|
- Developmentally Appropriate Practice | NAEYC
The DAP framework is grounded both in the research on child development and learning and in knowledge about educational effectiveness and promotes young children’s optimal learning and development
- DAP: Defining Developmentally Appropriate Practice - NAEYC
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
- For Educators | NAEYC
For Educators The fourth edition of the developmentally appropriate practice (DAP) position statement and book reflect new research that underscores the importance of social, cultural, and historical contexts of development and elevates the need for active engagement through play, exploration, and inquiry in ways that support the whole child
- DAP: Purpose - NAEYC
This position statement, one of five foundational documents developed by NAEYC in collaboration with the early childhood profession to advance high-quality early learning for all young children, defines DAP
- DAP with Preschoolers - NAEYC
DAP with Preschoolers, Ages 3-5 Preschool children learn best when they have positive and caring relationships with adults and other children; when they receive carefully planned, intentional guidance and assistance; and when they can safely encounter and explore many interesting things in their environment
- Core Considerations to Inform Decision Making | NAEYC
Developmentally appropriate practice requires early childhood educators to seek out and gain knowledge and understanding using three core considerations: commonality, individuality, and experiences
- Developmentally Appropriate Practice (DAP) Position Statement
This statement’s primary focus is on the decisions early childhood educators make that result in developmentally appropriate practice
- Which DAP Resource Is for Me? | NAEYC
The fourth edition of the developmentally appropriate practice (DAP) position statement and book reflect new research that underscores the importance of social, cultural, and historical contexts of development and elevates the need for active engagement through play, exploration, and inquiry in ways that support the whole child
|
|
|