User:KkimBU/Developmentally appropriate practice

DAP is centered around instructors' "intentionality" of their instruction so that students are able to accomplish goals that are "both challenging and achievable for children". In DAP, knowledge of child development is valued because it “permits general predictions" to be made by instructors to influence what instruction should be used to best benefit student learning based on their developmental stage. It influences teacher decisions on which “environment, materials, interaction and activities” should be used in the classroom based on “broad predictions" of children in a particular age groups.

Knowledge of the individual child is another core consideration of DAP because through observation, teachers may learn “implications for how to best adapt" instruction based on the specific needs of an individual student . The last core consideration for DAP, is that instructors should also learn more about social and cultural context children grow up in their homes. This is valued so students learn and grow through instruction that is "meaningful, relevant, and respectful for each child and family”.

Updates in NAEYC Position Statement in 2020
In the updated position statement, NAEYC admitted that previous position statements painted social and cultural differences "as deficits and gaps" instead of viewing them as "assets or strengths to be built upon". The revisions made were in hopes to highlight the updated core considerations:

(1)There are "greater variations" within the stages of development, which the previous versions failed to realize the "critical role" social and cultural differences have on student learning and development.

(2) While children need to learn and understand different social and cultural contexts, educators also need to recognize their own "biases— both implicit and explicit" to ensure their teaching does not negatively impact student learning.

Implications for Instruction
There are different suggestions for teachers to engage in developmentally appropriate practice depending on students’ stage of development.


 * Infants
 * Set an environment that prompts exploration and make sure it is safe and stimulating
 * Meet physical needs of the infant by providing clean and quiet areas
 * Support infants’ families by providing culturally sensitive care
 * Early childhood
 * Provide assurance to children who may have difficulties separating from their guardian
 * Allow children to explore classroom environment
 * Foster joy for literature in children
 * Middle Childhood
 * Encourage families and caregivers to be actively involved in activities
 * Make sure students acquire basic academic skills, such as letter identification and sound correspondence
 * Allow students to form positive relationships with peers with guidance
 * Early Adolescence
 * Design a curriculum that will challenge students to incorporate knowledge and skills across multiple content areas
 * Assign an adult to check the welfare of each student