
structure needed for consistent programming.

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Understanding Developmentally Appropriate Practice 92
 Activity: Favorite Places to Play and Learn
• Safe (familiar people, places, colors, smells/no
dangerous objects or unfamiliar people or animals,etc)
• Comfortable (clean, tidy/ well organized environment,
plenty of room, good lighting, soothing colors,
appropriate music, playground, nature, outdoors, etc.
• Full of supplies (paper, pencils, crayons, paint, chalk,
toys, etc)

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Understanding Developmentally Appropriate Practice 93
 Key Point
Quality learning
environments support all
aspects of development for
young children.

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Understanding Developmentally Appropriate Practice 94
 TG - 96
Understanding Developmentally Appropriate Practice 95
 Learning Centers
Furniture
• Furniture for routine care and play should be child
sized. This allows children to participate freely and
promotes independence
Access to material:
*Children should be able to reach and use materials
independently. Open shelves, cubbies, baskets,
materials, and learning centers should be at their level.

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 Learning Centers
1. Dramatic Play/Home Living: kitchen furniture, mirrors, dress-up clothes, baby
dolls and tables/chairs
2. Library: books, cozy area/ listening center, rugs, puppets, soft pillows/furniture,
natural lighting
3. Discover/Sensory/Science: items found in nature (pine cones, shells, rocks,
water/sand table), sensory items (shakers, smelling jars)
4. Blocks/Construction: wooden, plastic or cardboard blocks, trucks/cars, doll house
5. Art/Creative Expression: paper, paints, pencils, markers, pens, collage materials,
brushes, easels
6. Music/Movement: records, tapes, CDs, musical instruments
7. Manipulatives: pop beads, stack/nesting toys, puzzles
8. Wood Working: tools, Styrofoam, glue, toy hammer/nails
9. Feeding Area: tables/chairs, utensils, garbage can, sinks
10. Sleeping Area: individual cots, blankets, transitional objects, sheets, soothing
music, dim lights
11. Writing Center: pencils, crayons, markers, dry erase board, paper, sticky notes,
erasers, stamps
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Understanding Developmentally Appropriate Practice 97
 Room Arrangement
• Safety: organized play spaces must
consider the health and safety of
children first.
• Positive relationships and
interactions: classroom arrangement
has an effect on how children interact
with each other and materials. It can
either help or hinder a child’s ability
to learn and develop.

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Understanding Developmentally Appropriate Practice 98
 Room Arrangement
• Location: Messy play areas such as
art, sand and water should be placed
near each other. Quiet, clean areas
like books, manipulatives, and
computers should be placed away
from messy or noisy areas.
• Traffic patterns: Traffic patterns
should be set up to avoid large open
runways yet should not be so divided
up that they are hard to move around
in. Page 57
Understanding Developmentally Appropriate Practice 99
 Room Arrangement
• Wall decorations: Place meaningful
photographs, paintings, and
drawings down low where children
can see and talk about them. Rotate
displays frequently.

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Understanding Developmentally Appropriate Practice 100
 Key Point
Early childhood classrooms
should be welcoming, warm
and inviting for young
children. Adults can
encourage involvement and
support independence by
carefully arranging the
environment to facilitate
learning. Page 57
Understanding Developmentally Appropriate Practice 101
Classroom Arrangement

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Understanding Developmentally Appropriate Practice 102
 Key Point
Outdoor play is a great way
that caregivers can help
fight the growing childhood
obesity epidemic.

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Understanding Developmentally Appropriate Practice 103
For more information on ways that you can help fight the
childhood obesity epidemic visit http://www.letsmove.gov.

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Understanding Developmentally Appropriate Practice 104
You can view the Public Playground Safety Handbook at
http://www.cpsc.gov/PageFiles/116134/325.pdf. It contains
additional information and guidelines that are helpful when
designing and equipping a safe playground environment.

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Understanding Developmentally Appropriate Practice 105
 Key Point
The same considerations
should be made for the
playground as the indoor
classroom. Learning
centers and defined play
spaces should be planned
and prepared for inside and
outdoors.
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Understanding Developmentally Appropriate Practice 106
• Developmentally Appropriate Equipment and Play Materials

• Safe: Are all toys, materials, and equipment non-toxic>

Does anything pose a choking hazard?
• Appealing: Do the materials reflect children’s interests?
Are they meaningful and relevant?
• Age Appropriate: Do the toys allow for open-ended
exploration? Is there a wide variety of each type of play
material? Does the environment support independent use
and children’s choice?
• Accessible: Are all toys, equipment, and play materials
accessible for all children, including those with varying
needs and abilities? Are they child sized? Do they promote
and encourage social interaction?

