1. •DAP has two components: age appropriateness and individual
appropriateness.
•Providing teaching experiences that are a tune to the child’s age interests
and abilities which help them achieve their goals.
•Educators use the term in reference to expectations of children at various
ages.
(Bredekamp, 2011)
(Cambridge Schools, 2010)

2. •Came about in the mid 1980’s after it was recognised that all children
should have access to high quality education which embraces
developmentally appropriate practices.
•In 1986 NAEYC defined DAP which was supported by the early
childhood field.
(NAEYC, 2005)
(NAEYC, 1997)

3. •Teach children based on their individuality
•Knowing the children and how the individual children learn so you are able to
extend on their development.
•Teachers need to be intentional. For example, planning things that are specific for
their developmental stage.
(Bredekamp, 2011)

4. •It allows the teacher to be responsive
•Children are given time to actively explore new experiences which encourages
new interests and strengths.
•Meaningful opportunities are created for children that follow their interest.
(NAEYC, 1997)

5. • Providing an age appropriate environment will increase opportunities for the
child to extend their imagination.
• Provides challenges that interest children in ways which promote their
exploration.
(NAEYP, 2005).

6. "Children experience an environment where
there are equitable opportunities for learning,
irrespective of gender, ability, age, ethnicity,
or background." (MOE, 1996, p.66)
"Children develop an awareness of their own special strengths,
and confidence that these are recognised
and valued." (MOE, 1996, pg. 68)
"Children develop the knowledge that trying things out, exploration, and curiosity
are important and valued ways of learning." (MOE, 1996, p. 84)
"Children develop strategies for actively exploring and making sense of the world by
using their bodies, including active exploration with all the senses, and the use of
tools, materials, and equipment to extend skills". (MOE, 1996, p. 86)

7. • Developmentally appropriate teachers are intentional, they create the
environment, consider the curriculum and tailor it to the children's personal
learning, communication with families and being purposeful in what they do.
• Teachers must understand child development and high quality practice.
• Teachers provide opportunities for children where they can play on their own as
well as with their peers.
(NAEYC, 2005)

8. • Getting to know the children’s families. Learn about their values and expectations
that shape their life at home.
• Be responsive to social and cultural contexts in which the children live.
• Having an inclusive policy which does not exclude any child/ren.
(ECAP, n.d.)
(NAEYC, 2005)

9. Reference List:
Bredekamp. S. (2011). Effective practices in early childhood education:
Building a foundation. United States. Pearson.
Cambridge Schools. (2010). Developmentally appropriate practices also
known as DAP. Retrieved from http://www.cambridge123.com/dap.php
NAEYC. (2005). Developmentally appropriate practice. Retrieved from
http://www.naeyc.org/dap/
NAEYC. (1997). Developmentally appropriate practice in early childhood
programmes serving children from birth through age 8. Retrieved from
http://www.msjc.edu/ChildDevelopmentandEducation/ChildDevelopmentE
ducationCenters/Documents/Child_Development_and_Education_Centers/
developmentally_appropriate_practice.pdf
Ministry of Education. (1996). Te Whaariki. Wellington, New Zealand.
Learning Media.
ECAP. (n.d.). ECAP Collaborative. Retrieved from:
http://ecap.crc.illinois.edu/eecearchive/digests/ed-cite/ed365469.html