Developmentally Appropriate Practices

Developmentally Appropriate Activities (DAP)

Content Knowledge

NAEYC Standard 5a: Understanding content knowledge and resources in academic disciplines; language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies

CEC Standard 3.2: Beginning special education professionals understand and use specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

MEC SOE Standard 1.1: Understands liberal arts and sciences content (the what of various disciplines), concepts (the generalizations about content), and the modes and methods of inquiry (the how of various disciplines). 

INTASC Principle 1: Content and Pedagogical Knowledge -The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students

CAEP Standard 2: Candidates demonstrate and apply understandings of major concepts, skills, and practices, as they interpret disciplinary curricular standards and related expectations within and across literacy, mathematics, science, and social studies.

Child Development

NAEYC 1a: demonstrates knowledge and understanding of young children’s characteristics and needs

NAEYC Standard 1b: Knowing and understanding the multiple influences on early development and learning. 

CEC Standard 1.0: Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.

MEC SOE Standard 1.9: Understands child development, characteristics, and needs.

INTASC Principle 2: Knowledge of the Learner - The candidate understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development. 

INTASC Principle 3: Inclusive Practice -The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners

CAEP Standard 1a: Candidates use their understanding of how children grow, develop and learn to plan and implement developmentally appropriate and challenging learning experiences within environments that take into account the individual strengths and needs of children.

Integrating & Applying Knowledge for Instruction

NAEYC 4b: demonstrates the effectiveness of strategies and tools incorporating technology in a meaningful way

NAEYC Standard 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

CEC: Standard 5.0: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies6 to advance learning of individuals with exceptionalities.

CAEP Standard 4a: Candidates use a variety of instructional practices that support the learning of every child.

MEC SOE Standard 1.5:  Demonstrates understanding of how best to teach what they know about disciplinary content, curriculum, practices and strategies for learning, and how to apply appropriate assessment devices.

Planning with an Understanding of Family and Community Connection

NAEYC 2a: Knowing about and understanding diverse family and community characteristics

NAEYC 2c: Involving families and communities in their children’s development and learning

CEC ECSE 6.3: Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.

CEC Standard 1.1: Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.

CEC 5.1: Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.

CAEP 1b: Candidates use their understanding of individual differences and diverse families, cultures, and communities to plan and implement inclusive learning experiences and environments that build on children’s strengths and address their individual needs.

Critical Thinking, Problem Solving & Reflective Practice

CEC ECSE 3.2: demonstrates planning and evaluating developmentally appropriate curriculum and makes adaptations

CEC ECSE 3.3: demonstrates the ability to modify general and specialized curricula to make it accessible to individuals with exceptionalities

NAEYC 6d: Integrating knowledgeable, reflective, and critical perspectives on early education

CAEP: 5.b Candidates design and implement professional learning activities based on ongoing analysis of student learning; self-reflection; professional standards, research and contemporary practices; and standards of ethical professional practice.

Standards

Exemplary:

SCORE 4

Grade Range: A-/A

(90-100)

Competent:

SCORE 3

Grade Range: B-/B/B+

(80-89)

Emerging:

SCORE 2

Grade Range: C/C+

(70-79)

Unsatisfactory: 

SCORE 1

Grade Range: D/F  

(60-69)

Content Knowledge

NAEYC Standard 5a

CEC Standard 3.2

MEC SOE Standard 1.1

INTASC Standard 1

CAEP Standard 2

Both general and special education activities are identified and the activities detailed match the content areas and are well defined. Content area activities are aligned to Gardner’s intelligences (All nine intelligences are represented across content areas in an interdisciplinary manner e.g. Linguistic intelligence activities for math content area)

Candidate demonstrates a great capacity to choose several activities or materials that facilitate playfulness. Modifications are specified for several characteristics associated with an exceptional condition. Characteristics were specifically identified

Both general and special education activities are identified and the activities detailed match content areas and are well defined. Content area activities are aligned to some of Gardner’s intelligences.

Candidate demonstrates some capacity to choose activities or materials that facilitate playfulness in only two to three activities

Modifications are specified for two characteristics associated with an exceptional condition. Characteristics are specifically identified

Either general or special education activities are identified and activities detailed match the content areas and are well defined. Few content area activities are aligned to Gardner’s intelligences. Candidate demonstrates a limited capacity to choose activities or materials that generate playfulness. Only one activity facilitated playfulness

Modifications are specified for one characteristic associated with an exceptional condition. Characteristics are not specifically identified.

