Bailey Blacker

CHILD230

DAP Paper

What is DAP?

DAP is an acronym we use frequently in the Child Development field and it is truly vital

that professionals that work with children understand the ins-and-outs of what encompasses

DAP. DAP, or developmentally appropriate practice, can be complex for some to understand

because it embodies so many different components and ideas, but when broken down it just

makes sense. Essentially, developmentally appropriate practice is appreciating a child for who

they are and working to teach to their level (Copple, 2009). It’s meeting the child wherever they

are developmentally and then working with them to grow, learn, and achieve goals (Copple,

2009). These goals that are set should be challenging for the student and stretch them, but also be

achievable (Copple, 2009). In other words, DAP does not require the curriculum and content to

be made easier, but it also should not be too difficult or frustrating for the child (Copple, 2009).

The activities and curriculum should stretch the student just beyond their abilities so they can

build on what they already know to learn something new. A huge part of DAP is ensuring that

the practices and curriculum used by the teacher are appropriate for the age or developmental

level of the child, are culturally appropriate, and are also appropriate for the student as a unique

individual (Copple, 2009). A teacher should consider who her/his students are—what their

backgrounds are, where they live, what their families are like, etc. (Copple, 2009). Because of

this, developmentally appropriate teaching requires a teacher that is extremely involved. They

should understand how children develop, form a relationship with each of their students and get

to know them well, and plan activities and curriculum that is intentional and engaging (Copple,
2009). A teacher should understand that learning should involve all domains of development

such as emotional, physical, cognitive, and social and that these domains are all connected and

influence one another (Copple, 2009). When following appropriate teaching practices, the

teacher is able to see the whole child. They are able to teach to their level, build on what the

child already knows and push them to go a step beyond so that they learn and grow, all while be

striving to be encouraging and involved (Copple, 2009).

DAP Principle #1

I got a little excited when I read the scenario and realized that some of the children were

playing with a water table. One of the principles of DAP talks explicitly about how play is an

important way for children to learn self-regulation, language, cognition, and social competence

(Copple, 2009). We know from experience, observation, and the readings and lectures from this

week, that for children, play is so important because it is something that is necessary to their

growing, developing, and learning. Play is something that shapes a childhood and there are many

forms of play that each child does and should experience as they grow. Different types of play

influence different parts of a child’s development such as physical, emotional or social, and

cognitive growth. Beyond that, intentional, high-level play can help children to engage and learn

while participating in something that is entertaining and hands-on (Copple, 2009). A water table

is a fantastic way for children to learn while they play. They are able to play with cups, strainers,

bowls, spoons, and waterwheels that can help them to realize what sinks versus what objects

float, and learn about motion and water through hands-on experience. The scenario even

mentioned that one of the children had observed that he could make his waterwheel turn faster

with a bowl. This is evidence that the child is indeed learning and making observations as he
plays with water. Play can be such an impactful and useful tool for a teacher that is striving to

follow the ideas of DAP (Copple, 2009).

DAP Principle #2

Another portion of the scenario that I appreciated was how the teacher handled the

situation of the children fighting over the bowl. This aspect can fit into a variety of the principles

of DAP, but one that resonated with me was the idea that children learn and develop at different

rates. No child is the same and they will all act, react, and function differently depending on the

individual (Copple, 2009). The teacher was able to recognize that each of her students are

different. She listened to each of their recounts of what had happened and then reflected not only

the content of what the children had said to summarize, but also labeled some of their feelings

they had expressed. I especially liked how the teacher did not make Penny feel guilty or bad for

taking the bowl because she realized that children act differently. Instead, she validated her

feelings in saying that Penny wanted to try because it was exciting to see how fast the wheel

spun when Joshua poured the water from his bowl. She then asked how the situation could have

been handled differently. The teacher was present and guided the conversation, but she knew that

her students are all unique individuals, so she allowed them to come to a solution on their own.

She was able to see her students as individuals and where each of them was developmentally.

She not only used the moment as an opportunity for her students to learn, but an opportunity for

them to teach one another.

DAP Principle #3

One of the aspects of the scenario that I found most intriguing was how the children

resolved and shared the waterwheel. Another DAP principle states that children develop best

when they feel secure in their relationships with involved adults (Copple, 2009). They also thrive
when they are given moments to have positive experiences and interactions with their peers

(Copple, 2009). The teacher was involved in the conversation, but she allowed the children to

feel responsible for coming up with a solution to their problem. Her actions conveyed that she

not only respected the children’s opinions and choices, but she trusted them to make the right

decision. Though the children were fighting over the bowl initially, they were able to talk about

their emotions, find a resolution, practice asking for a turn, and continue playing together. The

teacher encouraged the students to play together and share so that they could interact. They were

able to work through their disagreement and have a positive experience of sharing with one

another and playing together at the water table.

Conclusion

As an individual who has been and will be involved with working closely with children, I

am grateful for the ideas of developmentally appropriate practice. It is something, that if done

right and integrated into activities, curriculum, and teaching can truly make all the difference for

a child.