What early childhood educators know about developmentally appropriate practice

The National Association for the Education of Young Children recently revised its Developmentally Appropriate Practice (DAP), the standard for early childhood care and education. Josh Thompson and Zlata Stanković-Ramirez explore how DAP has evolved over time and what guidance it provides early childhood educators regarding the interaction between typical waves of child development, children’s individual characteristics, and social and cultural context.

Developmentally appropriate practices on knowledge skills for contributing child’s intelligences of receptive language skills in appropriate and inappropriate early childhoods

To investigate the variables correlation analysis research method for assessing the caregivers’ perceptions in two groups including dependent and independent variables to correlate the measuring of early childhoods. Typically, in correlated data, for jointly normally distributed data with relevant outliers that can use a correlation as a measure of a monotonic association. Designing the 65-paired samples for the Thai Model of early detection and intervention of children as the health care system guidelines from 26-CUPs have compared. Using the DSPM divided into 65-appropriate and 65-inappropriate development early childhoods for every 13 CUPS that depends on talented children. Selecting the Receptive Language (RL) skills identified in contributing growth relative factors with four research instruments: the EPRLS, PRLF, CNRLF, and CMRLF are valid and reliable significantly. Comparisons of the appropriate and inappropriate early childhoods are differences ( < .05), the intercorrelation circumflex nature analysis (p < .05), positively. The R2 values show that 26% and 55% of the variance in training caregivers’ factor skills on the PRLF, CNRLF, and CMRLF to the EPRLS in inappropriate and appropriate early childhoods, respectively. Developmentally Appropriate Practice is a perspective in a child’s development: social, emotional, physical, and cognitive-based on the child’s cultural background: community, family history, and family structure.

Game Development is Developmentally Appropriate Practice (Developmentally Appropriate) Practice Based Education for Elementary School Children

This study aims to: The purpose of this study is to develop games in physical education subjects in schools based on DAP (Developmentally Appropriate Practice). Then in this study will produce a product in the form of a game module with the concept of DAP (Developmentally Appropriate Practice) for basic locomotor movements. This type of research is development research based on the Borg and Gall model. The trial subjects consisted of material experts, game experts, and physical education teachers at the Imanuel Medan Elementary School and Methodist 1 Medan. The first stage of this model is the needs research stage, followed by the design stage, and the third stage is development and implementation. In this stage, all stages involve an evaluation and revision process. The assessment of the material expert is 89%, the game expert is 90.8%, and the results of the evaluation of the sports teacher in the first stage is 73.8%, and the second stage is 86%. Results The results of the product assessment have increased with a significant difference of 12.2%. This shows that the product developed on locomotor motion material through game development based on DAP (Developmentally Appropriate Practice) is feasible to be used in the implementation of learning.

Developmentally Appropriate Practice and Music Education in the Primary School

Developmentally Appropriate Practice (DAP) is an educational approach which refers to teaching strategies that consider children’s age, interests, abilities and experiences to help them achieve challenging and achievable goals. The approach which hinges on three pillars: age, individual and culture has gained popularity in countries such as the United States of America, Taiwan and South Korea. DAP underpins National Association for Music Education (NAfME) beliefs about young children’s developmentally and individually appropriate musical experiences. The aim of this paper is to present an overview of the relationship between DAP and music education in primary schools. The discussions centred around the following themes: Children’s musical potential, children’s unique interests and abilities, children’s play, an exemplary musical sound, activities and material, performance goals, diverse learning environment, effective adult role models, and a pleasant physical and social environment. It is suggested that training workshops should be organised for teachers for effective integration of DAP in the classroom to optimise children’s learning in music. Inclusion of DAP as a theme for study in the music curriculum content in the Universities and Colleges of Education in Ghana for the preparation of primary school teachers is also recommended. Carrying out a real classroom study through observations, questionnaires or interviews is recommended for future researches on related subjects.

Recognizing the Centrality of Cultural Diversity and Racial Equity: Beginning a Discussion and Critical Reflection on Developmentally Appropriate Practice

Recognizing the Centrality of Cultural Diversity and Racial Equity: Beginning a Discussion and Critical Reflection on Developmentally Appropriate Practice

Game Development on Dap Based Physical Education Study (Developmentally Appropriate Practice) for Basic School Children

This study aims to develop games in physical education subjects in schools based on DAP (Developmentally Appropriate Practice). Then in this research will produce a product in the form of a game module with the concept of DAP (Developmentally Appropriate Practice) for basic locomotor motion. This type of research is development research based on the Borg and Gall Model. The trial subjects consisted of material experts, game experts, and Physical Education teachers at Imanuel Medan and Methodist 1 Medan elementary schools. The first stage of this model is the needs research stage, followed by the design stage and the third stage is development and implementation. In this stage all stages involve an evaluation and revision process. Material expert judgment is 89%, for game experts by 90.8% and the results of the sports teacher assessment at stage I was 73.8% and at stage II was 86%. Results The results of product appraisal have increased with a difference of significance of 12.2%. This shows that the product developed on locomotor motion through game development based on DAP (Developmentally Appropriate Practice) is appropriate for use in the implementation of learning.