Neither general nor special education content area activities are identified.

Candidate does not demonstrate that he/she can choose activities or materials that generate playfulness

Modifications are not specific to an exceptional condition and characteristics are not identified.

Child Development

NAEYC Standard 1a

NAEYC Standard 1b

CEC Standard 1.0

MEC SOE Standard 1.9:

INTASC Principle 2

INTASC Principle 3

CAEP Standard 1a

Candidates matched learning experiences to the characteristics of young children using at least 4 criteria in accordance with multiple developmental domains (physical, cognitive, emotional, social, language…) and connect to at least three sources (class reading and professional sources).

The modifications made demonstrate in depth understanding of an exceptional condition. All activities are developmentally appropriate.

Candidates matched learning experiences to the characteristics of young children using 3 criteria in accordance with developmental domains (physical, cognitive, emotional, social, language…) and connect to at least two professional sources. The modifications made demonstrate a competent understanding of an exceptional condition and are developmentally appropriate.

Candidates matched learning experiences to the characteristics of young children using 2 criteria in accordance with developmental domains physical, cognitive, emotional, social, language…) and connect to at least one professional source. The modifications made demonstrate an emerging understanding of an exceptional condition and few activities are developmentally appropriate in terms of physical, social, emotional and cognitive dimensions.

Candidates matched learning experiences to only 1 criterion in accordance with developmental domains physical, cognitive, emotional, social, language…) Explanations are not related to the task.

The modifications made are not matched to the developmental stage of the child in terms of any aspect of development (physical, emotional etc.)

Integrating & Applying Knowledge for Instruction

NAEYC Standard 4b

NAEYC Standard 4c

CEC Standard 5.0

CAEP Standard 4a

MEC SOE Standard 1.5 

A wide variety of pedagogical strategies are used across content areas. Candidates evaluation of developmentally appropriate practices is coherent, clear and extensive. Examples are related to all aspects of development (physical, social/emotional cognitive…)

Five or more technology sites are included and explanations of all pedagogical strategies are clearly explained

Many strategies are used across content areas. Candidates evaluation of developmentally appropriate practices is coherent and clear but examples provided may not be aligned with all aspects of development (physical, social/emotional cognitive…)

Two –four technology sites are included and explanations of all pedagogical strategies are clearly explained.

Few strategies are used across content areas. Candidates evaluation of developmentally appropriate practices is coherent but some examples do not fit the explanations or developmental domains.

One technology site is included and explanations of pedagogical strategies are explained.

The same instructional strategy is used across content areas.

Candidates evaluation of developmentally appropriate practices is not coherent or clear.

No technology sites are included. Pedagogical strategy not explained.

Planning with an Understanding of Family and Community Connection

NAEYC 2a

NAEYC 2c

CEC ECSE 6.3

CEC Standard 1.1 CEC 5.1

CAEP 1b

Several activities across the curriculum reference and are based on diverse family and community characteristics.

Candidate includes at least three activities in which families could participate in a respectful, reciprocal manner. Steps in executing activities are clearly explained and household items are incorporated.

Some activities across the curriculum reference and are based on diverse family and community characteristics

Candidate includes at least two activities that families could participate in a respectful, reciprocal manner. Steps in executing activities are clearly explained and household items are incorporated.

Few activities across the curriculum reference and is based on diverse family and community characteristics.

Candidate includes at least one activity that families could participate in a respectful, reciprocal manner. Steps in executing the activity is explained and household items are incorporated.

No activities across the curriculum reference or are based on diverse family and community characteristics

Candidate did not include activities that families could participate in a respectful, reciprocal manner. Household items not incorporated

Critical Thinking, Problem Solving & Reflective Practice

CEC ECSE 3.2

CEC ECSE 3.3 NAEYC 6d

CAEP 5b

Candidate includes reflections from at least three critical perspectives to explain the inclusion of particular activities stating a clear rationale from these perspectives (content , pedagogy and cultural/family/or community)

Candidate includes reflections from two critical perspective to explain the inclusion of particular activities stating a clear rationale from these two perspectives (content, pedagogy and cultural/family/or community)

Candidate only includes reflections from one critical perspective to explain the inclusion of particular activities stating a clear rationale from this perspective (content, pedagogy and cultural/family/or community)

Candidate does not include reflections from a critical perspective to explain the inclusion of particular activities or state a rationale from perspectives of content, pedagogy and cultural/family/or community