Developmentally Appropriate Practice
![](https://earlyeducatorsupport.charlotte.edu/wp-content/uploads/sites/743/2023/09/DPA-300x274.png)
NAEYC DAP
- DAP: Defining Developmentally Appropriate Practice (NAEYC Webpage)
- 3 Core Considerations of DAP (NAEYC Webpage)
- 10 Effective DAP Teaching Strategies (NAEYC Webpage)
- 20 Questions for Teachers: A DAP Checklist (NAEYC Webpage)
- DAP with Preschoolers (NAEYC Webpage)
- Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (NAEYC Position Statement)
- Explaining Developmentally Appropriate Practice to Families (Article)
- North Carolina Early Learning and Development Progressions-Birth to Five
- Mastery Motivation: Persistence and Problem Solving in Preschool (Article)
- Whatever Happened To Developmentally Appropriate Practice in Early Literacy? (Article)
Authentic Feedback
- “Good Job” Alternatives (NAEYC Webpage)
- Giving Children Authentic and Specific Praise and Feedback (Webpage)
- 25 Alternatives to “Good Job” (Article)
- Behavior-Specific Praise in the Classroom (Article)
- Encouragement is More Effective Than Praise in Guiding Children’s Behavior (Article)
- Encouragement vs Praise for Teachers (Article)
Classroom Setup Resources
![](https://earlyeducatorsupport.charlotte.edu/wp-content/uploads/sites/743/2023/09/1_0.png)
Curriculum and Instruction
- Calendar Time for Young Children: Good Intentions Gone Awry (NAEYC Webpage)
- Bring the World to Your Classroom (UNC-TV and PBS)
- Helping Others Understand Academic Rigor in Teachers’ Developmentally Appropriate Practices) (Webpage- NAEYC)
Arts
- The art of creating: Why art is important for early childhood development (Webpage MSU)
- Benefits of the Arts in Early Childhood Development (Webpage -ECC Jamaica)
- Creative Art Helps Children Develop across Many Domains (Webpage USDA Cooperative Extension)
- The Making of an Art Museum: A Preschool Project (NAEYC -Webpage)
- Look out Below (and Above)! Challenging Adult Understandings of Displaying Young Children’s Artwork (PDF Contemporary Issues in Early Childhood)
Early Math Concepts
- Making Math More Meaningful for Young Children (NAEYC -Webpage)
- Playful Math Instruction in the Context of Standards and Accountability (NAEYC -Webpage)
- Make Math Meaningful for Diverse Learners (Article)
- Strategies for Teachers Developing Strategies for Mathematics in Early Childhood Education (Article)
- Mathematical Problem Solving in the Early Years (Article)
- Mathematical Problem Solving in the Early Years: Developing Opportunities, Strategies and Confidence (Article)
![](https://earlyeducatorsupport.charlotte.edu/wp-content/uploads/sites/743/2023/09/Math.png)
Children were given a random assortment of items to sort. As children’s understanding of graphing grew, some children began to draw their own graphs.
![](https://earlyeducatorsupport.charlotte.edu/wp-content/uploads/sites/743/2023/09/shoe.png)
Paper rulers were taped to incline blocks for children to measure their feet for the class shoe store.
Environment
- Building Friendships in Preschool (PDF HighScope)
- Helping Children Play and Learn Together (NAEYC -Webpage)
- North Carolina Guide for the Early Years (PDF – NC.GOV
- Play and the Learning Environment
Intentional Teaching
- Making Sense of ‘Intentional Teaching‘ (Article)
- Think before you (inter)act: What it means to be an intentional teacher (Article)
- Observing, Planning, Guiding: How an Intentional Teacher Meets Standards through Play (NAEYC Webpage)
![](https://earlyeducatorsupport.charlotte.edu/wp-content/uploads/sites/743/2023/09/open-ended-questions-300x339.jpg)
Open-ended questions posted on teacher eye-level in the classroom.
Language & Literacy
- Whatever Happened To Developmentally Appropriate Practice in Early Literacy? (Article)
- What to Look for in a High-Quality, Literacy-Rich, Inclusive Pre-Kindergarten and Kindergarten Learning Environment (Pamphlet NCDPI)
- Creating Print-Rich Learning Centers (PDF NAEYC)
- The Essentials of Early Literacy Instruction (Article)
- Literacy in All Interest Areas
- Learning to Read and Write: DAP for Young Children (NAEYC Joint Position Statement)
- Talking With Young Children: How Teachers Encourage Learning
- Promoting Preschoolers’ Emergent Writing (NAEYC)
![](https://earlyeducatorsupport.charlotte.edu/wp-content/uploads/sites/743/2023/09/reading.png)
One child is reading a favorite story to a friend, pretending to the be the “Teacher”.
![](https://earlyeducatorsupport.charlotte.edu/wp-content/uploads/sites/743/2023/09/reading-2.png)
Children used props to act out and retell the story of the 3 Little Pigs
Promoting Open-Ended Questions
- Big Questions for Young Minds: Extending Children’s Thinking (Webinar NAEYC)
- Moving Beyond Who, What, When, Where, and Why: Using Bloom’s Taxonomy Questioning to Extend Preschoolers’ Thinking (NAEYC Webpage)
- Talk, Read and Sing Together Every Day! (Article)
- How Planning and Reflection Develop Young Children’s Thinking Skills (Article)
- Tools to Enhance Young Children’s Thinking (Article)
- Conversations with Children! Questions that Spark Conversations and Deepen Understanding (NAEYC Website)
- Open-Ended Questions to Help Children Think (PDF Georgia PreK)
- How to Use Open-ended Questions in the Early Years (Webpage)
Science
- Science in the Preschool Classroom Capitalizing on Children’s Fascination with the Everyday World to Foster Language and Literacy Development (Article)
- Promoting the Development of Scientific Thinking (Article)
- Look, Listen, Learn. Where Does the Rain Go? Considering the Teacher’s Role in Children’s Discoveries (NAEYC Webpage)
- Childhood in the Garden: A Place to Encounter Natural and Social Diversity (Article)
- How to Create a Forest Classroom Experience (NAEYC Webpage)
- Connecting our Nature Walks to the Classroom (NAEYC Webpage)
- How to Celebrate Earth Day (Scholastic Webpage)
![](https://earlyeducatorsupport.charlotte.edu/wp-content/uploads/sites/743/2023/09/science.png)
Non-fiction books about caterpillars were used as reference as children sought out caterpillars on the playground; eagerly looking at the pages in the book.
Teacher-Child Interactions
- Talking With Young Children: How Teachers Encourage Learning (Article)
- The Nature of Teacher Talk during Small Group Activities (Article)
- Teacher-Child Conversation in the Preschool Classroom (Article)
Technology
- Guiding Principles for the Use of Technology with Early Learners (Article)
- Supporting Children’s Reflection With Phones and Tablets (NAEYC Webpage)
- Using Technology Appropriately in the Preschool Classroom (Article)
- Technology and Young Children in the Digital Age (Report)
![](https://earlyeducatorsupport.charlotte.edu/wp-content/uploads/sites/743/2023/09/technology-2-300x290.jpg)
The teacher taking the child’s interest in different kinds of snakes to the internet and helping him to make a book of what research he found.