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Developmentally Appropriate Practice

Developmentally appropriate practice focuses on meeting the needs of infants and toddlers through strengths-based and play-based learning. It is based on understanding child development and utilizing age-appropriate materials and experiences. For infants, responsive caregiving builds their sense of security, while mobile infants learn through exploration with caregiver interaction. Toddlers rapidly gain physical and cognitive skills through experimenting, language, and social engagement. High-quality care involves caring for all aspects of children's development.

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Jackson Ji
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172 views

Developmentally Appropriate Practice

Developmentally appropriate practice focuses on meeting the needs of infants and toddlers through strengths-based and play-based learning. It is based on understanding child development and utilizing age-appropriate materials and experiences. For infants, responsive caregiving builds their sense of security, while mobile infants learn through exploration with caregiver interaction. Toddlers rapidly gain physical and cognitive skills through experimenting, language, and social engagement. High-quality care involves caring for all aspects of children's development.

Uploaded by

Jackson Ji
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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DEVELOPMENTALLY

APPROPRIATE PRACTICE
IN THE INFANT AND TODDLER YEARS---AGES 0-3

Bingzheng Ji
• What is DAP?
• What Teachers Do? Index
• Infants and toddlers
• NAEYC defines “developmentally appropriate practice” as
methods that promote each child’s optimal development and
learning through a strengths-based, play-based approach to joyful,
engaged learning.
• Teaching to children’s:
• Ages
• Experiences

What is DAP?
• Capabilities
• Interests
• Based in knowledge of child development and learning
• Concept of “developmentally appropriate” focuses on:
• Age-related and individual human distinction
• Materials utilized
• Learning experiences
• Expectations for children
• Begins with a foundation of understanding child
development and learning styles
• Teachers need to
• Meet children where they are What Teachers
• Individually
• As a group
Do?
• Help each child attain challenging & achievable goals
• Young infants (birth to 9 months) seek security
• Mobile infants (8 to 18 months) eagerly engage in
exploration Infant & Toddlers
• Toddlers (16-36 months) continue to form their identity
• Babies are individuals with individual caregiving needs.
• Babies enter the world ready for relationships.
• They are masters at attracting and holding the attention of familiar,
responsive people by the time they are 3 months old.
• Babies delight in hearing language.
• Babies learn through movement.
• Babies learn best when they are alert and calm.
Young Infants
• In a group setting, young infants like to watch other babies and
older children, and they light yup when a friend smiles and coos at
them.
• Babies use their senses and emerging physical skills to learn about
the people and objects around them.
Example
• KEY: the infant care teacher’s responsive interactions help infants believe
the world is safe, interesting, and orderly---a place they understood and
can bring pleasure to them
• Morning Greeting
• Mobile infants thrive on exploration and interaction.
• Mobile infants are fascinated by the daily activities of the other
children and adults around them.
• Mobile infants find their peers very interesting.
• With mobile infants’ new physical, cognitive, social, and emotional
abilities come new discoveries and fears.
• Mobile infants express strong emotional ties to the adults they love,
and they are acutely aware of their vulnerability when their loved ones Mobile infants
are gone.
• As they play, theses young explorers can be totally absorbed.
• As they paly and use their new physical skills, mobile infants learn the
rudimentary rules of cause and effect.
• Using language helps mobile infants stay connected with their infant
care teachers oover small distance.
Example
• KEY: Mobile infant's new language, physical, and connive abilities may
have a profound effect on relationships between them and their primary
infant car teachers.
• Play a small truck
• Young toddlers are busy exploring the world from their new, upright point.
• Once toddlers master walking, their motor skills grow by leaps and bounds.
• Toddlers are especially intrigued with the daily activities they see adults
engage in and watch intently as grown-ups go about daily tasks of cooking ,
cleaning ,building, and fixing.
• Toddlers are fascinated by words.
• Toddlers love to hear stories about themselves and the people and things they
love.
Toddlers
• Through their experimentation with objects, language , and social
integrations, toddlers enter a new phase of cognitive growth.
• Toddlers’ social awareness is far more complex than that of infants.
• Even very young toddlers are capable of empathy and touching kindness in
their own ways.
Example
• Key: The toddler care teacher likely to be teacher, comforter, referee,
diaper changer, play mate, and storyteller– all in the course of a day.
• Quality time
THANK YOU FOR
WATCHING!

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