1. Georgia CTAE Resource Network Instructional Resources office July 2009
DIP vs. DAP
Georgia CTAE Resource Network
Instructional Resources office
July 2009

2. Question:
What do these stand for?
DIP DAP

3. DEVELOPMENTALLY APPROPRIATE PRACTICES
(DAP)

4. DIP OR DAP

5. DAP Rationale Children learn most effectively through concrete, play-oriented approach.
Age appropriate
Predictable sequence of stages used as a guideline
Individual appropriate
Each child is unique in personality, learning styles, and family background

6. DAP Curriculum
Activities should be concrete, relevant, and real.

7. DAP Activities cont’d
Programs provide for the needs of unusual skills and interests
Projects

8. DAP Curriculum Social Emotional Intellectual Physical experiences.
Should include:
Social
Emotional
Intellectual
Physical experiences.

9. DAP Curriculum cont’d
Children are evaluated according to their individual differences

10. DAP Curriculum cont’d
Multi cultural and Non sexist materials and equipment

11. DAP Play Activities Play should be child initiated child directed
teacher supported

12. DAP Learning is : An interactive process between Adults Child
Materials

13. DAP Learning takes place:
With creative, self-directed interaction with materials
Pictures, stories and tangible objects are appropriate learning aids
Variety of activities and materials to challenge child

14. DAP time schedule Time to explore as long as the child wants
Balance of rest and active movement throughout the day

15. DAP Atmosphere:
Children should be expected to actively participate

16. QUALITIES OF A DAP TEACHER
Responds quickly to each child’s needs
Adapts to different styles and abilities
Provides many opportunities to communicate
Facilitates successful completion of tasks

17. QUALITIES OF A DAP TEACHER
Alert to signs of stress
Knows appropriate stress reducing activities
Question: What could a teacher do to reduce stress?

18. QUALITIES OF A DAP TEACHER
BUILDS SELF ESTEEM
Respecting
Accepting
Comforting regardless of behavior

19. QUALITIES OF A DAP TEACHER
Facilitates development of self control
Allows for increasing independence as child acquires skills

20. TEACHER AND PARENTS
Parents share in any decisions made about the child
Teachers share knowledge with parents
Teachers share development information about child’s progress
Question: How might a teacher accomplish these things?

21. Evaluation Decisions made on more than one evaluation
Evaluation used to identify specific needs and risks
Each child should be placed according to developmental age

22. True/False
1. Integrated learning is appropriate since it matches the way children naturally experience the world.
2. Knowledge of the predictable patterns of growth in each domain is helpful in planning realistic curriculum goals.
3. Since development is predictable and even for every child, a teacher can assume that a child’s chronological age is a pretty good indicator of the child’s developmental maturity and abilities.
(T)
(T)
(F)

23. True/False cont’d
4. Children can reap the benefits of conscientious parents who read to them, help coach positive social skills, build intrinsic motivation and encourage motor and language development since early childhood represents a window of optimal opportunity for development in these areas.
5. Skipping firsthand knowledge and jumping right to typical school activities which involve symbolic representation will save time that might otherwise be wasted. For example, it’s best to teach young children a new math concept with examples done on the chalkboard followed by practice sheets, rather than wasting time having children work with math manipulative.
(T)
(F)

24. True/False cont’d
6. Sensitivity to culture on the part of a teacher basically involves being aware of the nationalities of the students enrolled in his/her classroom.
7. The constructivist perspective upon which DAP is based posits that children are active participants in making sense of their world. Therefore, instruction is most effective when it is attuned to the cognitive capacities and knowledge of the child.
(F)
(T)

25. True/False cont’d
8. Essentially, both a child’s environment and their genetic makeup contribute significantly to the child’s overall development.
Play is a waste of time in the school setting.
Learning activities that can be successfully achieved with effort, along with challenging tasks that adults can “scaffold,” keep children on the “growing edge” of knowledge.
(T)
(F)
(T)

26. True/False cont’d
11. Since children have diverse modalities, we should provide them with the opportunity to represent their knowledge exclusively in their preferred modality
12. Programs for children should provide adequate health, safety and nutrition along with access to more comprehensive services when necessary.
(T)
(T)