Anna Marlowe
September 26, 2022
(Developmentally Appropriate Practice)
Source: Bredekamp, Sue (ed.).(2009).Developmentally Appropriate Practice In Early Childhood
Programs (3rdEdition). Washington, D.C.: National Association for the Education of Young
Appropriate Practices
Teachers are systematic with
their assessment information
and use it to improve their
curriculum
Teachers recognize individual
needs and differences and
adapt their curriculum to
allow children to have
different experiences
Assessments are done within
the zone of proximal
development and designed to
provide scaffolding
Screening and other
appropriate assessments to
monitor any special needs
regularly and effectively
Assessments are done
multiple times in different
ways and over a span of time
to allow for growth
Teachers communicate
regularly and in detail about
children’s progress and
strengths
Teachers are open to new
perspectives and
ideas/parents’ choices or
families’ culture
Teachers use assessment
results to improve and adapt
their program to be the most
effective for each child
DAP Summary Sheet
Children.
Less Appropriate Practices Page #
Teachers only do the required 22
standardized tests at the same
time each school year
Teachers have children do 22
craft projects to hang on the
wall with specific steps and
pieces
Young children do 22
assessments on paper and
pencil silently
Assessments are done to 22
monitor and screen for needs
but there isn’t sufficient
communication between
teachers and parents.
Assessments are done one 44
time, without any follow up
Teachers communicate with 44
teachers about children’s
weaknesses
Teachers aren’t flexible or 45
open to a parent’s suggestions
to share their culture in the
classroom
Teachers don’t use 178
assessment results to change
curriculum to meet children’s
needs and expects the child to
change
Assessments are designed to
cover all domains (physical,
social/emotional, cognitive)
Teachers match assessments
in ways that support and
compliment the children’s
backgrounds, ages, and
developmental level
Teachers look at multiple
sources of information before
making big decisions that will
effect children’s education
Assessments only focus on 178
social skills (or other specific
content area)
Assessments used by teachers 251
are biased and assuming
Teachers make big decisions 321
about children’s education
purely based off their own
opinion.