FL DCF CHILD CARE UNDERSTANDING DEVELOPMENTALLY APPROPRIATE PRACTICES (UDAP) 2019 QUESTIONS AND CORRECT VERIFIED ANSWERS

FL DCF CHILD CARE UNDERSTANDING
DEVELOPMENTALLY APPROPRIATE
PRACTICES (UDAP) 2019 QUESTIONS
AND CORRECT VERIFIED ANSWERS
DevelopmentallyA2AppropriateA2PracticeA2focusesA2onA2childrenA2birthA2throughA2eightA2y
earsA2oldA2andA2isA2madeA2upA2ofA2threeA2principleA2components:A2-A2Ans--
ageA2appropriateness,A2individualA2appropriateness,A2andA2social/
culturalA2appropriateness.

KnowingA2theA2typicalA2behaviorsA2andA2growthA2patternsA2forA2aA2certainA2ageA2groupA2is
A2necessaryA2-A2Ans--
toA2planA2theA2mostA2appropriateA2environmentsA2andA2activitiesA2toA2optimizeA2theA2learn
ingA2experienceA2forA2childrenA2inA2care.

AA2child'sA2age,A2temperament,A2personality,A2andA2familyA2historyA2-A2Ans--
areA2allA2factorsA2thatA2affectA2hisA2orA2herA2development.

Children'sA2learningA2experiencesA2areA2enhancedA2whenA2caregiversA2areA2awareA2ofA2a
ndA2supportA2-A2Ans--theA2socialA2andA2culturalA2contextsA2inA2whichA2theyA2live.

CaregiversA2shouldA2beA2intentionalA2aboutA2planningA2learningA2experiencesA2thatA2areA2
-A2Ans--purposeful,A2challenging,A2andA2achievable.

ThreeA2criticalA2challengesA2impactingA2earlyA2childhoodA2practicesA2are:A2-A2Ans--
addressingA2disparitiesA2inA2schoolA2successA2andA2achievement;A2integratingA2andA2alig
ningA2preschoolA2andA2elementaryA2schoolA2programming;A2andA2improvingA2teacherA2pr
eparation,A2professionalA2developmentA2andA2ongoingA2support.

TA2orA2F?
OneA2criticalA2challengeA2currentlyA2impactingA2earlyA2childhoodA2practicesA2isA2addressi
ngA2differencesA2inA2schoolA2successA2andA2achievement.A2-A2Ans--True
ThreeA2criticalA2challengesA2impactingA2earlyA2childhoodA2practicesA2are:

1.A2AddressingA2differencesA2inA2schoolA2successA2andA2achievement
2.A2IntegratingA2andA2aligningA2preschoolA2andA2elementaryA2schoolA2programming
3.A2ImprovingA2teacherA2preparation,A2professionalA2developmentA2andA2ongoingA2suppo
rt

TA2orA2F?

,TeachersA2areA2professionalA2decisionA2makersA2whoA2areA2allA2wellA2preparedA2andA2ha
veA2allA2ofA2theA2resourcesA2necessaryA2toA2assistA2themA2inA2decisionA2making.A2-A2Ans--
True
FundamentalA2toA2DevelopmentallyA2AppropriateA2PracticeA2isA2theA2understandingA2that
A2allA2teachersA2makeA2importantA2decisionsA2everyA2day.A2PreplanningA2andA2organizing
A2theA2environmentA2withA2learningA2goalsA2andA2objectivesA2inA2mind


TA2orA2F?
AA2criticalA2challengeA2impactingA2earlyA2childhoodA2practicesA2isA2helpingA2professionals
A2minimizeA2theirA2participationA2inA2professionalA2developmentA2opportunities.A2-A2Ans--
False
ThreeA2criticalA2challengesA2impactingA2earlyA2childhoodA2practicesA2are:
AddressingA2differencesA2inA2schoolA2successA2andA2achievement
IntegratingA2andA2aligningA2preschoolA2andA2elementaryA2schoolA2programming
*ImprovingA2teacherA2preparation,A2professionalA2developmentA2andA2ongoingA2support

TA2orA2F?
TheA2threeA2componentsA2ofA2DevelopmentallyA2AppropriateA2PracticeA2areA2ageA2appro
priateness,A2individualA2appropriateness,A2andA2specialA2needsA2appropriateness.A2-
A2Ans--False
DevelopmentallyA2AppropriateA2PracticeA2focusesA2onA2childrenA2birthA2throughA2eightA2y
earsA2oldA2andA2isA2madeA2upA2ofA2threeA2principleA2components:A2ageA2appropriateness,
A2individualA2appropriateness,A2andA2social/culturalA2appropriateness.


