DAP Powerpoint Final Educ214

8/12/2019 DAP Powerpoint Final Educ214

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THE BRAIN

&

DEVELOPMENTALLY APPROPRIATEPRACTICES


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AMYGDALA

BRAIN STEM

CEREBELLUM

CEREBRUMFRONTAL LOBE

TEMPORAL LOBE

PARIETAL LOBE

OCCIPITAL LOBEHIPPOCAMPUS

HYPOTHALAMUS

THALAMUS


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AMYGDALA

Is constantly alert to the needs of:

basic surv ival inc luding sex,

emotional react ions such as anger andfear.

It is larger in male brains, often enlarged in

the brains of sociopaths and it shrinks inthe elderly.


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BRAIN STEM

The part of the brain that connects to the spinal cord.

It controls functions basic to the survival of all animals,such as heart rate, breathing , digest ing food s, andsleeping.


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CEREBELLUM

Two peach-size mounds of folded

tissue located at the top of thebrain stem


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CEREBRUMThis is the largest brain structure in humans and accounts

for about two-thirds of the brains mass.

It is divided into two sides the left and right

hemispheresthat are separated by a deep groove

down the center from the back of the brain to the

forehead. These two halves are connected by long

neuron branches called the corpusca l losumwhich isrelatively larger in womens brains than in mens.

The outer 3 millimeters of gray matter is the cerebral

cortexwhich consists of closely packed neurons that

control most of our body functions, including themysterious state of consciousness, the senses, the

bodys motor skills, reasoning and language.


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The Frontal Lobe

is the most recently-evolved part of the brain

and the last to develop in young

adulthood.

It organizes responses to complex

problems, plans steps to an objective,

searches memory for relevant experience,

adapts strategies to accommodate newdata, guides behavior with verbal skills

and houses working memory.


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The Temporal Lobe

controls memory storage area,

emotion, hearing, and, on the leftside, language.


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The Parietal Lobe

receives and processes sensory information

from the body including calculating

location and speed of objects.


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The Occipital Lobe

processes visual data and routes

it to other parts of the brain foridentification and storage.


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HIPPOCAMPUS

located deep within the brain, it processes

new memories for long-term storage.

If you didn't have it, you couldn't live in the

present, you'd be stuck in the past of old

memories.

It is among the first functions to falter in

Alzheimer's.


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HYPOTHALAMUS

Located at the base of the brain where

signals from the brain and the bodys

hormonal system interact,

the hypothalamus maintains the bodys

status quo.

It monitors numerous bodily functions such

as blood pressure and body temperature,

as well as controlling body weight and

appetite.


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THALAMUS

Located at the top of the brain stem,

the thalamus acts as a two-way relay

station, sorting, processing, and directing

signals from the spinal cord and mid-brain

structures up to the cerebrum, and,

conversely, from the cerebrum down the

spinal cord to the nervous system


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Developmentally Appropriate Practice

Developmentally appropriate practices (DAP)Describes an approach to education that

focuses on the child as adeveloping human being

lifelong learner

Require teachers to make decisions in theclassroom by combining their knowledge of

child development with an understanding ofthe individual child to achieve desired andmeaningful outcomes.


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3 Core Considerations ofDAP

Knowing about child development andlearning.

Knowing what is individuallyappropriate.

Know what is culturally important.


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12 Principles of Child and Development and Learning

1. All areas of development and learning are important.

2. Learning and development follow sequences.

3. Development and learning proceed at varying rates.

4. Development and learning result from an interaction of maturation andexperience.

5. Early experiences have profound effects on development and learning.

6. Development proceeds toward greater complexity, self-regulation, andsymbolic or representational capacities.

7. Children develop best when they have secure relationships.

8. Development and learning occur in and are influenced by multiple socialand cultural contexts.

9. Children learn in a variety of ways.10. Play is an important vehicle for developing self-regulation and promoting

language, cognition, and social competence.

11. Development and learning advance when children are challenged.

12. Childrens experiences shape their motivation and approaches to learning.


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5 Guidelines for Effective Teaching

1. Creating a caring community of learners2. Teaching to enhance development and

learning

3. Planning curriculum to achieve importantgoals

4. Assessing children's development andlearning

5. Establishing reciprocal relationships withfamilies


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10 Effective DAP Teaching Strategies1. Acknowledge

2. Encourage3. Give specific feedback

4. Model

5. Demonstrate6. Create or add challenge

7. Ask questions

8. Give assistance9. Provide information

10.Give directions


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The earliest years are all aboutrelationships. Infants and toddlers craveand develop attachments to the special

people in their lives. Depending on howparents, early childhood educators, andothers treat them, babies also develop

expectations about people andthemselves.

DAP with Infants and Toddlers Ages


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DAP with Infants and Toddlers, AgesBirth 3-3

Young infants (0 to 9 months)seek security.

Mobile infants (8 to 18 months) are eager

to explore.Toddlers (16 to 36 months) are working on

their identity; they want to know who they

are and whos in charge.


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DAP with Preschoolers, Ages 3-5

Preschoolersthrive when they can experience new materials,

roles, ideas, and activitiesespecially in pretendplay;

take great interest in feelings and become betterable to express their emotions and identify thoseof others;

make important cognitive gains that invite them

to represent their world in pretend play, symbols,objects, drawings, and words; and showastonishing gains in language skills.


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DAP with Kindergartners,Ages 5-6

Five- and 6-year-olds make great intellectualleaps. They go through a major shift,

allowing them to develop morepersonal responsibility,

self-direction, and

logical thinking.

DAP in the Early Primary


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DAP in the Early PrimaryGrades, Ages 6-8

Its good practice for early grade teachers toset aside time blocks for specific skill andconcept study. Having time to focus helps

children learn. Teachers know the children are

eager for and needexplanations;illustrative information;direct instruction on/about a new concept,

word, or event; andopportunities to practice a new skill.


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DAP Powerpoint Final Educ214

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