FL DCF CHILD CARE UNDERSTANDING
DEVELOPMENTALLY APPROPRIATE
PRACTICES (UDAP) 2019
Developmentally Appropriate Practice focuses on children birth through eight years old and is made up
of three principle components: - age appropriateness, individual appropriateness, and social/cultural
appropriateness.
Knowing the typical behaviors and growth patterns for a certain age group is necessary - to plan the
most appropriate environments and activities to optimize the learning experience for children in care.
A child's age, temperament, personality, and family history - are all factors that affect his or her
development.
Children's learning experiences are enhanced when caregivers are aware of and support - the social and
cultural contexts in which they live.
Caregivers should be intentional about planning learning experiences that are - purposeful, challenging,
and achievable.
Three critical challenges impacting early childhood practices are: - addressing disparities in school
success and achievement; integrating and aligning preschool and elementary school programming; and
improving teacher preparation, professional development and ongoing support.
T or F?
One critical challenge currently impacting early childhood practices is addressing differences in school
success and achievement. - True
Three critical challenges impacting early childhood practices are:
1. Addressing differences in school success and achievement
2. Integrating and aligning preschool and elementary school programming
3. Improving teacher preparation, professional development and ongoing support
T or F?
Teachers are professional decision makers who are all well prepared and have all of the resources
necessary to assist them in decision making. - True
,Fundamental to Developmentally Appropriate Practice is the understanding that all teachers make
important decisions every day. Preplanning and organizing the environment with learning goals and
objectives in mind
T or F?
A critical challenge impacting early childhood practices is helping professionals minimize their
participation in professional development opportunities. - False
Three critical challenges impacting early childhood practices are:
Addressing differences in school success and achievement
Integrating nand naligning npreschool nand nelementary nschool nprogramming
*Improving nteacher npreparation, nprofessional ndevelopment nand nongoing nsupport
T nor nF?
The nthree ncomponents nof nDevelopmentally nAppropriate nPractice nare nage nappropriateness, nindividual
nappropriateness, nand nspecial nneeds nappropriateness. n- nFalse
Developmentally nAppropriate nPractice nfocuses non nchildren nbirth nthrough neight nyears nold nand nis
nmade nup nof nthree nprinciple ncomponents: nage nappropriateness, nindividual nappropriateness, nand
nsocial/cultural nappropriateness.
T nor nF?
Communication nand ncollaboration nbetween npreschools nand nelementary nschools ngreatly nenhances
neducational nquality nand nimproves nchild noutcomes. n- nTrue
T nor nF?
Effective nteaching nstrategies nfor nextending nthe nlearning nexperience nmay ninclude nhaving
nconversations, nusing nquestioning ntechniques, nand nallowing nlarge nblocks nof ntime nto npractice nnewly
nacquired nskills. n- nTrue
Effective nteaching nstrategies nfor nextending nthe nlearning nexperience nmay ninclude nhaving
nconversations, nusing nquestioning ntechniques nand nallowing nlarge nblocks nof ntime nto npractice nnewly
nacquired nskills.
T nor nF?
Knowledgeable ncaregivers nare nable nto nbuild non nwhat nchildren nalready nknow nand ncan ndo. n- nTrue
T nor nF?
Studies nshow nthat nhighly neffective nteachers nimprovise ngoals nfor nchildren nand nsporadically nprepare
nenvironments, nexperiences nand nactivities nto nmeet nthose ngoals. n- nFalse
, Studies nshow, nhighly neffective nteachers nhave nclearly ndefined ngoals nfor nchildren nand nthey
nthoughtfully nprepare nenvironments, nexperiences nand nactivities nto nmeet nthose ngoals.
T nor nF?
Research nshows nthat nchildren nneed neducational nexperiences nthat nsupport ndevelopment nacross nall
ndomains, nwith neach nskill nbuilding non none nanother. n- nTrue
T nor nF?