TA2orA2F?
A2betweenA2preschoolsA2andA2elementaryA2schoolsA2greatlyA2enhancesA2educationalA2qu
alityA2andA2improvesA2childA2outcomes.A2-A2Ans--True
CreatingA2curricularA2connection,A2communicationA2andA2collaborationA2betweenA2presch
oolsA2andA2elementaryA2schoolsA2wouldA2greatlyA2enhanceA2educationalA2qualityA2andA2i
mproveA2childA2outcomes.

TA2orA2F?
EffectiveA2teachingA2strategiesA2forA2extendingA2theA2learningA2experienceA2mayA2include
A2havingA2conversations,A2usingA2questioningA2techniques,A2andA2allowingA2largeA2blocks
A2ofA2timeA2toA2practiceA2newlyA2acquiredA2skills.A2-A2Ans--True
EffectiveA2teachingA2strategiesA2forA2extendingA2theA2learningA2experienceA2mayA2include
A2havingA2conversations,A2usingA2questioningA2techniquesA2andA2allowingA2largeA2blocksA
2ofA2timeA2toA2practiceA2newlyA2acquiredA2skills.


TA2orA2F?
KnowledgeableA2caregiversA2areA2ableA2toA2buildA2onA2whatA2childrenA2alreadyA2knowA2a
ndA2canA2do.A2-A2Ans--True

TA2orA2F?

,StudiesA2showA2thatA2highlyA2effectiveA2teachersA2improviseA2goalsA2forA2childrenA2andA2s
poradicallyA2prepareA2environments,A2experiencesA2andA2activitiesA2toA2meetA2thoseA2goa
ls.A2-A2Ans--False
StudiesA2show,A2highlyA2effectiveA2teachersA2haveA2clearlyA2definedA2goalsA2forA2children
A2andA2theyA2thoughtfullyA2prepareA2environments,A2experiencesA2andA2activitiesA2toA2me
etA2thoseA2goals.

TA2orA2F?
ResearchA2showsA2thatA2childrenA2needA2educationalA2experiencesA2thatA2supportA2devel
opmentA2acrossA2allA2domains,A2withA2eachA2skillA2buildingA2onA2oneA2another.A2-A2Ans--
True

TA2orA2F?
TeacherA2intentionalityA2isA2atA2theA2heartA2ofA2theA2DevelopmentallyA2AppropriateA2Practi
ceA2methodology.A2-A2Ans--True
AtA2theA2heartA2ofA2theA2DevelopmentallyA2AppropriateA2PracticeA2methodologyA2isA2theA2
conceptA2ofA2intentionality.A2TheA2realityA2isA2thatA2goodA2teachersA2knowA2teachingA2isA2n
otA2occasionalA2orA2accidental.A2ItA2isA2intentional.

TA2orA2F?
ConsideringA2theA2socialA2andA2culturalA2contextsA2inA2whichA2childrenA2growA2andA2liveA2i
sA2knownA2asA2social/culturalA2appropriateness.A2-A2Ans--True
Children'sA2learningA2experiencesA2areA2enhancedA2whenA2caregiversA2areA2awareA2ofA2a
ndA2supportA2theA2socialA2andA2culturalA2contextsA2inA2whichA2theyA2live.

TA2orA2F?
TheA2goalsA2weA2haveA2forA2childrenA2shouldA2beA2challengingA2andA2unattainableA2soA2th
eyA2canA2beA2theA2sameA2forA2theA2entireA2year.A2-A2Ans--False
DevelopmentallyA2AppropriateA2PracticeA2requiresA2caregiversA2toA2knowA2theirA2children
A2wellA2andA2meetA2themA2whereA2theyA2are.A2InA2doingA2this,A2theyA2areA2ableA2toA2create
A2learningA2experiencesA2thatA2areA2challengingA2andA2achievable.


