Applying Developmentally Appropriate Practice (DAP)

The overall goal for using Developmentally Appropriate

DAP: Continuous learning
Practice (DAP) is to support excellence in early childhood
education through decision-making. These decisions are Learning about DAP is an ongoing process. Early learning
based on knowledge about individual children and child practitioners benefit when they explore the breadth of DAP
development principles combined with effective early in nurturing children’s overall development (social/emotional,
learning practices. To effectively apply developmentally physical, cognitive/intellectual, and cultural) and its role
appropriate practices in teaching and make decisions about in guiding approaches to teaching. Embrace continuous
children’s learning and development, a practitioner should: professional development through discussions with other
professionals, professional reading, and professional
• Have a strong knowledge and understanding of child
development opportunities. Review all parts of programs—
development. (What can you expect a child to do?)
curriculum, activities, and environments—to assess whether
• Know individual children. (What interests a child? What in or not each is truly DAP. Use reflection in combination with
his life affects his learning?)
DAP components—child development appropriateness,
• Be knowledgeable about the cultural and social individual appropriateness, social/cultural appropriateness—
expectations of the community that the children live in. as tools to make good decisions for each child.
(What skills and characteristics does the community need
or value?) From the National Association for the
• Be intentional in planning and practice. (Why do you do Education of Young Children (NAEYC)
what you do?)
• Position Statement for Developmentally Appropriate
• Use effective teaching approaches and practices. (What Practice in Early Childhood Programs Serving Children
are “best” practices? What regulations and standards from Birth through Age 8. It is available online at www.
must be met?) naeyc.org/positionstatements/dap
• Scaffold children’s learning. (What is the learning • Developmentally Appropriate Practice in Early Childhood
sequence for skills and concepts? How can you build on Programs: Serving Children from Birth through Age 8,
experiences?) 3rd ed., Carol Copple and Sue Bredekamp, ed.
• Use a variety of teaching methods. (What are the learning • Basics of Developmentally Appropriate Practice: An
styles of the children? How can you present concepts for Introduction for Teachers of Children 3 to 8, Carol Copple
varied styles?) and Sue Bredekamp.
• Recognize that approaches vary and will change. (What • Basics of Developmentally Appropriate Practice: An
works with your current group may not work with your next Introduction for Teachers of Infants and Toddlers, Carol
group or as the group grows. How can you change or Copple and Sue Bredekamp with Janet Gonzalez-Mena
adapt activities, the environment, and teaching?)
From Penn State Better Kid Care:
• Be a lifelong learner. (What inspires you? What do you
• Intentional Early Educators: Tell Me More
want to know more about?)
http://bit.ly/1TgsylJ
Applying DAP is an ongoing process and an evolving • Using Reflection to Connect and Inspire Learning
approach to teaching. Here are some ideas for http://bit.ly/1Rx9qeK
• Reflections to Move Forward: Gaining Insights from Your
continuing to learn about DAP and strategies and
Work http://bit.ly/1TgsL8z
approaches for using DAP in your program.
• Slow Down – Try a thoughtful, reflective approach to
caring for children http://bit.ly/1SjCnKH

extension.psu.edu/youth/betterkidcare
Strategies and approaches for applying DAP
The five key areas of DAP in early learning are often shown as a star, with each point representing one key area: All areas are interrelated and all are important
in helping children learn and develop successfully. As an early childhood professional, making decisions about each aspect is a major responsibility.

Community of learners Teaching Curriculum Assessment Families

• Provide nurturing, loving, • Offer both child initiated and • Identify and define core • Assess what is appropriate • Welcome all families into
responsive, joyous, and safe teacher-directed learning learning goals for individual for children developmentally, the program and invite them
care. experiences. children and the program. individually, and culturally. to participate in a variety of
• Build consistent and caring • Be responsive to children’s • Develop a curriculum • Use assessment tools that ways.
relationships among ideas by offering materials, framework based on child allow you to assess children • Work in partnership with
children, families, and co- documentation (samples of development, individual in an authentic, ongoing, families.
workers. their work, photographs, learning, and cultures of the and intentional manner. • Communicate regularly with
• Value and respect all etc), and thoughtful children in your group and • Develop a system for families in an open, positive,
members of the community. conversation that builds that reflects learning goals. collecting and compiling two-way manner.
on their ideas, skills, and • Use the framework assessment information.
• Celebrate and embrace knowledge. • Respect and acknowledge
diversity, reflecting children’s for planning activities, • Use results for planning, family goals and choices for
cultures in the classroom and • Plan for hands on experiences, and routines. decision-making, their child.
activities. experiences where children • Present rich content, communicating with families
learn by doing. • Involve families in planning
• Develop open focused work/center and other colleagues, and for their children.
communication and positive • Plan enough time for areas, and both indoor to identify children who may
children to explore and fully and outdoor environments need additional learning • Be responsive to family
collaborations with families concerns.
and colleagues to support engage (as well as revisit) that have meaningful support.
children’s learning and their interests. connections to children’s • Gather information from • Be familiar with community
development. • Build children’s learning interests, curiosities, and multiple sources, including programs and support
by adding activities that development. families, children, and families by referring them
• Focus on building self- to additional services as
confidence, self-regulation, challenge children and • Allow for flexibility in other teachers.
expand on what they can do. programming. needed.
and problem-solving skills.

To make effective decisions regarding practices for each area, practitioners need to be reflective and References: Copple, Carol and Sue Bredekamp, ed.
Developmentally Appropriate Practice in Early Childhood
intentional. Take time to reflect on the children, your teaching, and your interactions. Think about what Programs: Serving Children from Birth through Age 8, 3rd
happened, what worked, what didn’t, and any surprises. Be intentional in your planning for children, in Edition. Washington, DC: National Association for the
Education of Young Children, 2009.
developing policies and procedures, in designing the environment, and in your approach. Think about why
Copple, Carol and Sue Bredekamp. Basics of Developmentally
you do what you do, keeping your vision and goals for children in mind. Effective decision-making will guide Appropriate Practice: An Introduction for Teachers of Children
you in choosing the best strategies for meeting the needs of the children and families. 3 to 8. Washington, DC: NAEYC, 2006.

extension.psu.edu/youth/betterkidcare
Supported by funds from the Office of Child Development and Early Learning, jointly overseen by the Departments of Human Services and Education. Claudia C. Mincemoyer, Ph.D., Better Kid Care Program Director
2182 Sandy Drive – Suite 204, State College, PA 16803
This publication is available in alternative media on request.
© 2016 The Pennsylvania State University
Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to minorities, women, veterans, individuals with disabilities, and other protected
groups. Nondiscrimination: http://guru.psu.edu/policies/AD85.html
TIPS1401to5.indd