发展适当的做法（DAP）描述了一种教育的方法，专注于儿童作为一个发展中的人和终身学习者。这种方法认为孩子在学习过程中的积极参与者；参与者建构意义和知识与他人的交往，朋友和家人，材料和环境（豪泽博士和奥斯本，C）。发展适当的做法，要求教师在课堂上做决定的儿童发展的知识与个人的孩子达到理想的和有意义的结果的理解结合（豪泽博士和奥斯本，C）。研究表明，发展适当的做法，确保在低年级成功（中篇小说，R.）。该方法促进了积极参与的孩子在学习过程中。在这个学习的过程中，教师充当促进者，引导孩子通过活动的一天，以达到一个结果，孩子觉得是有意义的。有支持的NAEYC的证据表明成功或失败的一个孩子在他或她早期在学校能预测结果如何执行以后在学校（豪泽博士和奥斯本，C）。这就是为什么有如此多的重要性放在发展适当的做法。教师需要认识到教学方法对学生以后的学业发展有着怎样的影响。从早期儿童课程的发展适当的做法的一种适应，通过NAEYC发表，提到帮助教师通过DAP工艺指南。富兰克林公立学校，在富兰克林马，使适应的指导领域，并分为四个主要领域。所提到的领域是环境，课程，评估和教学策略。
澳洲文化研究论文代写:教学策略
Developmentally appropriate practices (DAP) describe an approach to education that focuses on the child as a developing human being and lifelong learner. This approach recognized the child as an active participant in the learning process; a participant who constructs meaning and knowledge through interaction with others, friends and family, materials and environment (Houser, D. & Osborne, C). Developmentally appropriate practices require teachers to make decisions in the classroom by combining their knowledge of child development with an understanding of the individual child to achieve desired and meaningful outcomes (Houser, D. & Osborne, C). Research shows that developmentally appropriate practices ensure success in the early grades (Novella, R.). The approach fosters active participation by the child in the learning process. In this process of learning, the teacher acts as the facilitator and guides the child through the activities of the day, in order to reach an outcome the child feels is meaningful. The NAEYC has supportive evidence that suggests that the success or failure of a child in his or her early stages in school could predict the outcome of how they perform later in school (Houser, D. & Osbourne, C). This is why there is so much importance placed upon developmentally appropriate practices. Teachers need to realize that teaching methods do have an effect on how students academically develop later in life. An adaptation from the Developmentally Appropriate Practices in Early Childhood Programs, published by the NAEYC, mentions guidelines to help teachers through the DAP process. The Franklin Public Schools, in Franklin MA, made an adaption of the guideline areas, and divided them into four major areas. The areas mentioned are environment, curriculum, assessment, and instructional strategies.