Case Study: Analyzing Developmentally Appropriate Practice Scenarios

This case study examines Developmentally Appropriate Practice (DAP) through the analysis of four different scenarios. The scenarios highlight the implementation of DAP strategies in K12 settings, focusing on aspects like self-care, language development, and creative activities. The analysis identifies effective practices, areas for improvement, and offers recommendations based on child development theories and cultural influences. The study emphasizes the importance of tailored approaches to meet individual child needs, foster social, cognitive, physical, and emotional development. Each scenario includes descriptions of strategies, reflections on their effectiveness, and suggestions for enhancing the learning experience, such as incorporating visual aids, encouraging diverse activities, and providing adequate time for children to engage with the materials.

Developmentally Appropriate Practice(DAP)-Case Scenario
Developmentally appropriate practice(DAP) is an approach to foster the children’s social,
cognitive, physical and emotional development that is based on child development theory,
Child’s individual strength and cultural influences of child. Effective strategies used in DAP
to teach the children and it ensures the needs of the each child are fulfilled (Eberbach &
Crowley, 2009). Few examples scenarios will be studied to identify the practices that are
implemented and also highlight the areas where execution is lacking and possible
recommendations are mentioned.
Scenario 1:
Identification of Strategy
From the case scenario it shows Ms. Donna is taking care of children while doing daily
routine work and addressing about self-care. It shows the idea is to create a community that
provides care and make children to learn and also assess the learning process and
development (National Research Council,2012). It shows all children at the lunch table are
practicing skills associated with language and self-care.
Description
One example is Samantha started learning regarding germs. Ms. Donna provide different
types of foods to the children and ensure that all children accept specific foods of their
interest. This shows Ms. Donna offers more time to children and also for her daily routine
work in order to fulfil the needs of children and keep everything organized and relaxed.
Reflection
From the case scenario I observe Ms. Donna is involved in teaching health related practices
to children and also adapt them to opt for different food choices during lunch. I would use
picture cards will enable Children to easily understand about routine work and also make
them involved in self-care practices.
Scenario 2:
Identification of Strategy
DAP strategies associated with case scenario are promote and assess learning and
development of children and establish mutual relationship between toddlers and family
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members (Frazier, Gelman & Wellman, 2009). Toddlers initially showed interest in
observing pictures and liked drums.
Description
Teachers after observation started adding more pictures of different music related instruments
to make toddlers to identify and label the pictures by communicating and expressing
creatively. Sam showed excitement toward the picture and communicated with teacher with
more enthusiasm. Teacher also shared his words with Sam and this allowed toddler to
communicate and express further. Toddlers were more expressive when their family members
visited the place and this make them to get connected together. It brings cultural diversity
together at one place and bring positive changes in toddlers when they experience to variety
of drums played by different people.
Reflection
I would suggest in addition to pictures, teachers presented books to toddlers to know more
about the event but it is also important that teachers should engage themselves with toddlers
by imitating actions and encourage child in a positive manner.
Scenario 3:
Identification of Strategy
The case scenario shows children are engaged in drawing activity as referred by teachers.
Strategies that are followed include responsiveness to the ideas of children and make them to
engage to work (Gelman et.al,2010).
Description
Teachers provided materials for children to make them engaged in work and improve their
learning abilities in creative arts. However there are few children disappointed with
availability of resources and few of them were reluctant to engage in art activity. A proper
format is followed by teachers in order to assess and develop learning skills of the children
but there are few things should have added for effective communication and learning
procedures. Children were asked to draw by using single crayon and same colour was
provided to all children which makes some of the children reluctant and this will not allow to
engage effectively towards the work provided.
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Reflection
I would like teachers give given adequate time to children to complete the drawing instead of
speed up the procedure and their is to create environment for children that is comfort and
should make children to follow self-care practices.
Scenario 4:
Identification of Strategy
Children at younger age are more reliable on materials provided to them for learning and
development process (National Research Council,2007). Teachers or care takers are critical
for providing care, materials and positive environment for children during the process of
learning and development.
Description
Toddlers generally do things that are interested to them and their ability to get involved in
group activities like sit and participate will takes time and gradually interest develops from
time to time. It is critical to understand the children by interacting with them directly and
through experiences in order to make them participate in group activities.
Reflection
Children should be provided more learning choices and should not limit them to one for
example in the case scenario, Samara was partially interested in group activities but still
forced her to get involved with other children. However Samara is not further interested and
also same with Rihanna because of forced participation. My idea is that children should be
left their activities in which they feel convenient and get involved with enthusiasm.
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References:
Eberbach, C., & Crowley, K. (2009). From every day to scientific observation: How
children learn to observe the biologist’s world. Review of Educational Research,
79(1), 39-68.
Frazier, B., Gelman, S., & Wellman, H. (2009). Pre-schoolers’ search for explanatory
information within adult-child conversations. Child Development, 80, 1592-1611.
Gelman, R., Brenneman, K., MacDonald, G., & Román, M., (2010). Preschool Pathways
to Science: Ways of Doing, Thinking, Communicating, and Knowing about
Science. Baltimore, MD: Brookes Publishing.
National Research Council (NRC) (2007). Taking Science to School: Learning and
Teaching Science in Grades K-8. Washington, DC: National Academies Press.
National Research Council (NRC) (2012). A Framework for K-12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National
Academies Press.
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