Subject: FERCE–Foundation of Early Childhood Education Instructor: Mrs.

France Bejosa
Week __: Task Due Date:
Course & Section: ED-ELEM 301
Day & Time:
Topic/s: DEVELOPMENTALLY APPROPRIATE PRACTICES (DAP) for Early
Childhood

GROUP 5

1. Leader: Abaya, Jaeham Marie C.

2. Assistant Leader: Mier, Nidalie
Members:
3. Aganan, Sheila Mae B.
4. Borneo, Rica Mae
5. Rodavia, Myca
6. Sanchez, Honey Joy

Group Task

Part 1

1. What does the phrase “developmentally appropriate practices” (DAP) mean?

✔ “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. Educators implement
developmentally appropriate practice by recognizing the multiple assets
all young children bring to the early learning program as unique
individuals and as members of families and communities. Building on
each child’s strengths—and taking care to not harm any aspect of each
child’s physical, cognitive, social, or emotional well-being—educators
design and implement learning environments to help all children achieve
their full potential across all domains of development and across all
content areas. Developmentally appropriate practice recognizes and
supports each individual as a valued member of the learning community.
As a result, to be developmentally appropriate, practices must also be
culturally, linguistically, and ability appropriate for each child.

2. Why are developmentally appropriate practices better for children?

✔ DAP helps you think about children as individuals and how they make
progress and growth in their own time. It helps educators think about
matching activities and lessons to a particular child's interest and
 developmental needs. Also, DAP is based on the idea that children learn
best when actively engaged in their learning environment. DAP
practitioners promote child development and knowledge through active
learning more so than through passive receipt of information.

3. List 10 things you would see in a developmentally appropriate classroom for young
children:
✔ Age-appropriate materials and toys: Toys and learning materials that are
suitable for the specific age group, promoting age-appropriate skill
development.
✔ Child-sized furniture: Small chairs and tables, as well as low shelves and
hooks for coats and backpacks, to accommodate young children's needs.
✔ Varied learning centers: Different areas for various activities, such as
reading corners, art stations, and play areas, to support a range of
developmental skills.
✔ Visual schedules: Visual aids or schedules that help children understand
the daily routine and transitions.
✔ Safety measures: Childproofing, secure storage for potentially hazardous
items, and clear safety guidelines to ensure a safe learning environment.
✔ Child-directed play: Opportunities for free play and exploration, allowing
children to make choices and develop creativity.
✔ Responsive teachers: Teachers who observe and respond to individual
children's needs, providing guidance and support as necessary.
✔ Social interaction opportunities: Activities and games that encourage
social interaction, cooperation, and communication among peers.
✔ Sensory experiences: Materials and activities that engage the senses,
such as sand and water tables, sensory bins, and art supplies.
✔ Developmentally appropriate curriculum: A curriculum that aligns with
the children's developmental stages and focuses on key areas like
language, cognitive, motor, and social-emotional development.

4. List 5 things you wouldn’t see in a developmentally appropriate classroom.

✔ Children who are not suitable for their age or stage of growth are not
exposed to material, activities, or subject in developmentally appropriate
classrooms. This includes materials that are too difficult or distressing for
 young learners, such as inappropriate for age books, movies, or
conversations.

✔ Every student develops at their own pace, which is recognized in classrooms

that are developmentally appropriate. You wouldn't find a firm standard
curriculum that demands that every student reach each milestone at the
same time. Instead, there is flexibility for adjusting for differences in ways of
learning and processes among individuals.

✔ Instead of focusing on challenging assessments, these schools place a

priority on learning using play, exploration, and hands-on activities. There
wouldn't be an excessive amount of standardized tests or teaching that was
entirely focused on test preparation.

✔ Teachers in developmentally suitable classrooms are aware that engaged,

hands-on learning during class time, rather than being overworked, benefits
young children more. As a result, young kids aren't often given a sufficient
amount of schoolwork.

✔ Within acceptable limits, freedom of choice and autonomy are supported in

developmentally appropriate classrooms. A tough, centered around teachers
setting where students have little input in their educational experiences is
uncommon. Instead, you would discover chances for kids to exercise their
freedom of choice inside a set of rules.

Part 2
Create a Developmentally Appropriate Schedule (DAP) for the following levels:
Infant class, Toddlers Class, Nursery Class & Kindergarten Class.

Note: Schedule should be according to the Philippine urban (city) or province

(rural) context.
✔ Infant Class

✔ Nursery Class

✔ Toddlers Class
✔ Kindergarten Class