4.4: Supporting DAP

Learning Objectives

1. Identify key strategies that support developmentally appropriate practice from infancy through middle childhood.

Ensuring young children receive the best possible start requires developmentally appropriate strategies that align with their age, individual development, and cultural background (NAEYC, 2020). Whether you are a parent, caregiver, practioner, or early childhood educator, or other professional supporting young children, you play a vital role in fostering environments that promote learning and well-being. Below are key ways to support Developmentally Appropriate Practice (DAP) from infancy through age 8.

Developmentally Appropriate Practices for All Ages

• Play-Based Learning – Play is the primary way children learn at all ages. Open-ended materials, pretend play, exploration, and problem-solving opportunities allow children to develop cognitive, social, emotional, and physical skills (Miller & Almon, 2009).
• A Safe and Nurturing Environment – Children need secure, supportive relationships with caregivers and a physically safe setting to explore freely. Predictable routines, responsive interactions, and age-appropriate supervision foster emotional security (Shonkoff & Phillips, 2000).
• Respect for Individual Differences – Children develop at different rates and in different ways. Providing flexible learning experiences that accommodate various interests, strengths, and cultural backgrounds helps all children thrive (NAEYC, 2020).
• Encouraging Communication and Language Development – Talking, singing, reading, and engaging in meaningful conversations help children build vocabulary and comprehension skills. Caregivers should respond to children's verbal and nonverbal cues across all ages (Center on the Developing Child, 2020).
• Opportunities for Social-Emotional Growth – Teaching emotional regulation, problem-solving, cooperation, and self-expression prepares children for lifelong success in relationships and learning. Strategies like modeling empathy, using emotion-coaching techniques, and encouraging peer interactions support these skills (Denham et al., 2019).
• Culturally Responsive Practices – Recognizing and incorporating children's cultural and family backgrounds into learning experiences helps create a sense of belonging and respect for diversity. Families, caregivers, and educators should use materials, stories, and activities that reflect a wide range of perspectives (NAEYC, 2020).

Figure \(\PageIndex{1}\). Grandfather and infant enjoying outdoor water play. Image by Aymane Hanni is licensed by Pexels.

Supporting Infants

• Responsive Caregiving – Infants thrive when their needs for comfort, security, and connection are met. Holding, talking, making eye contact, and responding promptly to cries and coos builds trust and emotional security (Shonkoff & Phillips, 2000).
• Safe Exploration – Whether at home or in a childcare setting, create a sensory-rich environment with soft toys, mirrors, and textured materials. Floor time for tummy play supports motor skill development.
• Language Development – Talking, singing, and reading aloud stimulate brain development and early communication. Caregivers and professionals can strengthen serve-and-return interactions by responding to infants' babbling and gestures (Center on the Developing Child, 2020).

Supporting Toddlers

• Encouraging Independence – Provide toddlers with safe opportunities to explore, make simple choices (e.g., “Do you want the red cup or the blue cup?”), and practice self-help skills like handwashing and feeding.
• Hands-On Learning – Toddlers learn by doing. Whether at home or in an early learning program, offer opportunities for movement, sensory play with water or sand, and pretend play with real-world objects.
• Emotional Coaching – Toddlers experience big emotions but lack the words to express them. Caregivers and practitioners can help by labeling emotions, modeling calming techniques, and offering comfort and guidance (Denham et al., 2019).
• Social Interaction – Encourage toddlers to engage in parallel and cooperative play. Provide opportunities for turn-taking and sharing, while understanding that social skills develop gradually.

Supporting Preschoolers

• Play-Based Exploration – Activities like building with blocks, engaging in dramatic play, and experimenting with art and music foster creativity and problem-solving.
• Early Literacy and Numeracy – Daily experiences like storytelling, counting, and pattern recognition prepare children for future learning.
• Respecting Individual Learning Styles – Some children thrive in active learning, while others prefer observation. Providing varied activities allows all children to participate in ways that suit them.
• Self-Regulation and Social Skills – Teaching children how to express emotions, resolve conflicts, and work with peers supports their readiness for school and social interactions.

Figure \(\PageIndex{2}\). Two young girls using watering cans for gardening. Image by RDNE Stock project is licensed by Pexels.

Supporting Children in Middle Childhood

• Balancing Play and Academics – Children continue to benefit from hands-on learning experiences. While academics become more structured, play remains a critical tool for engagement and understanding.
• Encouraging Inquiry and Critical Thinking – Children at this age ask complex questions and enjoy problem-solving. Encouraging curiosity through science experiments, discussions, and projects fosters deeper learning.
• Promoting Social-Emotional Skills – Role-playing, discussions about empathy, and guided peer interactions help children navigate friendships and emotional challenges.
• Culturally Responsive Learning – Introducing diverse stories, perspectives, and traditions in learning experiences fosters inclusivity and respect for differences (NAEYC, 2020).

References, Contributors, and Attributions

Center on the Developing Child. (2020). Serve and return: Supporting responsive interactions in young children. Harvard University. https://developingchild.harvard.edu/

Denham, S. A., Bassett, H. H., & Zinsser, K. (2019). Early childhood teachers’ socialization of emotion: Contextual and individual contributors. Springer.

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.