Rigorous Dap in the Early Years - by Christopher Pierce Brown & Beth Smith Feger & Brian Nelson Mowry (Paperback)

About the Book

The RIGOROUS DAP construct is composed of two parts: academic rigor and developmentally appropriate practices. Teachers who engage in RIGOROUS DAP recognize there is no single way to educate children. This guide provides a roadmap for teaching that helps children meet academic expectations and maintains focus on the appropriate development of the whole child.

Book Synopsis

RIGOROUS DAP in the Early Years: From Theory to Practice provides teachers with a roadmap for teaching that helps children meet academic expectations and maintains focus on the appropriate development of the whole child. A construct of eleven practices, RIGOROUS DAP supplies teachers with strategies for 1) making instructional decisions that meet the needs of the individual child; 2) sustaining culturally relevant practices; 3) engaging stakeholders in conversations about educating young children for school success through practices that attend to their individual, sociocultural, and developmental needs; and 4) ensuring all children experience high-level learning and succeed in school.

The eleven practices comprising the construct are:

• Reaching all children
• Integrating content areas
• Growing as a community
• Offering choices
• Revisiting new content
• Offering challenges
• Understanding each learner
• Seeing the whole child

• Differentiating instruction
• Assessing constantly
• Pushing every child forward

An academically rigorous learning environment allows all children to learn at high levels through hands-on learning experiences that address the whole child and connect to the child's world in and out of school. A developmentally appropriate learning environment considers the children's developmental, cognitive, social, emotional, linguistic, and physical development, as well as the sociocultural worlds in which they live.

About the Author

Beth Smith Feger, PhD, is a clinical assistant professor of early childhood education in the Department of Curriculum and Instruction at the University of Texas at Austin. She serves as a cohort coordinator for preservice teachers seeking early childhood through sixth grade certification. She also works directly with preservice and in-service teachers, supervising the fieldwork component of the students' professional development over the course of three semesters. She has her PhD in early childhood education from the University of Texas at Austin and is a former special education and elementary teacher.