DCF- UDAP exam
1. What are the three principle components of Developmentally Appropriate
Practice?
o Age appropriateness, individual appropriateness, and social/cultural
appropriateness.
2. What does "age appropriateness" mean?
o Considering what is typical for a child within a given age group.
3. What does "individual appropriateness" mean?
o Considering the needs of each child as a unique individual.
4. What does "social/cultural appropriateness" mean?
o Considering the social and cultural contexts in which children grow and
live.
5. What should everything teachers do be?
o Intentional.
6. What are the three critical challenges impacting early childhood practices?
o Addressing differences in school success and achievement, integrating and
aligning preschool and elementary school programming, and improving
teacher preparation, professional development, and ongoing support.
7. What are structural indicators in early childhood programs?
o Things that are "regulable," such as licensure, lower ratios, smaller group
size, caregiver qualifications, professional development, health and safety
regulations, and inclusive environments.
8. What are process indicators in early childhood programs?
o Observable interactions and what programs "do" to promote development
through specific activities and intentional practices.
9. What satisfies a quality preschool program?
1. What are the three principle components of Developmentally Appropriate
Practice?
o Age appropriateness, individual appropriateness, and social/cultural
appropriateness.
2. What does "age appropriateness" mean?
o Considering what is typical for a child within a given age group.
3. What does "individual appropriateness" mean?
o Considering the needs of each child as a unique individual.
4. What does "social/cultural appropriateness" mean?
o Considering the social and cultural contexts in which children grow and
live.
5. What should everything teachers do be?
o Intentional.
6. What are the three critical challenges impacting early childhood practices?
o Addressing differences in school success and achievement, integrating and
aligning preschool and elementary school programming, and improving
teacher preparation, professional development, and ongoing support.
7. What are structural indicators in early childhood programs?
o Things that are "regulable," such as licensure, lower ratios, smaller group
size, caregiver qualifications, professional development, health and safety
regulations, and inclusive environments.
8. What are process indicators in early childhood programs?
o Observable interactions and what programs "do" to promote development
through specific activities and intentional practices.
9. What satisfies a quality preschool program?
