Recommendations for Implementing Developmentally Appropriate Practice
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Educators make decisions that result in developmentally appropriate practice within the context of their specific program setting, a larger early childhood sector, and extended systems with institutionalized policies and practices. To what extent educators can fully implement developmentally appropriate practice depends, as efforts to advance equity also do, on decisions at many levels, including program administration, higher education, professional development, research, and public policy.
Decisions about developmentally appropriate practice by early childhood educators are facilitated when all aspects of the early childhood sector and overall system reflect the tenets described here to support the optimal development and learning of each and every child. The following recommendations are offered in that spirit and connect to and reflect many of the recommendations highlighted in the Advancing Equity in Early Childhood Education position statement.
DAP Recommendations
Recommendations for Schools, Family Child Care Homes, and Other Program Settings
The following recommendations focus on ways that all program settings can support educators in implementing developmentally appropriate practice
Recommendations for Higher Education and Adult Development
In addition to these recommendations, readers are encouraged to also refer to the Unifying Framework for Early Childhood Education Profession and the Professional Standards and Competencies for Early Childhood Educators.
Recommendations for Policymakers
In addition to these recommendations, readers are encouraged to also refer to the Unifying Framework for Early Childhood Education Profession and the NAEYC position statement Advancing Equity in Early Childhood Education.
Recommendations for Research
Much remains to be learned about how to maximize each child’s development and learning. Important areas for further study including the following.