Developmentally Appropriate Practice: A Guide to Creating Learning Activities to Enhance Science Process Skills in Early Childhood Education

Abstract

The Developmentally Appropriate Practices (DAP) for the development of science process skills for early childhood highlight developmental theories and learning characteristics, taking into account learners' individual diversity, society, and culture within a framework of five practices: 1) Creating a learning community, 2) Teaching and learning that supports growth and learning, 3) Planning a curriculum to help learners achieve critical goals, 4) Evaluating development and learning outcomes, and 5) Maintaining positive relationships with learners' families. Then, science process skills, learning information that should be learned, and organizing learning units, sequencing content, and learning activities that are appropriate for the learners' growth and abilities are discussed.

Thairath Witthaya 102 School (Ban Koh Tao), Huai Yot, Trang, Thailand, has modified the new framework's consideration sequence in the following ways to apply appropriate developmental techniques to early childhood children's science process skills development: 2) developing a learning community; 3) teaching and learning that fosters learning and growth; 4) assessing learning and development; 5) establishing positive relationships with learners' families; and 3) designing curricula to help students accomplish significant goals. This modification will enable it to be used for creating, organizing, and constructing a curriculum that is suited for students. Then, early childhood development and learning skills-appropriate science process skills are taken into account. The emphasis is on establishing learning objectives in the curriculum by utilizing fundamental science process skills. After then, content sequences and learning modules are set up. These practices are regarded as useful tools that may be used to enhance learning activities through various teaching modalities and are suitable for planning integrated learning in other subject areas at the early childhood level.