Key principles of developmentally appropriate practices and NAEYC mission

DAP

What are the key principles of developmentally appropriate practices? Explain the importance of NAEYC and share some of its goals.

What are the key principles of developmentally-appropriate practices? Explain the importance of NAEYC and share some of its goals.

"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" (DAP, 2013, NAEYC).The NAEYC (National Association for the Education of Young Children) makes the principles of developmentally-appropriate practice one of its cornerstones. Developmentally-appropriate practice ensures that children do not become frustrated or bored with what they learn. It enables students to successively build upon past knowledge without any gaps. It ensures that learning remains fun and engaging: very young children are not forced to memorize facts, sit in their desks for too long, or otherwise taxed beyond the emotional and intellectual limits of their present capacities. All children can learn, but depending on the developmental stage of the child, the ways in which the learning process takes place must often be altered. It must also be remembered that not all children are functioning at their chronological age: some may need additional support while others may be more advanced. It is necessary for the teacher to understand each student's limits and strengths, developmentally.

There are three cornerstones of DAP: the first is having the research knowledge of what is considered developmentally-appropriate for different age groups, and not making intuitive assumptions without some empirical context: "Knowing what is typical at each age and stage of early development is crucial" (DAP, 2013, NAEYC). The second principle is tailoring DAP to the individual needs of each child. "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" (DAP, 2013, NAEYC). The wording of this principle underlines the fact that individual evaluation is a constant, consistent process. It is not merely enough to consult the student's test scores regarding his or her performance at grade level: the teacher must evaluate the child on a daily basis and consistently reevaluate his or her classroom strategy in an informed fashion. Finally, DAP must also be culturally tailored to the child, given that cultural influence and expectations will affect development: "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" (DAP, 2013, NAEYC).

DAP is integrated with the rest of NAEYC's goals, including the need for continuing education for all educators. The organization encourages teachers become members of professional organizations like NAEYC. Only through continuing education and making contact with other professionals can teachers address the ever-changing needs of their student bodies. The organization affirms the fact that teachers must engage in continual learning: the learning is not only something that takes place on the student's end.