DEVELOPMENTALLY
APPROPRIATE
PRACTICES
Infants/Toddlers
THE 7 IRREDUCIBLE NEEDS OF CHILDREN
1.
Ongoing nurturing relationships
2.
Physical protection, safety and regulation
3.
Experiences tailored to individual differences
4.
Developmentally appropriate experiences
5.
Limit setting, structure, and expectations
6.
Stable, supportive communities and cultural continuity
7.
Protecting the future
WHAT IS DAP?
DAP
Choices
Knowledge
Needs
Cognitive
Social and
Emotional
Adaptive
Physical
Communicative
WHAT DO INFANTS DO?
See
Watch
Look
Inspect
Hear
Listen
Smell
Taste
Feel
Touch
Mouth
Reach for
Hold
Squeeze
Pinch
Drop
Shake
Bang
Turn
Rock
Babble
React to others
Eat
Knock away
Lift their head
Sit up
Pull up
Crawl to, in, out
Creep
Tear
Swing
Coo
Imitate sounds
Clap
Reach out
Grasp
PHYSICAL ENVIRONMENT FOR INFANTS
 Should nurture
 Trust
 Attachment
 Mobility
 Should be safe!
 Appropriate Materials
SOCIAL/EMOTIONAL ENVIRONMENT FOR
INFANTS
 Issues in infancy:





Attachment
Trust
Separation Anxiety/Stranger Anxiety
Emotional Responsiveness
Spoiling
 Appropriate Interaction Techniques





Respect
Sensitivity of responsiveness
Close physical contact
Repetition and consistency
Recognition of limitations
PRINCIPLES OF COGNITIVE
DEVELOPMENT FOR INFANTS
1. Relationships come first.
2. Learning comes through interaction.
3. Learning is sensorimotor.
4. Learning is playful.
5. Learning involves repetition.
6. Learning follows a sequence.
7. Learning is unique to the learner.
8. Infants take the lead.
9. Caregivers provide the world.
10. Learning demands communication. .
COGNITIVE DEVELOPMENT FOR INFANTS
Sensorimotor
Reflexive Schemes
Primary Circular
Reactions
Secondary Circular
Reactions
Coordination of
Secondary Circular
Reactions
Tertiary Circular
Reactions
Mental Representations
LANGUAGE DEVELOPMENT FOR INFANTS
Skinner
Chomsky
Vygotsky
WHAT DO TODDLERS DO?
Walk
Run
Protest
Climb
Explore
Manipulate objects
Dump objects
Drop Objects
Pull objects apart
Throw objects
Stare
Talk
PHYSICAL ENVIRONMENTS FOR
TODDLERS
 Toddler environments must allow opportunities for:






Autonomy
Separateness
Movement
Self-Help
Sensorimotor Exploration
Safety
SOCIAL EMOTIONAL ENVIRONMENTS FOR
TODDLERS
 Issues in Toddlerhood:







Autonomy
Negativism/Resistance
Separation
Egocentric Behavior with peers
Social Learning
Emotional Responsiveness
Positive Guidance for toddlers
 Appropriate Interaction Techniques





Fostering autonomy
Respond to resistance and negativism
Help with Separation
Foster emotional development
Developmentally appropriate guidance
PRINCIPLES FOR TEACHING TODDLERS
1.
2.
3.
4.
5.
6.
Environment is EVERY THING.
Curriculum is Materials.
Toddlers initiate.
Adults observe.
Adults scaf fold.
Adults as play partners.
COGNITIVE DEVELOPMENT FOR
TODDLERS
Sensorimotor
Reflexive Schemes
Primary Circular
Reactions
Secondary Circular
Reactions
Coordination of
Secondary Circular
Reactions
Tertiary Circular
Reactions
Mental Representations
PRINCIPLES OF TEACHING LANGUAGE TO
TODDLERS
1. Teachers
2. Teachers
3. Teachers
4. Teachers
5. Teachers
6. Teachers
7. Teachers
8. Teachers
9. Teachers
10. Teachers
respond.
model.
simplify.
expand.
link words with actions and experiences.
correct indirectly.
encourage speech.
talk face to face.
sing, recite, and play games
read books.
DAP
One-Size
Fits All