201-WK6-7-DAP.pptx DEVELOPMENTALY APPROPRIATE PRACTICES

201-WK6-7-DAP.pptx DEVELOPMENTALY APPROPRIATE PRACTICES

1. Topics: What is DAP and what isn’t 3 Components of DAP Stages of child development 9 types of intelligence Applying developmentally appropriate practice 10 Effective DAP Teaching Strategies The Role of Childcare Administrators

2. https://illumine.app/

3. CULTURAL AND SOCIAL CONTEXT AGE APPROPRIATE INDIVIDUAL APPROPRIATENESS INDIVIDUAL APPROPRIATENESS AGE APPROPRIATE

4. INDIVIDUAL APPROPRIATENESS CULTURAL AND SOCIAL CONTEXT AGE APPROPRIATE CULTURAL AND SOCIAL CONTEXT INDIVIDUAL APPROPRIATENESS

5. Applying developmentally appropriate practice https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/applying-developmentally-appropriate-practice

6. To effectively apply developmentally appropriate practices in teaching and make decisions about children's learning and development, a practitioner should:

7. Have a strong knowledge and understanding of child development. (What can you expect a child to do?) Know individual children. (What interests a child? What in their life may be affecting their learning?) Be knowledgeable about the cultural and social expectations of the community that the children live in. (What skills and characteristics are valued by the community or are needed to fit into the community?)

8. Be intentional in planning and practice. (Why do you do what you do?) Use effective teaching approaches and practices. (What are "best" practices? What regulations and standards must be met?) Scaffold children's learning. (What is the learning sequence for skills and concepts? How can you build on experiences?)

9. Use a variety of teaching methods. (What are the learning styles of the children? How can you present concepts for varied styles?) Recognize that approaches will vary and will change. (What works with your current group may not work with your next group or as the group grows. How can you change or adapt activities, the environment, and teaching?) Be a lifelong learner. (What inspires you? What do you want to know more about?)

10. An effective teacher or family child care provider chooses a strategy to fit a particular situation. It’s important to consider what the children already know and can do and the learning goals for the specific situation. By remaining flexible and observant, we can determine which strategy may be most effective. Often, if one strategy doesn’t work, another will. https://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategies

11. 10 Effective DAP Teaching Strategies https://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategies

12. 01 ACKNOWLEDGE what children do or say. Let children know what we have noticed through comments or by sitting nearby and observing. “Thanks for your help, Kavi.” “You found another way to show 5.”

13. 02 ENCOURAGE persistence and effort rather than just praising and evaluating what the child has done. “You’re thinking of lots of words to describe the dog in the story. Let’s keep going.

14. 03 GIVE SPECIFIC FEEDBACK rather than general comments “The beanbag didn’t get all the way to the hoop, so you might try throwing it harder.”

15. 04 MODEL attitudes, ways of approaching problems, and behavior toward others, show children rather than just tell them. “Hmm, that didn’t work and I need to think about why.” “ I;m sorry, Ben, I missed part of what you said. Please tell me again.”

16. 05 DEMONSTRATE the correct way to do something. This usually involves a procedure that needs to be done in a certain way.

17. 06 CREATE OR ADD CHALLENGES so that a task goes a bit beyond what the children can already do.

18. 07 MODEL attitudes, ways of approaching problems, and behavior toward others, show children rather than just tell them. “If you couldn’t talk to your partner, how else can you let him know what to do?”

19. 08 GIVE ASSISTANCE (such as cue or hint) to help children work on the edge of their current competence. “Can you think of word that rhymes with your name, Matt? How about bat.. Matt/bat?”

20. 09 PROVIDE INFORMATION directly giving children facts, verbal labels, and other information. “This one that looks like a big mouse with a short tall is called a vole”

21. 10 GIVE DIRECTIONS for children’s action or behavior. “Touch each block only once as you count them”

22. The Role of Childcare Administrators https://pressbooks.nscc.ca/eceservices/chapter/childcare-administrators/#content

23. A childcare program administrator is responsible for overseeing the operations and management of a childcare program or facility. Their primary role is to ensure that the program is running smoothly and effectively, providing a safe and nurturing environment for children.

24. Duties and Responsibilities The childcare program administrator is responsible for overseeing the day-to-day operations of the program. This includes ensuring that all aspects of the program are running smoothly and efficiently, such as scheduling, staffing, and resource management.

25. Policy Development and Implementation The administrator develops, implements, and enforces policies and procedures that govern the operation of the childcare program. They work closely with staff to establish guidelines for child safety, health, and well-being. This includes developing protocols for emergency situations, medication administration, and behaviour management

26. Curriculum Development: A critical responsibility of the administrator is the development and maintenance of a developmentally appropriate curriculum. They work with teachers and staff to create a well-rounded program that fosters the intellectual, social, emotional, and physical development of the children. This involves selecting appropriate learning materials, creating lesson plans, and implementing assessment strategies to monitor children’s progress.

27. Staff Supervision and Development The administrator is responsible for hiring, training, and supervising the teaching and support staff in the program. They provide leadership and guidance to the staff, setting performance expectations and conducting regular evaluations. The administrator supports professional development by identifying training needs, organizing relevant workshops or seminars, and providing resources for staff members to enhance their skills and knowledge.

28. Financial Management The administrator manages the financial aspects of the childcare program. This includes developing and overseeing the program’s budget, tracking expenses and revenues, and ensuring financial sustainability. They may set program fees, handle billing and invoicing, and manage payroll for staff members.

29. Parent Communication and Engagement Building strong relationships with parents and guardians is essential for the success of a childcare program. The administrator communicates regularly with parents, providing information about program activities, child development progress, and any concerns or issues that arise. They organize and conduct parent meetings, orientations, and conferences to facilitate effective communication and engagement.

30. Enrollment and Admissions The administrator manages the enrollment process, ensuring that all necessary paperwork and documentation are completed accurately and in a timely manner. They conduct tours and provide information to prospective parents, explaining program policies, curriculum, and fees. The administrator maintains enrollment records, monitors available spaces, and works closely with staff to ensure appropriate staffing ratios are maintained.

31. Program Evaluation and Continuous Improvement To ensure the quality and effectiveness of the childcare program, the administrator regularly assesses and evaluates its operations. They gather feedback from staff, parents, and stakeholders and use this information to make improvements and adjustments as needed. The administrator stays informed about current trends and research in early childhood education and incorporates best practices into the program.