4.3: The Cost of Ignoring DAP
- Page ID
- 235234
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Explain the role of play-based, developmentally appropriate experiences in supporting young children’s development.
- Describe how stress and rigid academic expectations can impact brain development and children’s engagement with learning.
In many early childhood programs, pressure to push academics too early or standardize learning leads to practices that may not support how young children actually learn and grow. Ignoring DAP can have serious consequences for children, affecting not only their academic success but also their emotional well-being and long-term attitudes toward learning.
What Happens When We Ignore DAP?
- Children thrive in environments where learning is engaging and suited to their developmental stage. When they are expected to sit still for long periods, complete worksheets beyond their skill level, or memorize facts without meaningful context, they may feel overwhelmed or anxious (Elkind, 2007). Research shows that stress in early learning environments can negatively impact brain development, making it harder for children to process and retain information (Shonkoff & Phillips, 2000).
- Young children learn best through hands-on, play-based experiences that allow them to explore and make sense of the world (NAEYC, 2020). When instruction is too rigid—focusing on drills, repetitive tasks, or unrealistic academic expectations—learning feels like a chore rather than an exciting discovery. Over time, children may lose their natural curiosity and disengage from the learning process.
- When children struggle with developmentally inappropriate expectations, they may be unfairly labeled as "behind", "disruptive", "struggling learners" (Miller & Almon, 2009). In reality, they may simply be reacting to an environment that doesn’t match their developmental needs. Such labels can negatively impact their self-esteem and how teachers and caregivers perceive their abilities.
- A strong foundation in social and emotional skills—such as self-regulation, cooperation, and problem-solving—is essential for later success (Denham, Bassett, & Zinsser, 2019). When early childhood education focuses solely on academics at the expense of play and social interaction, children miss out on key opportunities to build these critical skills.
References, Contributors, and Attributions
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). National Association for the Education of Young Children.
Denham, S. A., Bassett, H. H., & Zinsser, K. (2019). Early childhood teachers’ socialization of emotion: Contextual and individual contributors. Springer.
Elkind, D. (2007). The hurried child: Growing up too fast too soon (25th anniversary ed.). Da Capo Press.
Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Alliance for Childhood.
National Association for the Education of Young Children (NAEYC). (2020). Developmentally appropriate practice (DAP) position statement. https://www.naeyc.org/resources/posi...statements/dap
Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.