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Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age8

A linear listing of principles of child development and learning, such as the above, cannot do justice to the complexity of the phenomena that it attempts to describe and explain. Just as all domains of development and learning are interrelated, so, too, there are relationships among the principles. Similarly, the following guidelines for practice do not match up one-to-one with the principles. Instead, early childhood professionals draw on all these fundamental ideas (as well as many others) when making decisions about their practice.

An understanding of the nature of development and learning during the early childhood years, from birth through age8, generates guidelines that inform the practices of early childhood educators. Developmentally appropriate practice requires that teachers integrate the many dimensions of their knowledge base. They must know about child development and the implications of this knowledge for how to teach, the content of the curriculum -- what to teach and when -- how to assess what children have learned, and how to adapt curriculum and instruction to children's individual strengths, needs, and interests. Further, they must know the particular children they teach and their families and be knowledgeable as well about the social and cultural context.

The following guidelines address five interrelated dimensions of early childhood professional practice: creating a caring community of learners, teaching to enhance development and learning, constructing appropriate curriculum, assessing children's development and learning, and establishing reciprocal relationships with families. (The word teacher is used to refer to any adult responsible for a group of children in any early childhood program, including infant/toddler caregivers, family child care providers, and specialists in other disciplines who fulfill the role of teacher.)

Developmentally appropriate practices occur within a context that supports the development of relationships between adults and children, among children, among teachers, and between teachers and families. Such a community reflects what is known about the social construction of knowledge and the importance of establishing a caring, inclusive community in which all children can develop and learn.

1. The early childhood setting functions as a community of learners in which all participants consider and contribute to each other's well-being and learning.
2. Consistent, positive relationships with a limited number of adults and other children are a fundamental determinant of healthy human development and provide the context for children to learn about themselves and their world and also how to develop positive, constructive relationships with other people. The early childhood classroom is a community in which each child is valued. Children learn to respect and acknowledge differences in abilities and talents and to value each person for his or her strengths.
3. Social relationships are an important context for learning. Each child has strengths or interests that contribute to the overall functioning of the group. When children have opportunities to play together, work on projects in small groups, and talk with other children and adults, their own development and learning are enhanced. Interacting with other children in small groups provides a context for children to operate on the edge of their developing capacities. The learning environment enables children to construct understanding through interactions with adults and other children.
4. The learning environment is designed to protect children's health and safety and is supportive of children's physiological needs for activity, sensory stimulation, fresh air, rest, and nourishment. The program provides a balance of rest and active movement for children throughout the program day. Outdoor experiences are provided for children of all ages. The program protects children's psychological safety; that is, children feel secure, relaxed, and comfortable rather than disengaged, frightened, worried, or stressed.
5. Children experience an organized environment and an orderly routine that provides an overall structure in which learning takes place; the environment is dynamic and changing but predictable and comprehensible from a child's point of view. The learning environment provides a variety of materials and opportunities for children to have firsthand, meaningful experiences.