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Developmentally Appropriate Practice (DAP) is a current approach that
incorporates these ideas. DAP has been widely and enthusiastically embraced by many
educators but disputed by others. DAP represented a reform effort in the field of early
childhood education when it came to prominence in the 1980s. The phrase has found its
way into the vernacular of the field. Raines (1997) notes that at national early childhood
education conference “nearly every booth” at the trade show used the slogan liberally.
During presentations DAP is often referred to. Again Raines (1997) recalls that “whether
describing a new book, instructional programs, or playground equipment, the phrase is
invoked by an abundance of written advertisements, podium speakers, and workshop
leaders” (p. 75).
For Bredekamp (1987) the concept of developmental appropriateness has two
dimensions: age appropriateness which uses human development research to guide
practice according to predictable sequences of growth and change and individual
appropriateness which encourages an inclusive curriculum. “Each child is a unique
person with an individual pattern and timing of growth, as well as individual personality,
learning style, and family background” (p. 3). In addition to emulating the early theories
of Pestalozzi DAP, curriculum is also influenced by the constructivist theories of Jean
Piaget.
DAP values child-centred, experience-centred, and process-oriented practices.
For proponents of DAP, learning occurs in developmental stages, with children able to
understand, process, and construct knowledge at different levels and in different ways in
successive stages (Raines, 1997). In spite of enthusiastic acceptance of DAP in the late
1980s and early 1990s, there has been criticism (Mallory & New, 1994; Woodhead,