Abstract:

Developmentally appropriate practice (DAP) is a collection of strategies and guidelines for best practices in the education of young children (NAEYC, 2009). DAP addresses the needs of the whole child with regard to cognitive, social/emotional and physical development. In addition, DAP considers the needs of the individual child, the age/stage of each child and social and cultural factors that may influence each child. DAP environments are adaptable, use modeling as a key strategy in teaching, integrate curriculum with various content areas, allow children choice in the classroom and incorporate play as the primary instructional method. In a DAP classroom, the teacher employs authentic assessment which continuously monitors the physical environment, the emotional environment and children’s cognitive gains. DAP also outlines educational effectiveness of research-based techniques that impact the students’ overall development and learning. Research indicates that consistent and comprehensive high quality experiences ensure all students, of all learning styles and backgrounds have the opportunity to learn. It is essential that children continue experiencing high quality and DAP programs throughout their education, in order to retain lasting benefits (Rathbun, West & Hausken, 2004).

The first education courses taken by preservice teachers serve as the key foundation to their own progress, growth and beliefs (Kim, 2011). The knowledge and skill development of preservice teachers built through DAP higher education experiences will transfer into their own philosophies and abilities to teach young children. Like children, preservice teachers’ learning is supported through experiential, project-based, high impact activities. Using developmentally appropriate practice in the collegiate classroom provides authentic experiences for preservice teachers that have a greater impact on their professional abilities. When course designs and teaching strategies include multiple learning styles, differentiated instruction and integrated, collaborative projects, preservice teachers personally experience the meeting of individual needs.

During the redesign of the early childhood courses in a major metropolitan university’s urban education program, DAP and National Association for the Education of Young Children (NAEYC) principles were used as a model. The four courses were reorganized, addressing the needs of preservice teachers’ comprehensive development considering age/stage of students, individual differences and social/cultural attitudes. All classes now implement expeditionary learning, use varied instructional strategies and include high impact experiences to meet course goals. Professors focus on the integration of modeling through DAP classroom environment, assignment design and authentic assessment using modeling, service learning and collaboration. Considerations in continuing the use of this model for course design include evidence that this approach to teaching higher education early childhood courses improves developmental knowledge and supports appropriate instructional strategy choices and interactions. This approach also strengthens emotional connections to the profession, reinforces the impact of collaboration with colleagues and increases the likelihood of transfer of knowledge to the preservice teachers’ future early childhood classrooms.

Keywords:

Developmentally Appropriate Practices, Preservice Teachers, Expeditionary learning, Modeling.