Getting Clear About Developmentally Appropriate Practice

What Do We Mean by Developmentally Appropriate Practice?

At Longworth Education, we often discuss the importance of Developmentally Appropriate Practice (DAP), but what does this term truly mean? DAP goes beyond being a simple catchphrase; it embodies a set of guiding principles that ensure teaching methods align with children’s developmental stages and the latest educational research.

Moving Beyond the Catchphrases

For educators, it’s easy to dismiss an approach with the phrase, “It’s not developmentally appropriate.” Yet, the more vital question is why. Why is one method deemed suitable while another is not? This deeper understanding is what we strive to cultivate. Developmentally Appropriate Practice involves active, engaged learning and methods that respect children’s natural curiosity. Teacher-supported play, for example, is integral as it nurtures self-regulation, social skills, and cognitive growth. However, not all play is created equal. Play that lacks direction or support may not achieve these outcomes, underscoring the importance of teacher involvement to elevate its effectiveness.

On the flip side, practices such as rigidly scripted lessons or highly prescriptive teaching are generally viewed as developmentally inappropriate for younger learners, as they restrict the adaptability required to meet diverse learning needs. But what about practices that don’t fit neatly into either category? Structured learning, when balanced with opportunities for exploration, can foster valuable skill-building and engagement.

The Language We Use Matters

Educators need to be precise in their terminology to avoid misinterpretation and ensure that the practices adopted are impactful. Terms like “play” or “child-centred” can be vague unless clearly defined. Mature, teacher-facilitated play encourages complex thinking and autonomy, while simplistic interpretations may undervalue play’s significant role in learning.

Developmentally Expected vs. Developmentally Informed

The conversation becomes more complex when we compare the use of the terms “Developmentally Expected” and “Developmentally Informed.” While they might seem similar, their implications differ in how education is approached.

Developmentally Expected refers to benchmarks and age-based milestones that children are generally anticipated to reach. This framework provides clarity and structure, aiding early identification of students who may need additional support. However, it can also lead to a narrow view that places undue pressure on students and educators, framing development in rigid terms that may not reflect individual variances.

Developmentally Informed is an approach that is grounded in research but remains flexible, acknowledging the wide spectrum of how children grow and learn. This term promotes adaptive teaching, allowing educators to tailor their methods to the specific context and needs of their students. While more nuanced, this approach can sometimes lack the concrete guidelines that some educators seek, potentially leading to inconsistency.

Striking the Balance

The best practice often lies in blending these perspectives. Using developmentally expected milestones as a starting guide while teaching in a developmentally informed way ensures that educators have a structured understanding, yet remain responsive to each child’s unique learning journey. This combination allows for the establishment of high educational standards that cater to individual growth.

Supporting Educators

At Longworth Education, we are committed to supporting schools with professional development that clarifies and applies these principles. Our training empowers teachers to be precise in their use of terms and methods, embracing a robust, research-aligned approach to teaching that is both reflective and practical​​​.