The concept of developmentally appropriate practices refers to providing an environment and offering content, materials, activities, and methodologies that are coordinated with a child's level of development and for which the individual child is ready. Three dimensions of appropriateness must be considered: age appropriateness, individual appropriateness, and appropriateness for the cultural and social context of the child.

Age appropriateness. Predictable sequences of growth and change occur in children during the first nine years of life according to human development research. These changes occur in all areas of development Ä physical, cognitive, social, and emotional. This dimension is sometimes referred to as the developmental or functioning age of a child. There can often be a large range in the developmental ages of children within a group who are the same chronological age because of individual growth rates, patterns of development or other individual differences. For example, a possible range of two years in the developmental ages within a group of five-year-olds is normal. Also at this age, boys can often be up to six months less mature than girls. It is also normal for the child to function at several different developmental levels within each of the four areas.

Individual appropriateness. Each child is a unique person with individual patterns and rates of growth. Together with individual personalities, learning styles, family backgrounds, and past experiences, these individual differences should be reflected in adult-child relationships and interactions in a responsive curriculum. Learning in young children is a result of the active interaction that occurs between the child and the environment, materials, ideas and people in which s/he comes in contact. Experiences should match the child's developing and emerging abilities, while at the same time provide some challenge for continued growth and expansion of interests.

Cultural and social context appropriateness. Children do not grow up in isolated little rooms, but rather, within families, neighborhoods, and communities. It is important that adults working with children have some knowledge of the social and cultural contexts in which the children live in order to ensure that learning experiences are meaningful, relevant, and respectful for the participating children and their families.

Resources:

Bredekamp, Sue (editor). (1987). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: National Association for the Education of Young Children (NAEYC).

Bredekamp, Sue & Copple, Carol (editors). (1997). Developmentally Appropriate Practice in Early Childhood Programs (revised edition). Washington, DC: National Association for the Education of Young Children (NAEYC).

Bredekamp, Sue & Rosegrant, Teresa (editors). (1987). Reaching Potentials: Appropriate Curriculum and Assessment for Young Children, Volume I. Washington, DC: National Association for the Education of Young Children (NAEYC).

NAESP. (1990). Standards for Quality Programs for Young Children: Early Childhood Education and the Elementary School Principal. Alexandria, VA: National Association of Elementary School Principals (NAESP).

NASBE Task Force on Early Childhood Education. (1988). Right from the Start. Alexandria, VA: National Association of State Boards of Education (NASBE).