Dap Teaching Methods Assignment Report

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Paper Title Capitalized and Centered
Name of Student
Institution Affiliation

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1)
I am writing this in response to the last letter regarding Developmentally Appropriate
Practice. The purpose of it is to meet the individual needs of each child from an early age
based and it basically helps the children for cognitive, emotional and social development. The
teachers utilize the DAP teaching methods to assess what will be good for the children and
make decision-based on it. And it is important for children to start developing these aspects
from a small age if they want to live a healthy life with success. The play part that was
mentioned is actually learning activities that the tutors select for the children which would
stimulate their growth and development as well as an understanding of things. This process
takes time as the learning may vary for different children. And it is not to forget that being
different; every child has their own ways of understanding things and learning lessons
(Jambunathan & Adesanya, 2018). Even if it may seem that the children are not learning
anything, but I can assure that the process of learning and development through DAP follows
a series of sequences that benefit them to get a sense of maturity and experience. They learn
to be more competent as the development teaches them about self-regulation. They feel even
more motivated as they proceed and the tutors challenge them via various learning sessions
and activities. A child learns better if they feel secure rather than out of fear. The guardians
must understand its significance to help their children through the process (Mohamed & Al-
Qaryouti, 2016).
2)
There are various domains of learning and development that are required for
children to acquire from an early age. The Early Learning Standards include domains such as
language, mathematics, social skills in forms of various contents to shape their developmental
process which starts from birth. The concepts and skills taught to the children are meant to

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support their learning, so they can flourish in upcoming stages. It fosters their learning and
provides them with experiences via activities.
The domains included in this standard are carefully selected which nurtures different
aspects of their development such as emotional, social, cognitive, motor, etc. Children can
take part in story building classes to learn about language, whereas they can learn basic
numbers with toys inscribed with numbers. The educators help them to build interpersonal
relationships with their classmates and family members, which increases their social
development and emotional intelligence (McAllister, 2016).
For each developmental and learning aspect covered by the standard teachers should come up
with engaging activities for children, which would encourage them to participate and
stimulate their learning. The activities should be scheduled in daily routines to make it easier
for them. For instance, children can be given the liability to think of drawing or crafting
something as they want (Barnett et al., 2018). While thinking of ideas and selecting items for
art and crafts, it makes them consider many options and study them for a bit. It allows them
to understand that different items have dissimilar necessities and textures.
The children may perceive it as something that makes them attend playschool and engage in
the classrooms. They may also demonstrate it something interesting as it includes pretend
play and many exciting and fun activities. Educators from the strategies and activities
keeping the children’s age and needs in mind. Therefore, it generally includes items and
events that make curious and observe (Melnick et al., 2018).
3)
Multimodal learning style refers to learning strategies that would include materials
to engage different types of our senses such as visual, aural, and kinaesthetic for learning new
things. It suggests that using this style, children acquire a better understanding and tend to

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remember what they have learned. It is a diverse learning style that combines various modes
and offers multiple types of experiences to the learners. Each child has a different learning
style and this is one of them, which involves more than one type of preference during
learning. A child with this style will have more ways to receive and provide information
which makes them more flexible to the activities (Cerwin et al., 2018). Therefore, children
with such style can easily adapt to new experiences and learn more with the help of almost
any type of mode they are offered. Multimodal includes four types of modes that are –
Visual, Auditory, Reading and Writing, and Kinaesthetic or in short VARK. This includes
learning using multimedia and utilize different learning strategies at the same time (Allen et
al., 2019). Some strategies that would support this style –
For visual: Using textbooks with many informative and descriptive pictures and
diagrams as possible, using videos or slideshows presentation, using shapes, colorful toys
with numbers and letters, using charts to assign colors, shapes with their names, drawing
while demonstrating and encouraging students to repeat the same.
For aural: reading a book out loud, asking students to read the shapes, numbers, and
letters out loud by themselves, using songs or videos with audio contents, asking students
questions in the classroom among everyone else and using discussion to clear their doubts
(Anthony et al., 2016).
For reading/writing: using books with letters, numbers, shapes, colors and other
learning lessons, reading stories to them out loud and asking them to repeat the same, asking
the students to write what they have learned, encouraging them to write letters and numbers.
For kinaesthetic: using hand gestures to demonstrate alphabets, using real-life
examples and models to demonstrate, asking them to collect items with different colors,

