Get Answer: Assess Developmentally Appropriate Question Guide
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Original Question
Assess the use of Developmentally Appropriate Practice (DAP) in the following scenarios. Read the Ten Effective DAP Teaching Strategies document from the National Association for the Education of Young Children (NAEYC). Scenario 1 Ms. Donna cares for five children ranging in age from three months to thirty months in her family childcare home. She begins her lunch routine by feeding three-month-old Katie. Katie waves her arms and fusses as her bottle is being prepared. Ms. Donna soothes her by saying, “It’s hard to wait when you’re hungry. Here comes the bottle now.” She holds Katie close, looks at her face, and speaks softly to her during feeding. When Samantha (age 30 months) asks for a new puzzle, Ms. Donna says, “I’ll get it when Katie is finished. You can look at a book while you’re waiting.” Samantha pulls a book from a pocket in her wheelchair. When Katie is settled in her crib for a nap, Ms. Donna helps the other children wash their hands for lunch. Samantha and Leyla (age 19 months) can wash their hands by themselves. Ms. Donna reminds them to “keep rubbing your hands all over with soap.” “Get germs off!” exclaims Samantha. The four children eat lunch with Ms. Donna at a low table. She has organized everything and placed it within reach. Each child has a sippy cup of milk. Samantha and Leyla serve themselves cheese sandwiches and chunks of bananas. Ms. Donna helps them with the steamed zucchini. She places a small amount of each food on the other children’s plates. The food is cut up so the toddlers can eat independently. Brianna (age 10 months) uses a pincer grasp to feed herself pieces of sandwich, banana, and zucchini. Colin (age 15 months) eats quickly with his fingers and a spoon, and then he holds out his plate for more. “Colin, say ‘More, please,’ prompts Ms. Donna. “Muh, muh,” says Colin. “Here’s some more,” she says as she serves the food. Leyla eats the cheese sandwich and banana, but leaves the zucchini on her plate. When she asks for more sandwich and bananas, Ms. Donna allows her to take more of each. “Maybe you’ll like the zucchini next time,” she remarks. “It’s my favorite vegetable. Yum!” One by one, the children lose interest in eating or say they are finished. Colin and Leyla throw their trash away and put their dirty dishes in a plastic dishpan on the table. Samantha wipes her tray with a damp paper towel before wheeling her chair to the trash can. Ms. Donna helps the children clean their hands and choose a quiet activity in the play area nearby. Scenario 2 Ms. Bobbie and Mr. Tim are care teachers for a group of two year olds. They know they should offer art more often, but it is hectic and messy, and the teachers feel like it ends up being a negative experience because the children don’t listen. The teachers wait for all of the children to come to the table for an art activity. Some children are reluctant and want to continue playing on their own. When all the children are finally at the art table, Ms. Bobbie places the art materials on the table. Several children eagerly reach for the supplies. “Wait! I will pass them out after I tell you what we are making,” Ms. Bobbie exclaims. “We are going to make pumpkins like this,” explains Ms. Bobbie as she shows them the orange construction paper pumpkin with a green construction paper stem. Mr. Tim gives everyone a brown crayon and a paper pumpkin that he cut out earlier. “You can color your pumpkins brown.” Sydney says, “I want pink,” which is her favorite color. Mr. Tim replies, “We are using fall colors today. Pink isn’t a fall color.” “I want pink, please,” she repeats. “You can use pink next time. Your mommy will like your brown and orange pumpkin,” answers Mr. Tim. Sydney sits for a moment, looking disappointed, then begins to use the crayon without much effort. After a few minutes, Ms. Bobbie says, “OK, put your crayon in the basket,” even though some children are still making marks. She encourages them to hurry as the other children are restless. “Now we are going to put the stems on. Mr. Tim and I will put on the glue and help you paste on the stems.” Each child is to wait their turn. The teachers try to hurry, but the toddlers want to touch and smear the glue, making a mess. Bennett and Alan start waving their unfinished pumpkins around and then smacking them into each other and giggling wildly. Two other children join in on the fun. Ms. Bobbie exclaims, “Stop! Put those down, please.” The teachers decide to put the pumpkin stems on for the children to speed up the process. Ms. Bobbie starts to draw black lines on each child’s pumpkin to resemble the ridges on a real pumpkin. When Ms. Bobbie begins to draw on Sydney’s pumpkin, Sydney cries, “No, my pumpkin.” Ms. Bobbie replies, “It will look more like a pumpkin with the lines.” Sydney angrily swipes her pumpkin onto the floor and cries. For each of the two (2) scenarios: Identify and explain which strategies are being used in the scenario. If you see a strategy used, identify it and provide specific details from the scenario to show where and how. If you find that strategies are not being used, provide that information as well. Be sure to address all 10 strategies whether seen in the scenario or not seen in the scenario. Decide if you think the educators were using developmentally appropriate practices (DAP). Provide a rationale for your decision and use some details from the scenario to support your thinking.
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