Virginia Department of Education's Training and Technical Assistance Center at Virginia Commonwealth University

Back to basics: Introduction to a series on developmentally appropriate practices

Sometimes, preschool teachers can be so focused on the “what” of learning that they overlook the “how” of learning. As the school year begins and teachers are diving into newly-adopted curriculums, Virginia’s Early Learning and Development Standards (ELDS), and Kindergarten readiness assessments and instructional resources, it is important for teachers to refresh their knowledge of the “how” of learning. Developmentally Appropriate Practices (DAP) are often described as the “how” of learning because they provide a framework for educators to effectively teach young children in a way that aligns with their developmental stages and needs. As the first in a series on implementing DAP in an early childhood classroom, this article will provide an overview of the definition and principles of child development and learning included in DAP.

Defining Developmentally Appropriate Practices

Developmentally Appropriate Practices (DAP) are deeply rooted in research from various fields, including child development, early childhood education, psychology, and neuroscience. The research basis for DAP emphasizes understanding how early experiences and interactions impact how children grow, learn, and develop. DAP is based on best practices for fostering optimal development and learning. The National Association for the Education of Young Children (NAEYC) defines DAP as “methods that promote each child’s optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning” (NAEYC, 2020, p. 5).

Nine principles of child development and learning

NAEYC’s guidelines and recommendations for DAP are based on extensive research and are built on the foundation of the following nine principles. It is important to note that the principles are interrelated and not hierarchical. The nine principles are:

1. Development and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth.
2. All domains of child development—physical development, cognitive development, social and emotional development, and linguistic development (including bilingual or multilingual development), as well as approaches to learning—are important; each domain both supports and is supported by the others.
3. Play promotes joyful learning that fosters self-regulation, language, cognitive and social competencies as well as content knowledge across disciplines. Play is essential for all children, birth through age 8.
4. Although general progressions of development and learning can be identified, variations due to cultural contexts, experiences, and individual differences must also be considered.
5. Children are active learners from birth, constantly taking in and organizing information to create meaning through their relationships, interactions with their environment, and overall experiences.
6. Children’s motivation to learn increases when their learning environment fosters their sense of belonging, purpose, and agency. Curricula and teaching methods build on each child’s assets by connecting their experiences in the school or learning environment to their home and community settings.
7. Children learn in an integrated fashion that cuts across academic disciplines or subject areas. Because the foundations of subject area knowledge are established in early childhood, educators need subject-area knowledge, an understanding of the learning progressions within each subject area, and pedagogical knowledge about teaching each subject area’s content effectively.
8. Development and learning advance when children are challenged to achieve at a level just beyond their current mastery and when they have many opportunities to reflect on and practice newly acquired skills.
9. Used responsibly and intentionally, technology and interactive media can be valuable tools for supporting children’s development and learning (NAEYC, 2020, p. 8-13).

Developmentally Appropriate Practices provide a comprehensive approach to understanding and implementing the “how” of learning, helping educators facilitate meaningful, effective, and equitable learning experiences that support young children in reaching their full potential.

ReferenceNational Association for the Education of Young Children. (2020). Developmentally appropriate practice: A position statement of the National Association for the Education of Young Children. https://www.naeyc.org/resources/position-statements/dap/contents

For more information, contact Nora Bryant ([email protected]), Program Specialist, T/TAC at VCU.

Categories Early Childhood Special Education