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shapes, textures, and sizes and then assigning the aspects with them for better understanding,
taking students outside to take a look and assign what they see with what it is called.
Study aides for these strategies mainly include technology such as digital boards, and
tablets to show pictures, videos, and play songs. Moreover, a storybook for children and
books with a variety of illustrations are also helpful. For real-life examples, educators use
toys, and items found in our surroundings.
Other strategies that would support this style are –
Educators must utilize multimodal texts to support the children with this style to meet
their developmental and learning needs. Multimodal texts include a number of modes to
communicate. For instance, in multimedia, there are content videos that strategically
incorporate visual, words, sounds and many other elements to satisfy the students (Mueller &
File, 2019). Using this, the students are able to understand things better and more likely to
remember it for future learning. PECS or Pictures exchange communication system is one
form of multimodal text and educators use it as study aides as well as communication aides
for students who have difficulty communicating. But it is equally beneficial for other students
as well.
Since multimodal learning includes multiple modes and multiple interactions from
which students receive the information, it can be hectic as well. Educators have to assess and
understand various forms of outputs so that they can organize it properly (Majid &
Chaudhary, 2018). Otherwise, there is a possibility that students will be overwhelmed with
the technique and be overloaded. This will disengage them from the lessons and make
learning even harder. Teachers have to offer the outputs so that learning remains a positive
experience for them and consider sufficient break times in between the lessons (An & Carr,
2017).

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Technology is helpful as it offers multimodal texts via multimedia. So educators
should consider it and incorporate helpful forms of digital communication to make the
process better and up to date. It also means that students will be learning according to the
time period they are in. It will help them to prepare for further studies in an ever-growing
digital landscape.
I would use tablets to show them pictures and assign them with their names. Then I
would describe the pictures to them and ask what I am describing. This would help them to
learn about things faster such as animals, colors, flowers, body parts, etc (Baines, Blatchford
& Kutnick, 2016).
4)
Problem-Solving Activity Practice
Step 1
Today, we will be learning about magnets. Magnets attract items to themselves, but
not any item. There are some specific materials that magnets can attract. So, I have gathered
some small magnets here. Your task is to find what items will be attracted to it and what will
not (Bilir Seyhan et al., 2019).
Step 2
Can anyone tell me why some items are attracted to magnets and others do not?
Students: No, ma’am!
You see children magnets can only work on certain elements and the reasons are
complicated. You will learn more about this in high school but know that an item has to be a
certain type. We will find out about it in our next experiment.

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Step 3
Here are some items on the table. Gather the things you think the magnets will attract
and we will see. What do you think will happen? How does the magnet work?
Students: Magnets will stick to the items.
Step 4
You see, the magnets do not attract these toys. The magnets stick to this spoon. Do
you know why?
Students: because the magnets only work on some items (Vukelich et al., 2019).
Yes, you are absolutely correct. But do you know why? The items have to be metals at
first. These toys are made of plastic. So the magnets do not attract plastic.
Step 5
Next day we will do another experiment. You can bring some items from your home
or outside and we will see what else do or do not attract to magnets.
Step 1
Now we will learn about colors. How many colors do you know about?
Students: green, yellow, blue.
Do you know what color is an apple?
Students: Apples are red.
Yes, absolutely correct! Do you see the colors that you do not know?
Students: yes, teacher. I see flowers but I do not know the color. My mother has a cup
and she drinks tea in it, but I do not know what color it is.

