Do you build upon the strengths and interests of children as the starting point when implementing your curriculum?
Now let’ s explore children as the starting point of play-based, strengths-based experiences. In the sink-or-float activity, Ms. Alisha was intentional in making children the focus of the learning experience. Children should also be the center of all play experiences. There are many types of children’ s play, and play is one of the key approaches to children’ s learning and healthy development. Children should have ongoing opportunities to initiate and engage in play, and play should be centered on and for children. To do that for all children, learning environments and materials should reflect the voices, faces, experiences, and realities of the children in our settings. They also should reflect the diversity of our communities in terms of language, racial identity, cultural heritage, exceptionality, family dynamics, gender identity, and more.
Ask yourself how you promote play that is equitable, diverse, and child-centered. How do you provide spaces and materials for children to engage in dramatic play, play that is expressive, rough-and-tumble, uses movement and music, and includes artifacts from children’ s homes, cultures, and communities? Have you asked families about the types of play children engage in at home? Does each child have the right to play from their individual, collective, and cultural lens and perspectives?
Lastly, let’ s return to the framework of DAP. Part of DAP includes planning and implementing an engaging curriculum, observing and assessing children’ s development, and creating a caring community of learners. These guidelines can only be accomplished if we really know the children we are teaching— like Ms. Alisha, who learned about each child’ s interests and background and used that information to guide children’ s understanding of science concepts.
Ask yourself how you learn about children to address the guidelines of DAP. Do you know the daily routines of each child once they leave your classroom or program? Do you know each child’ s preferences for play, their unique talents, interests, or gifts? Do you know their language and cultural practices? Do you see each child as a capable and valued member of your community of learners? Do you often reflect on any biases that you have against or for each child?
Part of DAP includes planning and implementing an engaging curriculum, observing and assessing children’ s development, and creating a caring community of learners. These guidelines can only be accomplished if we really know the children we are teaching.
All of the questions I have posed can help provide information we can use to implement a curriculum that is strengths-based and play-based— that is DAP— every day. I encourage us all to center children in our work so that we can be even better at providing high-quality, equitable, and culturally responsive experiences for all of them. The good work we each do for children, families, and the early childhood community continues. So upward and onward with our charge and mission of providing high-quality learning for young children!
NAEYCNEWS
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Summer 2025 Young Children 57