Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8, Third Edition
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Bestseller! Since the first edition in 1987, NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs has been an essential resource for the early child care field. Fully revised and expanded, the 2009 version comes with a supplementary CD containing readings on key topics, plus video examples showing developmentally appropriate practice in action.
Based on what the research says about development, learning, and effective practices, as well as what experience tells us about teaching intentionally, DAP articulates the principles that should guide our decision making. Chapters describe children from birth through age 8 in detail, with extensive examples of appropriate practice for infant/toddler, preschool, kindergarten, and primary levels.
Carol Copple is director of Publications and Initiatives in Educational Practice at NAEYC. She was on the faculty at Louisiana State University and at the New School for Social Research. At the Educational Testing Service she co-developed and directed a research-based model for early childhood education and conducted research on children’s cognition. Her previous publications include Developmentally Appropriate Practice in Early Childhood Programs (Bredekamp & Copple 1997), Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Children 3 to 6 (Copple & Bredekamp 2006), and Educating the Young Thinker: Classroom Strategies for Cognitive Growth (Copple, Sigel, & Saunders 1984). She received her doctorate from Cornell University.
Sue Bredekamp is an early childhood education consultant in Washington, DC. She has consulted for NAEYC, the Council for Professional Recognition, the Head Start Bureau, and state and local departments of education, and served on the Committee on Early Childhood Mathematics of the National Research Council. She developed a satellite television course on early literacy, HeadsUp! Reading. While director of Accreditation and Professional Development at NAEYC (1981–1998), she was responsible for a number of major NAEYC position statements and publications including those on developmentally appropriate practice, curriculum and assessment, literacy, and accreditation.
