NAEYC Website:


Again, I looked up the information on the National Association for the Education of Young Children because the organization’s mission and vision interest me very much.  NAEYC works to make sure that the services needed by our young children are being met and the educators are ready professionally to serve these young children.  I looked up more information on one aspect of providing services to young children which is as follows:

Developmentally appropriate practice, often shortened to DAP, is an approach to  teaching grounded both in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.

DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.

Developmentally appropriate practice is the foundation for all of NAEYC's work including—publications, training programs, conferences, accreditation of child care programs, and more.

The three (3) core considerations of developmentally appropriate practice are the following:

Knowing about child development and learning.
Knowing what is typical at each age and stage of early development is crucial. This knowledge, based on research, helps us decide which experiences are best for children’s learning and development. (See “12 Principles of Child Development and Learning” from Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.)

• Knowing what is individually appropriate.
What we learn about specific children helps us teach and care for each child as an individual. By continually observing children’s play and interaction with the physical environment and others, we learn about each child’s interests, abilities, and developmental progress.

• Knowing what is culturally important.
We must make an effort to get to know the children’s families and learn about the values, expectations, and factors that shape their lives at home and in their communities. This background information helps us provide meaningful, relevant, and respectful learning experiences for each child and family.

The five (5) guidelines for effective teaching through the

Through the decisions they make, excellent teachers translate the DAP framework into high-quality experiences for children. Such teaching is described in NAEYC’s position statement on Developmentally Appropriate Practice, pages 16-23: "Guidelines for Developmentally Appropriate Practice." These guidelines address five key aspects of the teacher's role:

1. Creating a caring community of learners
2. Teaching to enhance development and learning
3. Planning curriculum to achieve important goals
4. Assessing children's development and learning
5. Establishing reciprocal relationships with families

Let’s  think of these guidelines as five points on a star—a “mariner’s star” to guide our journey to help children learn best. Each point of the star is a vital part of good practice in early care and education. None can be left out or shortchanged without seriously weakening the whole.      I strongly believe that if we start working to provide these services to our young children before they start school, they will be better prepared to succeed in their future endeavors.  By working together as a community we will be able to provide the tools these young children need to reach their educational goals.  We must provide all evaluations and assessments on these young children from the very beginning that we see they are having learning difficulties.

For more information about DAP, the 3 Core Considerations, the 12 Principles of Child Development and Learning, and the 5 Guidelines for Effective Teaching, read the NAEYC position statement "Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8" (PDF), adopted in 2009.

www.naeyc.org