Teacher nintentionality nis nat nthe nheart nof nthe nDevelopmentally nAppropriate nPractice nmethodology. n-
nTrue
At nthe nheart nof nthe nDevelopmentally nAppropriate nPractice nmethodology nis nthe nconcept nof
nintentionality. nThe nreality nis nthat ngood nteachers nknow nteaching nis nnot noccasional nor naccidental. nIt
nis nintentional.
T nor nF?
Considering nthe nsocial nand ncultural ncontexts nin nwhich nchildren ngrow nand nlive nis nknown nas
nsocial/cultural nappropriateness. n- nTrue
Children's nlearning nexperiences nare nenhanced nwhen ncaregivers nare naware nof nand nsupport nthe
nsocial nand ncultural ncontexts nin nwhich nthey nlive.
T nor nF?
The ngoals nwe nhave nfor nchildren nshould nbe nchallenging nand nunattainable nso nthey ncan nbe nthe nsame
nfor nthe nentire nyear. n- nFalse
Developmentally nAppropriate nPractice nrequires ncaregivers nto nknow ntheir nchildren nwell nand nmeet
nthem nwhere nthey nare. nIn ndoing nthis, nthey nare nable nto ncreate nlearning nexperiences nthat nare
nchallenging nand nachievable.
T nor nF?
Individual nappropriateness nmeans nconsidering nthe nneeds nof neach nchild nbased non nwhat nis ntypical nof
nchildren nat nthe nsame nage. n- nFalse
Individual nappropriateness nmeans nconsidering nthe nneeds nof neach nchild nas na nunique nindividual.
T nor nF?
When na ncaregiver nconsiders nwhat nis ntypical nfor na nchild nwithin na ngiven nage ngroup, nthis nis nknown nas
nindividual nappropriateness. n- nFalse
Age nappropriateness nmeans nconsidering nwhat nis ntypical nfor na nchild nwithin na ngiven nage ngroup.
T nor nF?
Developmentally nappropriate nprograms nhave nclearly ndefined nindividual nactivities nfor neach nchild nin
ncare. n- nTrue
DEVELOPMENTALLY APPROPRIATE
PRACTICES (UDAP) 2019
Developmentally Appropriate Practice focuses on children birth through eight years old and is made up
of three principle components: - age appropriateness, individual appropriateness, and social/cultural
appropriateness.
Knowing the typical behaviors and growth patterns for a certain age group is necessary - to plan the
most appropriate environments and activities to optimize the learning experience for children in care.
A child's age, temperament, personality, and family history - are all factors that affect his or her
development.
Children's learning experiences are enhanced when caregivers are aware of and support - the social and
cultural contexts in which they live.
Caregivers should be intentional about planning learning experiences that are - purposeful, challenging,
and achievable.
Three critical challenges impacting early childhood practices are: - addressing disparities in school
success and achievement; integrating and aligning preschool and elementary school programming; and
improving teacher preparation, professional development and ongoing support.
T or F?
One critical challenge currently impacting early childhood practices is addressing differences in school
success and achievement. - True
Three critical challenges impacting early childhood practices are:
1. Addressing differences in school success and achievement
2. Integrating and aligning preschool and elementary school programming
3. Improving teacher preparation, professional development and ongoing support
T or F?
Teachers are professional decision makers who are all well prepared and have all of the resources
necessary to assist them in decision making. - True
,Fundamental to Developmentally Appropriate Practice is the understanding that all teachers make
important decisions every day. Preplanning and organizing the environment with learning goals and
objectives in mind
T or F?
A critical challenge impacting early childhood practices is helping professionals minimize their
participation in professional development opportunities. - False
Three critical challenges impacting early childhood practices are:
Addressing differences in school success and achievement
Integrating nand naligning npreschool nand nelementary nschool nprogramming
*Improving nteacher npreparation, nprofessional ndevelopment nand nongoing nsupport
T nor nF?
