Identifying Developmentally Appropriate Practices

(DAP) Hawa Latifzai

As I worked on this project, I referred back to the NAEYC Key Messages of the Position
Statement Developmentally Appropriate Practice in Early Childhood Programs Serving Children
Birth Through Age 8, Third edition. I chose to analyze Letter Sensory Bins as created by Ashley
of the blog Life with Moore Babies. Ashley is a veterinarian and a married mother of three
children. Ashley homeschools her three children and shares her educational activities with her
children on her blog. Although Ashley designed the Letter Sensory Bins for homeschooling her
children, the activity would be appropriate for use in any educational environment.
For my next assignment, I have chosen to create a sensory-based activity for a child with
autism, so Ashleys Letter Sensory Bins are of special interest to me. Ashley describes herself
and her children, as well as her husband, as strong-willed, which in a less than supportive
environment, could cause difficulty in learning. Much like a child with autism, strong-willed
children are imaginative and need to feel in control and set their own rules. Learning through
sensory activities follows NAEYC guidelines for DAP activities.
See links below for DAP activity!
http://lifewithmoorebabies.blogspot.com/p/sensory-activities.html
http://lifewithmoorebabies.blogspot.com/2013/05/letter-n-sensory-bin.html

Whole child approach

(age, individual, cultural)

Goals and outcomes are clear

(the why is evident)

Challenging, but achievable

Child-guided, teacher-guided,
or both

Flexible, considers each

childs rate and pattern of
learning

If the activity you found meets this criteria,

describe how.

Yes. Each child can progress through learning the
alphabet at their own pace depending on age,
and individually or in small groups. Items that are
placed in each bin, can be selected on age
appropriateness and include cultural elements
such as ethnic clothing and food.


Yes. The children will learn the alphabet. Also,
multiple learning domains (cognitive, social,
emotional, and physical) and content areas
(math, science, literacy, problem solving) are
addressed.


Yes. Learning can be self-paced from learning
and recognizing one letter, to learning the entire
alphabet, to learning to write, and to exploring
other subject matter based on letters and items
in bins.


Yes. This activity lends itself to both teacher-
guided and child-guided learning. Students can
help each other learn too.


Yes. Children can go back to any bin at any time
and during free play if they want to or need to
relearn something. Students can share items and

If the activity you found

does not meet this
criterion, describe how you
could adapt the activity to
meet the criterion.

letters with each, learn from each other, and ask

questions from the teacher.

Yes and Yes.
Multiple Domains: Children can play games alone
or with other children with the items in the bins,
Integratedincorporates
learn to share the items, and talk with each other
multiple domains (social,
while playing and learning.
emotional, cognitive, physical),
Content Areas: The items in the bins will easily
content areas (literacy, math,
lead to exploration in all content areas literacy,
art, science, etc.)
math, art, science , problem solving, etc. For
example, the children could be asked to count
the number of items (math) in each bin.


Yes. The Letter Sensory Bins could be used over
several years for various age ECE students in a
variety of stages as students recognize letters
by sight, memorize the alphabet, and learn to
read and write. For example, a 2-year old could
Attention to learning
progressions
learn to associate their name with a letter of the

alphabet, a 3-year old might sing the alphabet
song, and a 5-year old might learn how to write
their name. Also, letters of the alphabet can be
connected to other subject matters such as N
for nest and science.


Yes. The children can use their imagination in
playing with the items in the bins, create rules for
Includes opportunities for play
playing with the items in small groups, and
and investigation, active
explore other areas in addition to literacy and
engagement
learning the alphabet, to include all subject
matters such as math and science. For example,
the N bin contains a newspaper, a nest, a

Choices for children

Opportunities for positive

teacher/child relationship and
interactions

Research (evidence)-based

Opportunities for family

involvement

necklace, a nickel, the number nine, a toy nail,

noodles, a nose, foam Ns, an N book, and the
Letter N Magnet. These items allow for
exploration in many other subjects based on
individual student interest. For example, the nest
could spark an interest in learning about birds
and lead to outdoor activities or even a field trip.


Yes. The children can choose their own letter bin
and decide which letter they want to explore and
learn. The children can work and play as
individuals, side-by-side in parallel play, or
work/play together in small groups.


Yes. The teacher can talk positively to the
children, provide individual encouragement, give
students time to choose and create their own
pace of learning, teachers can listen to what the
children want to explore.


Yes for example, see PBS Parents at
http://www.pbs.org/parents/child-
development/sensory-play/


Yes. This DAP activity is being taught by the
mother at homeschooling. If taught at a more
traditional school, the activity could be shared
through a school newsletter, the parents could
be asked to donate items for the bins, and
teachers can take photographs to share with the
parents during teacher-parent conference time.