Program Description

 

WHAT IS DEVELOPMENTALLY APPROPRIATE PRACTICE?

 

OVERVIEW

Developmentally appropriate practice, often shortened to DAP (sometimes also referred to as Progressive Curriculum), is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.

 

DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.

 

 

3 CORE CONSIDERATIONS OF DAP

1. Knowing about child development and learning.
Knowing what is typical at each age and stage of early development is crucial. This knowledge, based on research, helps us decide which experiences are best for children’s learning and development. 

 

2. Knowing what is individually appropriate.
What we learn about specific children helps us teach and care for each child as an individual. By continually observing children’s play and interaction with the physical environment and others, we learn about each child’s interests, abilities, and developmental progress.

 

3. Knowing what is culturally important.
We must make an effort to get to know the children’s families and learn about the values, expectations, and factors that shape their lives at home and in their communities. This background information helps us provide meaningful, relevant, and respectful learning experiences for each child and family.

 

Information taken from NAEYC website.

 

WHAT IS AN INTEGRATED CURRICULUM?

 

An integrated curriculum means that instead of teaching the content areas (Reading, Language, Math, etc.) separately, they are combined in order to make learning more meaningful for children.

 

For example, concepts and skills in reading math, social awareness, language and science can be taught and assessed in one cooking activity. It is a natural and real situation that makes more sense to learn: why and how to read words and directions (Reading), measure ingredients (math), talk about procedures and sequencing (Language), investigate the different changes in matter (Science), and know how to take turns (social and emotional competence).

 

Remember, children learn differently from adults. Their learning is not “compartmentalized” into isolated subjects, but rather, it occurs best when they have experiences where they can “get a hook” or make a connection to a new skill or concept.

 

At GPP we have monthly themes like “I Am Special” and “Our Heritage”, and the concepts and skills from different subjects usually revolve around these themes. In making learning relevant for children, their understanding becomes deeper and their knowledge base broader.