Implementasi Developmentally Appropriate Practice (DAP) dalam Meningkatkan Kemampuan Menulis Permulaan Anak Usia Dini

Abstract

Early writing ability forms the foundation for children’s literacy development, yet many young learners still struggle to imitate, recognize, and write letters independently. This study aims to describe the implementation of the Developmentally Appropriate Practice (DAP) approach in improving early writing skills among children aged 4–5 years at TK Al-Ikhlash Cikawung. The research employed a descriptive qualitative approach using the ASSURE learning model, consisting of six stages: Analyze Learners, State Objectives, Select Methods, Media, and Materials, Utilize Media and Materials, Require Learner Participation, and Evaluate and Revise. Data were collected through observation, interviews, and documentation involving teachers and eight students. The results showed that implementing DAP increased the average early writing skill from 59.38% to 76.56%. Child-centered, concrete, and exploratory learning activities fostered greater engagement, confidence, and interest in writing. This study highlights that the DAP approach based on the ASSURE model is effective for early childhood education because it holistically stimulates early writing development in accordance with children’s growth stages.