This Rocking and Rolling column presents an excerpt from NAEYC’s recently published Developmentally Appropriate Practice, Fourth Edition to help illustrate what DAP looks and sounds like in action.
Hear from DAP thought leader, Dr. Iheoma Iruka as she shares her perspective on taking an equity-focused approach to understand and support child development.
The following DAP snapshot and reflection touches on how one teacher built on preschool children’s funds of knowledge in the context of their neighborhood environments to enrich their science curriculum.
Educators can reflect on and plan anew how the appropriate use of digital technologies and media can promote young children’s learning and healthy development, particularly when embedded in strong relationships and joyful, engaging experiences.
However, decades of research and professional practice point to the potential of technology and media, especially when the content is of high quality and created for educational purposes with young children.
Authored by
Authored by:
Rachel Konerman, Jennifer Horwitz, Sarah Clancy, Carmen Rietta
What Is Developmentally Appropriate Technology for Preschool?
Teaching Young Children is NAEYC's magazine for anyone who works with preschoolers. Colorful, informative, and easy-to-read, TYC is packed full of teaching ideas, strategies, and tips.
Partnering with families is key to developmentally appropriate practice, with two-way, respectful, and collaborative communication at the heart of the partnerships between families of children with ASD and schools.
Authored by
Authored by:
Melissa A. Sreckovic, Tia R. Schultz, Christine K. Kenney, Kelly Crenshaw
To create inclusive environments for every young child, early childhood educators must intentionally design and adapt the learning environment based on children’s diverse and unique assets, strengths, abilities, and needs.
Authored by
Authored by:
Alissa Rausch, Jaclyn Joseph, Phillip S. Strain, Elizabeth A. Steed
To be effective, individualized teaching includes a child’s entire educational team—teachers, specialists, and other professionals who collect assessment information, identify learning outcomes, use instructional strategies, and monitor progress.
Authored by
Authored by:
Christan Coogle, Emily R. Lakey, Jennifer R. Ottley, Jennifer A. Brown, Mollie Romano
This cluster of Young Children articles takes up that call by digging deeper into the core consideration of individuality and guidelines related to inclusion and offering in-depth descriptions of approaches to meet each child where they are.
Individuality and Inclusive Practices for Early Childhood
This cluster of Young Children articles takes up that call by digging deeper into the core consideration of individuality and guidelines related to inclusion and offering in-depth descriptions of approaches to meet each child where they are.
Hear from DAP thought leaders, Sue Bredekamp and Barbara Willer, as they reflect on the importance of the core considerations to teacher decision making.
The following resources have been supplied by Boston Public Schools and correspond to Appendix D: Creating and Implementing Developmentally Appropriate Curriculum: A Guide for Public School Audiences.
Early childhood educators know how challenging transitions can be! NAEYC has collected a list of resources to support your unique ECE needs. Whether going back to school or looking for strategies in the classroom, NAEYC is here to help.