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Understanding Developmentally Appropriate Practice 107
• Developmentally Appropriate Centers

• Cooking Center- Have multicultural plastic breads (pita,

tortilla, crescent, pretzel, French bread, Greek Easter bread,
breadsticks
• Dramatic Play- Provide fabrics with different country’s
prints (Mexican, African, Chinese, Scottish) Represent
different stores (grocery, pet, book, shoe, gas station)
• Art/Creative Expression Center – Run tiny trucks and cars
through paint then on paper or plastic trays, stamp pads in
a tub with ink and construction paper. Have a mini-muffin
pan used to pour paints and water into sections, include:
knob ended (palm grasp) brushes for children with special
needs. Pour paint on large sponges, then use a small paint
roller with fuzzy brush attachment. Be sure to cover tables
in plastic tablecloths or newspaper for easy cleanup.
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Understanding Developmentally Appropriate Practice 108
• Developmentally Appropriate Centers

• Discovering/Sensory/Science Center: offer an old wash tub

with washboard and a small amount of soap and water.
Children can “wash” doll clothes. Have a short line to dry
clothes on. Provide a plastic tub with gerbil bedding with
chlorophyll. Place random items inside the tub like: rubber
frogs and plastic flowers. Inside a plastic tub place broken
radio for the children to disassemble. Have cornstarch in a
plastic tub with different sized measuring cups and rubber
toys hidden in it. Provide top soil or water in a tub with
rubber fishing worms,
• Music and Movement Center: Have musical instruments
and CDs from different countries and genres
• Computer Center: Use an old keyboard or type writer,
telephones, pens, office paper, or envelopes.
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Understanding Developmentally Appropriate Practice 109
 Key Point
Developmentally
appropriate toys and
materials should be safe,
appealing, age-appropriate,
avoids stereotypes and
reflect the needs and ethnic
diversity of the children in
the classroom.
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Understanding Developmentally Appropriate Practice 110
Daily Routines - original

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Understanding Developmentally Appropriate Practice 111
Daily Routines - revised

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Understanding Developmentally Appropriate Practice 112
The website Songs for Teaching: Using Music to Promote
Learning has a great list of transition songs with links that
allow you to listen to samples of the songs. You can visit the
website at:
http://www.songsforteaching.com/transitions.htm.
(Keywords: transition, songs)

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Understanding Developmentally Appropriate Practice 113
 Key Point
Children need daily routines
and schedules that are
flexible, yet consistent and
predictable. This instills a
sense of order and helps
children learn new skills and
appropriate behaviors.
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Understanding Developmentally Appropriate Practice 114
 Module 5 Summary
Module 5 introduced:

• The elements of a quality learning environment.

• Four key elements of the learning environment: learning
centers, room arrangement, toys and materials, and daily
routines.
• How daily routines and schedules provide structure
needed for consistent programming.

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Understanding Developmentally Appropriate Practice 115
 Module 6: How Can Caregivers Implement
Developmentally Appropriate Practice Concepts
and Practices in a Professional Manner?
Learning Objectives:
• Participants will identify the personal and professional characteristics
of a quality caregiver for young children.
• Participants will explore the various roles commonly associated with
caregiving.
• Participants will develop a professional development plan to improve
caregiving skills.
• Participants will summarize the NAEYC guidelines for effective
teaching practices.

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Understanding Developmentally Appropriate Practice 116
 Activity: Represent Yourself as a Caregiver
If you were able to describe the “ultimate” caregiver, what
would he or she be like?
• Patience
• Ability to budget time
• Kindness
• Knowledge of child development and growth
• Playfulness
• Good health
• Resilience

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Understanding Developmentally Appropriate Practice 117
 Key Point
Everyday, caregivers take
on many roles from being
an observer in the
classroom to community
liaison.

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Understanding Developmentally Appropriate Practice 118
 Key Point
Being professional
increases the quality of
child care.

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Understanding Developmentally Appropriate Practice 119
You can access information about the staff credential here:
http://www.myflorida.com/childcare - Click “Training
Information” and then “Staff Credential.”

The T.E.A.C.H. Early Childhood Scholarship Program assists

caregivers in going back to school to continue education in child
care by providing scholarships & compensation.

You can access information about T.E.A.C.H. here:

http://www.thechildrensforum.com/

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Understanding Developmentally Appropriate Practice 120
 Each One-Teach One
Guidelines for Effective Teaching
Guideline Why is this guideline important?

Create a community Signed by:

Teach to enhance Signed by:

development and
learning
Plan curriculum to Signed by:
achieve identified goals
Assess children’s Signed by:
development
Establish relationships Signed by:
with families

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Understanding Developmentally Appropriate Practice 121
 Key Point
Professional caregivers
understand and value the
role they play in the lives of
young children.

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Understanding Developmentally Appropriate Practice 122
For more information visit the NAEYC website: http://www.naeyc.org/

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Understanding Developmentally Appropriate Practice 123
 Module 6 Summary
Module 6 introduced:

• The key elements that are fundamental to quality caregiving

practices
• The various roles commonly associated with caregiving.
• How to access professional development opportunities and
resources.
• What the NAEYC guidelines for effective teaching practices are.

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Understanding Developmentally Appropriate Practice 124