The nthree ncomponents nof nDevelopmentally nAppropriate nPractice nare nage nappropriateness, nindividual
nappropriateness, nand nspecial nneeds nappropriateness. n- nFalse
Developmentally nAppropriate nPractice nfocuses non nchildren nbirth nthrough neight nyears nold nand nis
nmade nup nof nthree nprinciple ncomponents: nage nappropriateness, nindividual nappropriateness, nand
nsocial/cultural nappropriateness.
T nor nF?
Communication nand ncollaboration nbetween npreschools nand nelementary nschools ngreatly nenhances
neducational nquality nand nimproves nchild noutcomes. n- nTrue
T nor nF?
Effective nteaching nstrategies nfor nextending nthe nlearning nexperience nmay ninclude nhaving
nconversations, nusing nquestioning ntechniques, nand nallowing nlarge nblocks nof ntime nto npractice nnewly
nacquired nskills. n- nTrue
Effective nteaching nstrategies nfor nextending nthe nlearning nexperience nmay ninclude nhaving
nconversations, nusing nquestioning ntechniques nand nallowing nlarge nblocks nof ntime nto npractice nnewly
nacquired nskills.
T nor nF?
Knowledgeable ncaregivers nare nable nto nbuild non nwhat nchildren nalready nknow nand ncan ndo. n- nTrue
T nor nF?
Studies nshow nthat nhighly neffective nteachers nimprovise ngoals nfor nchildren nand nsporadically nprepare
nenvironments, nexperiences nand nactivities nto nmeet nthose ngoals. n- nFalse
, Studies nshow, nhighly neffective nteachers nhave nclearly ndefined ngoals nfor nchildren nand nthey
nthoughtfully nprepare nenvironments, nexperiences nand nactivities nto nmeet nthose ngoals.
T nor nF?
Research nshows nthat nchildren nneed neducational nexperiences nthat nsupport ndevelopment nacross nall
ndomains, nwith neach nskill nbuilding non none nanother. n- nTrue
T nor nF?
Teacher nintentionality nis nat nthe nheart nof nthe nDevelopmentally nAppropriate nPractice nmethodology. n-
nTrue
At nthe nheart nof nthe nDevelopmentally nAppropriate nPractice nmethodology nis nthe nconcept nof
nintentionality. nThe nreality nis nthat ngood nteachers nknow nteaching nis nnot noccasional nor naccidental. nIt
nis nintentional.
T nor nF?
Considering nthe nsocial nand ncultural ncontexts nin nwhich nchildren ngrow nand nlive nis nknown nas
nsocial/cultural nappropriateness. n- nTrue
Children's nlearning nexperiences nare nenhanced nwhen ncaregivers nare naware nof nand nsupport nthe
nsocial nand ncultural ncontexts nin nwhich nthey nlive.
T nor nF?
The ngoals nwe nhave nfor nchildren nshould nbe nchallenging nand nunattainable nso nthey ncan nbe nthe nsame
nfor nthe nentire nyear. n- nFalse
Developmentally nAppropriate nPractice nrequires ncaregivers nto nknow ntheir nchildren nwell nand nmeet
nthem nwhere nthey nare. nIn ndoing nthis, nthey nare nable nto ncreate nlearning nexperiences nthat nare
nchallenging nand nachievable.
T nor nF?
Individual nappropriateness nmeans nconsidering nthe nneeds nof neach nchild nbased non nwhat nis ntypical nof
nchildren nat nthe nsame nage. n- nFalse
Individual nappropriateness nmeans nconsidering nthe nneeds nof neach nchild nas na nunique nindividual.
T nor nF?
When na ncaregiver nconsiders nwhat nis ntypical nfor na nchild nwithin na ngiven nage ngroup, nthis nis nknown nas
nindividual nappropriateness. n- nFalse
Age nappropriateness nmeans nconsidering nwhat nis ntypical nfor na nchild nwithin na ngiven nage ngroup.
T nor nF?
Developmentally nappropriate nprograms nhave nclearly ndefined nindividual nactivities nfor neach nchild nin
ncare. n- nTrue