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Step 2
Today we will mix colors and learn new colors. Do you know that if we mix red and
yellow, or blue and yellow, we will get new colors?
Step 3
Let’s mix yellow with red and see what happens. What do you think will the new
color be like?
Students: what?
We will get green. You see green is also a mix of colors. Let’s mix green with red and
see what happens now.
Step 4
This is a brown color. If we mix more colors like this, we will get more new colors.
Red, blue and yellow are the main colors and we make new colors from them (Ellis, Cliff &
Okely, 2018).
Step 5
After we make a new color from mixing, can we make another color by mixing that
with another one? We will learn more about it in the next experiment. But when you go home
today, ask your family about colors and learn their names.
Step 1
We all love the water tables, don’t we?
Students: Yes, teacher! There are many cups and the water goes into the cup. Then it
stays there before we drink it.

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Yes, correct. So now it is time to learn something new. We will learn to make things
with clay. Here is some plastic clay I have brought for all of you. You can also call it crafting
clay. Because we make new things or craft items with it. Do you like colorful clay?
Students: Yes, teacher! I want clay. I want to make a square.
Step 2
Yes, dear, we will make a square but for now, we will do something new, okay? You
see the cups that it holds water. Let’s think of new things that can hold water (Kangas et al.,
2017).
Students: what can we make, teacher?
Step 3
You have to think about things you have seen in your home or anywhere else, shapes
that can hold water. Or just think of shapes you think will hold water. Let’s see what you can
make.
Step 4
Students, Tanya has made this pretty pot, Arshi made this beautiful bowl, Anna made
this pipe and Brett made this glass. Can anyone tell me if these shapes can hold water or not?
Students: The glass can hold water. We drink water from glass every day (Varier et al.,
2017).
Let’s pour some water into the shapes. See, there’s water in the cup, bowl and the
glass. But the pipe does not hold water.
Step 5

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Water cannot hold itself on its own. So we make things that can hold it in one place.
The pipe is empty from both sides. So it did not hold it. Can you think of more items that can
and cannot hold water? We will make them in the next experiment.
5)
In the first scenario, the group of students is talking to each other about kindergarten.
They will soon get out from here and get admitted to new schools for further learning when
they are old enough (Green, 2018). Some of them know a few things about kindergarten and
others do not know anything about it.
In the first activity, I will ask them what they know about the new school they will be
going to. Those who do not know about it, I will ask them what they think it is going to be. I
will ask them to imagine new things they will see and describe it in front of everyone.
For the second activity, I will ask them to stand up and answer me on the questions I
would ask. I will write questions on the board, like their name, parents’ name, where they
live, what they want to be when they grow up, what do they like to do apart from studying,
what they like to eat, etc. Then the children will stand up one by one and answer the
questions in front of everyone (McLachlan, Fleer & Edwards, 2018).
In the second scenario, there is a building being constructed in front of our school.
The children are observing what they are seeing in that building and acting out as they see
with blocks. They are using the blocks as bricks and using it to make a pretend wall.
Here I would ask them to draw a new building or a house that they want to live in
someday. They can also draw their own house after this. I will ask them to describe the house
they drew by showing the picture to everyone (Maksl et al., 2017).

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Then I will ask them if they want to know more about constructions. If they do, I will
play a simple construction video in the classroom and ask them to pinpoint any object they
may know. Then I will describe objects like cement, bricks, spatula, shovel, hammer, nail,
etc. and the activities the engineers do to make a building.
In the last scenario, the children are spending time outside playing and interacting
with their surroundings and nature. Recently, they have become interested in insects and
birds. Today they are trying to catch insects and asking each other and the teachers many
questions about the bugs such as their names, what do the bugs eat, etc.
For this, I will gather all the students and divide them into small groups. Then I will
assign them one type of insects each, ask them to catch that type only and bring the insects to
me. Then I will tell them the names of all the insects they have brought and show them
pictures on the digital board (Hakkarainen, Bredikyte & Safarov, 2017).
For the next activity, I will play videos of each insect in the tablet. I will ask them to
identify the insects based on what they remember from the previous activity. Then I will
answer whatever questions they have about the bugs and how these bugs help our eco-
system.
6)
Since there are two centers that are in question here, the centers will be referred to as
center A and center B from now on.
a) Center A had quite visible boundaries that are even noticeable from a slight
distance. They used high cemented walls as a boundary of the premises. Center B
had used fencing made of rot iron as their boundary.

