Kindergarten

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DAP: Recommendations for Research

Much remains to be learned about how to maximize each child’s development and learning. Important areas for further research include the following topics.
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DAP: Recommendations for Policymakers

Policymakers must ensure that those working directly with children in early childhood settings have equitable, affordable access to high-quality professional preparation required to meet DAP standards.
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DAP: Defining Developmentally Appropriate Practice

NAEYC defines “developmentally appropriate practice” as methods that promote each child’s optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning.
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DAP: Statement of the Position

Each and every child, birth through age 8, has the right to equitable learning opportunities—in centers, family child care homes, or schools—that fully support their optimal development and learning across all domains and content areas.
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DAP: Purpose

This position statement, one of five foundational documents developed by NAEYC in collaboration with the early childhood profession to advance high-quality early learning for all young children, defines DAP.
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Developmentally Appropriate Practice (DAP)

Educators who engage in developmentally appropriate practice foster young children’s joyful learning and maximize the opportunities for each and every child to achieve their full potential.
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Core Considerations to Inform Decision Making

Developmentally appropriate practice requires early childhood educators to seek out and gain knowledge and understanding using three core considerations: commonality, individuality, and experiences.
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