TA2orA2F?
IndividualA2appropriatenessA2meansA2consideringA2theA2needsA2ofA2eachA2childA2basedA2
onA2whatA2isA2typicalA2ofA2childrenA2atA2theA2sameA2age.A2-A2Ans--False
IndividualA2appropriatenessA2meansA2consideringA2theA2needsA2ofA2eachA2childA2asA2aA2u
niqueA2individual.A2AgeA2appropriatenessA2meansA2consideringA2theA2needsA2ofA2eachA2c
hildA2basedA2onA2whatA2isA2typicalA2ofA2childrenA2atA2theA2sameA2age.

TA2orA2F?
WhenA2aA2caregiverA2considersA2whatA2isA2typicalA2forA2aA2childA2withinA2aA2givenA2ageA2g
roup,A2thisA2isA2knownA2asA2individualA2appropriateness.A2-A2Ans--False
IndividualA2appropriatenessA2meansA2consideringA2theA2needsA2ofA2eachA2childA2asA2aA2u
niqueA2individual.A2AgeA2appropriatenessA2meansA2consideringA2theA2needsA2ofA2eachA2c
hildA2basedA2onA2whatA2isA2typicalA2ofA2childrenA2atA2theA2sameA2age.

, TA2orA2F?
DevelopmentallyA2appropriateA2programsA2haveA2clearlyA2definedA2individualA2activitiesA2
forA2eachA2childA2inA2care.A2-A2Ans--True

TA2orA2F?
InA2developmentallyA2appropriateA2classrooms,A2childrenA2activelyA2exploreA2theirA2enviro
nmentA2andA2materialsA2underA2theA2watchfulA2eyeA2andA2guidingA2wordsA2ofA2aA2respons
ive,A2caringA2adult.A2-A2Ans--True

TA2orA2F?
OneA2criticalA2challengeA2thatA2impactsA2earlyA2childhoodA2practicesA2isA2initiatingA2andA2c
ombiningA2preschoolA2andA2elementaryA2schoolA2programming.A2-A2Ans--False
ThreeA2criticalA2challengesA2impactingA2earlyA2childhoodA2practicesA2are:

1.A2AddressingA2differencesA2inA2schoolA2successA2andA2achievement
*2.A2IntegratingA2andA2aligningA2preschoolA2andA2elementaryA2schoolA2programming
3.A2ImprovingA2teacherA2preparation,A2professionalA2developmentA2andA2ongoingA2suppo
rt

TA2orA2F?
IndividualA2appropriatenessA2highlightsA2theA2ideaA2thatA2everyA2groupA2isA2madeA2upA2ofA
2individualsA2whoA2haveA2differentA2strengths,A2weaknessesA2andA2developmentalA2need
s.A2-A2Ans--True

TA2orA2F?
InA2theA2UnitedA2States,A2thereA2isA2growingA2concernA2thatA2manyA2childrenA2doA2notA2en
terA2schoolA2readyA2toA2learn.A2-A2Ans--True

IndicatorsA2ofA2qualityA2include:A2-A2Ans--bothA2structuralA2andA2processA2measures.A2
QualityA2childA2careA2programsA2consistentlyA2maintainA2licensingA2standardsA2andA2dem
onstrateA2responsiveA2caregivingA2practices.

QualityA2EarlyA2CareA2+A2QualityA2EducationA2=A2-A2Ans--
QualityA2OutcomesA2forA2Children

QualityA2childA2careA2laysA2theA2foundationA2forA2-A2Ans--aA2lifetimeA2ofA2success.

AA2lackA2ofA2qualityA2careA2hasA2negativeA2effectsA2onA2-A2Ans--
children'sA2schoolA2readinessA2andA2development.

SinceA2poorA2qualityA2careA2canA2actuallyA2harmA2children,A2weA2needA2toA2doA2aA2betterA2
job.A2WeA2canA2doA2thisA2byA2-A2Ans--
byA2informingA2parentsA2aboutA2theA2importanceA2ofA2choosingA2qualityA2careA2andA2maki
ngA2qualityA2careA2affordableA2andA2accessible.