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b) Center A had a stoned pavement like a pathway that children used to go in and get
out of the building. In center B they put cemented blocks made of plaster to make
the pathway.
c) Center A used long curtains for doors, windows, and arches inside the building,
and colorful rugs to cover the wooden floor, sofas, and chairs with covers on
them. Center B had curtains with cartoon characters on them for the windows,
colorful bean bags and homely furniture and brightly-colored carpets (Sørensen,
2019).
d) In Center A there were many toys and tablets that are used for small children.
There was a whiteboard where children can draw anything and a board where
children can hang their drawings. Center B had many toys as well, such as blocks,
puzzles, etc. they had also made available a pool inside filled with colorful balls
where children can play and a monkey bar outside.
e) The toys were stored at the reception where children have to ask for the ones they
want to play with. The boards were kept inside a classroom where they can read
books, play as well as interact with each other. In Center B they had a room with
all the toys and other items that children would be used for playing and learning.
There was a bigger space in the middle where they displayed the pool of balls and
the monkey bar was installed in the garden outside.
f) Looking at the number of children I saw participating, I would assume that in
Center B 20-25 children can accommodate, whereas 30-40 children in Center A.
g) Both centers had purposed to satisfy children’s developmental needs, but they
lacked materials that would provoke their logical thinking (Madray & Catalano,
2017).

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h) In Centre A, I saw children mostly hanging around the boards and they were
focused on what they draw and hang on the boards. In center B, most of the
children were busy playing with the monkey bar which would increase their motor
skills.
i) The teachers were constantly around the children and interacting with them. They
were asking questions and availing items that they require or asking for.
j) In both centers, I have seen teachers communicating with each other and with the
students to maintain a continuous assessment of their needs, but this is not
evidenced enough to claim that they were participating in doing an assessment for
success. But in Center B I saw one teacher taking notes during classes. So from
that, I am assuming she is preparing an assessment.
7)
For this assignment, the children’s book I have selected is Llama Llama Red Pajama
written by Anna Dewdney. I have also identified some interesting activities for children to
address their various developmental needs. The activities would engage them in the lessons
and they would learn new things (Day et al., 2018).
For language, I have gathered a bunch of pictures to show the children and then they
will name what object it is. This way, they will learn to assign the objects with their names
more quickly and remember the names. This activity is named ‘Name the thing’.
For maths, the activity I have selected is named ‘Hopped up and hide and seek’. In
this game, I will hide an item somewhere in a huge room and students will participate one by
one. I will give them instructions to find the object, for example, move two steps forward,
and take four steps to the left, etc. They will learn to count easily and more quickly.

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For science, I have selected the activity ‘Magnet Box’. I ask children to gather things
they think the magnets will attract and they would take turns to identify which objects are
attracted by the magnet and which are not (Top, Liew & Luo, 2017) .
For music learning and development, I have asked children to craft egg shakers in the
classrooms. They use colorful papers and tapes to make one. Then I play a song and I ask
them to shake the shakers to every beat.
For learning art, I have selected finger and hand painting. I will ask the students to go
outside and select a rock, pebble, stone, or leaf. Then they will be given acrylic colors. I will
ask them to only use their fingers or hands to paint a design on whatever item they have
collected (Vasquez, 2016).
For affective development, children must learn and understand emotions. Therefore, I
have selected a learning activity in which children will be given stickers with emojis printed
on them. Different emojis will express different emotions such as happiness, smile, laugh,
sadness, crying, anger, disgust, furiousness, jealousy, etc. I will provide a board with the
name of the emotions written on it. The students will be asked to match the facial expressions
and reactions with accurate emotions from the board. Then I will ask them to select a sticker
of emotion based on how they are feeling at the moment and share it with all of us. This will
nurture their emotional skills. It is named ‘Emotions Sorting Game’ (Kostelnik et al., 2019).
Social development and social skills are also to be nurtured in children through
activities. I have divided students into groups with four people each. I will give them one
word in the beginning and then they will take turns to say one word out loud that comes to
their mind from listening to the previous word.

