Focus on Developmentally Appropriate Practice
Equitable and Joyful Learning in Preschool
What Does Developmentally Appropriate Practice Look Like in a Preschool Classroom?
If you’ve ever wondered how effective teachers actually do DAP, this is the book for you. Here, you can peek into classrooms to see teachers making intentional decisions in the six key areas of practice that form the six guidelines for DAP in action:
1. Building a community of learners where everyone is welcomed and supported to grow
2. Facilitating respectful partnerships with families
3. Observing, assessing, and documenting children’s development and learning
4. Using teaching strategies that enhance learning for each child
5. Implementing curriculum tied to meaningful learning goals
6. Demonstrating professionalism
You’ll discover
- More about what each guideline means for preschool teaching
- Chapters that showcase articles from Young Children and Teaching Young Children—plus brand-new content—illustrating excellent teaching strategies related to each guideline
- Examples you can model, adapt, and implement in your own practice
Your teaching will be richer and deeper, and children’s learning will flourish!
Volume editors:
Iliana AlanísEarly Childhood Advisory Board member for Scholastic Education. As a member of the Dual Language Training Institute, she facilitates professional development for teachers in dual language classrooms across the country. Dr. Alanís is coauthor of The Essentials: Supporting Dual Language Learners in Diverse Environments in Preschool and Kindergarten.
Toni Sturdivantis the vice president of early education at Camp Fire First Texas. She earned a PhD in interdisciplinary learning and teaching with a cognate in early childhood education. In addition, she has a master’s degree in early childhood and elementary education with a specialization in child development. She earned a BA in linguistics with a minor in African and African American studies. Dr. Sturdivant has taught prekindergarten in both an urban school district and a center- based setting, as well as kindergarten. She has served as a trainer for practicing early childhood teachers and taught preservice teachers in various institutions of higher education. Her research, which focuses on issues of racial learning and racial identity with young children and culturally relevant teaching practices, has been published in several scholarly journals, such as Early Childhood Education Journal, The Journal for Multicultural Education, International Journal of Early Childhoodand Young Children.
Series editor
Susan FriedmanIn this role, she leads the content development work of NAEYC’s books and periodicals teams. Ms. Friedman is coeditor of Each and Every Child: Teaching Preschool with an Equity LensShe has extensive prior experience creating content on play, developmentally appropriate uses of media, and other topics for educators and families. She has presented at numerous educational conferences, including NAEYC’s Professional Learning Institute and Annual Conference, the South by Southwest Education (SXSW EDU) Conference & Festival, and the School Superintendents Association’s Early Learning Cohort. She began her career as a preschool teacher at City and Country School in New York City. She holds degrees from Vassar College and the Harvard Graduate School of Education.
