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Applying Developmentally Appropriate Practices

Abbey M. Schwab

Department of Family & Consumer Sciences, Pittsburg State University

FCS 390: Interacting with Children

Dr. Amber Tankersley

September 23, 2021

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Applying Developmentally Appropriate Practices

I believe education’s greatest gift is the ability to help someone reach their full potential,

which in turn, gives them the knowledge to pass onto others; it is this very belief that excites me

about my future job as a collegiate counselor. I will be working with first-year university

students to plan small group discussions, choose speakers, and facilitate ice breaker activities for

college orientation. I must consider the students' diverse backgrounds, age groups, and unique

interests in all these tasks. In addition to orientation, I will be having one-on-one interactions

with students and families. I will be helping students plan their schedules, transition to college,

and find a future career path.

Definition

As I work with diverse students and families, developmentally appropriate practices

(DAP) will help everyone feel empowered and appreciated. DAP is an excellent aid to those

working with children and adults; it has three considerations: commonality, individuality, and

context. Commonality focuses on age appropriateness and the idea that all people grow, learn,

and develop at different times. Individuality focuses on each person's strengths, needs, and

interests; what is suitable for one person may not be for the other. Context is the idea that

everyone comes from different backgrounds, languages, religions, and environments. DAP is

vitally important to my field of work with people. If you do not use the three core considerations

every day when interacting with and counseling others, you fail to provide the best care possible.

The basis of my whole job is contingent on whether I know the student and who they are well

enough to help them make decisions that will impact them for a lifetime.

Commonality Examples
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Working as an academic counselor, I will plan orientation activities, create agendas, and

designate speakers. As I am brainstorming ice breakers to use with the freshmen, I need to

consider age-appropriateness. College students will be less likely to participate in a game if they

think it is childish. My favorite ice breaker is the toilet paper game. You pass around a toilet

paper roll and ask each person to tear off however many sheets they use when they go to the

bathroom. Once everyone has taken their toilet paper, you tell them to share one fact about

themselves per sheet. This age-appropriate ice breaker adds just enough playfulness to get them

out of their comfort zones.

In my role as a counselor, I will also be teaching student leaders and peers to create

connections with freshmen and their families through orientation and first-year experiences. I

will be challenged to think up creative ways to help my leaders handle tough topics like drinking,

sexual assault, being away from home, and asking for help. When planning lessons and strategies

for my students, I will need to evaluate whether the topic is age-appropriate and is presented in

an instructional method that best fits the content. Communication will be crucial as I am adapting

my strategies based on feedback from the students.

Individuality Examples

Students will be visiting campus and meeting with me to plan their schedules and explore

options for their majors. On a high school visit, I may meet with a student having trouble finding

a major that encompasses their interests and strengths. Perhaps the student is contemplating a

major in nursing because they are good at taking care of their grandmother, who has health

issues. Considering individuality, I need to know if the student would be successful in the

science and math classes required for this major. If these classes are not their strength, I could
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suggest other majors such as social work and counseling based on their interests, skills, and

personality.

On another day, a student may schedule a meeting with me to discuss why they want to

drop out of college. They struggle with commuting an hour each way, and their job schedule

conflicts with the class times offered. Knowing they are a good student, who is highly motivated,

I use the second consideration of individuality to find the best option for their unique needs. I

suggest two alternatives: attending classes at our satellite school closer to home or enrolling in

online courses that offer more flexibility. In helping my student solve their dilemma, I tailor my

approach and resources to fit their individuality.

Context Examples

All my students will be diverse in their backgrounds, values, beliefs, and languages. As an

academic counselor, it will be my job to be inclusive and understand how my students’

environments have shaped them developmentally. For example, preparing to speak at the Boys

and Girls Club, I need to consider my audience and understand many in attendance come from

extremely tough backgrounds and environments. Knowing some audience members may need

assistance paying for college, I can gear my speech toward financial aid and on-campus

employment opportunities. I can also talk about getting involved and creating a supportive and

helpful community in the college transition.

Coming to college for the first time is challenging for everyone, but especially for first-

generation college students. These students have a more difficult time adjusting because they

don’t have the support system of family members who have gone through this experience before

them. There is a lot of pressure on first-generation college students to succeed academically. A

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student may approach me at one of our workshops. They are struggling with family issues back

home and feel these concerns are a hindrance to their education. With the knowledge that this is

a first-generation college student, I ask them if their family is supportive of their collegiate

endeavors. I need to know whether the student is feeling homesick or dealing with more

significant issues. Understanding and considering my student’s background, I can do a better job

counseling and finding the best resources to help them. You never know what your student is

going through until you begin to pull back the layers of who they are below the surface.

Conclusion

Using DAP in my career as a collegiate counselor will help me tailor my teaching,

planning, and communicating to best serve my students. The three core considerations of DAP

will empower my students and aid their transition to college. The individuals who enter my

office will have diverse backgrounds, strengths, and ages, requiring me to evaluate and adapt my

strategies accordingly. By applying developmentally appropriate practices to every interaction, I

can help individuals achieve their academic goals, gain new understanding and experiences, and

find fulfilling careers.