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For physical development, I have taken the help of monkey bars and sandboxes. The
children will take turns to run through the obstacles created in the sandbox and climb the bar
to reach the flag that is hanging on the other side.
8)
I have selected a framed photograph from my home. The photograph is black and
white in color. There is a wall in the photo and it has an abstract painting on it with various
lines and shapes. The texture is matte as on the surface of the photo. The composition is
soothing due to its colors and there is no pattern in it (Trevarthen, Delafield-Butt & Dunlop,
2018).
9)
Self-awareness is very significant for children and the educators that are involved in
early childhood education. It is valid to be self-aware as it means that the child is able to
understand its feelings, emotions, and needs while monitoring themselves all the time. When
children are self-aware, they tend to be more reasonable and sensible with others. They also
understand their limits. Score: 4
Children are taught to acquire self-regulation from an early age for their better mental
and physical health. It helps them to go out of their comfort zone while also practicing
sufficient control over themselves. Score: 3
Children feel encouraged when they are appreciated but it is still necessary to
motivate own self from within. It connects individuals with their self-determination and
dedication (Shah & Gathoo, 2017). They tend to neglect activities that would mark as leisure
behavior. It also gives them a sense of competence. Score: 5

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Having empathy is indeed significant as it addresses and nurtures an individual’s
emotional skills and meets their emotional needs. With emotional development from an early
age, children tend to grow empathy and this helps them to regulate their own emotions as
well. Besides, it allows them to understand another human being from their speech, body
language, and facial expression and be sensible about it. Score: 4
Social skills teach children to be socially competent which helps them in building
interpersonal relationships with their peers and educators. As a result, they feel safe and
secure and more likely to be engaged during lessons. Score: 4
My total score is 20 out of 25. I need improvement in empathy, social skills, and self-
regulation. I have a strong sense of self-awareness and internal motivation. Emotional
intelligence defines one’s ability to be aware of themselves and their surroundings, express
their emotions freely in a safe space and handle the relationships they build. We as early
childhood educators should emphasize policies that would promote both the mental and
physical well-being of the children and their guardians (Kogan & Saarni, 2017). We should
also arrange more activities that would help them to gain and sharpen the children’s
emotional intelligence.
10)
Lesson plan
Domain: Aesthetics
Activity Name: making a drawing book with a drawing of a grocery store and the items they
have seen being sold there with names of them
Goal: keen observation skills

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Objectives: Children will
Explore the store
Be more curious to know about the items
Be inquisitive
Active observation skills
Interact with people to know more
Content: terms:
Artists will observe every detail to create art.
Content must be realistic
Materials: A day out with the children to visit a nearby grocery store and the educators
Procedures: 1) Ask children to carry notebooks and pencils if they want
2) Invite children to attend the grocery store tour
3) Attend them while they are visiting the store so that they can ask
about items or anything else.
4) Bring the children back to school and ask them to prepare the book at
home
5) Ask them about their experiences in the classroom (Spelman et al.,
2016).
Simplification: Offer a limit of items they have to notice and remember to include in the
book, for example – 10 items per student.
Students can use any color they want to draw the pictures.

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Extensions: Teach them about the items they have drawn and their usage in our lives.
Extend the activity by asking them to include any other item they have not seen
in this grocery store, but in others.
Ask them to notice the people who work in the store, and draw them in the book.
Extend the activity further by teaching them about superstores that includes many
other items apart from groceries.
Evaluation: How many items did they notice and draw?
What words did they use while describing their experiences?
To what extent, did they learn about the items and themes?
What other items they have included in the book?
What does it say about their observational skills?
Did it help the children to use their social skill?
What improvements would I make if I want to do this activity again?

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