Developmentally Appropriate Practice Handbook


Brown, C. P., Feger, B. S., & Mowry, B. (2015). Helping others understand academic rigor in teachers' developmentally appropriate practices.  YC Young Children, 70(4), 62-66,68-69. Retrieved from

CAST (2018). UDL and the learning brain. Wakefield, MA: Author. Retrieved from

 Cavanaugh, D. M., Clemence, K. J., Teale, M. M., Rule, A. C., & Montgomery, S. E. (2017). Kindergarten scores, storytelling, executive function, and motivation improved through literacy-rich guided play.  Early Childhood Education Journal, 45(6), 831-843. doi:

  Colgan, L. (2016). Hey, it's elementary: Play and learning: The current kindergarten conundrum. Gazette - Ontario Association for Mathematics, 55(1), 20-23. Retrieved from

Copple, Carol and Sue Bredekamp, ed. Developmentally Appropriate Practice in Early Childhood Programs: Serving Children from Birth through Age 8, 3rd Edition. Washington, DC: National Association for the Education of Young Children, 2009.

Copple, Carol and Sue Bredekamp. Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Children 3 to 8. Washington, DC: NAEYC, 2006.

  Dinnebeil, L. A., Boar, M., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), p. 3-13. Retrieved from:

  Fowler, R. C. (2017). Reframing the debate about the relationship between learning and development: An effort to resolve dilemmas and reestablish dialogue in a fractured field.  Early Childhood Education Journal, 45(2), 155-162. doi:

Lippard, C. N., La Paro, K.,M., Rouse, H. L., & Crosby, D. A. (2018). A closer look at Teacher–Child relationships and classroom emotional context in preschool. Child & Youth Care Forum, 47(1), 1-21. doi:

 Lynch, Lindsey. (2019, April 3) Challenge is a Part of Learning. Responsive Classroom.


McLeod, S. A. (2018, June 06). Jean Piaget's theory of cognitive development. Retrieved from

National Association for Multicultural Education (NAME). (n.d.). Aren’t they too young?

  National Association for the Education of Young Children (NAEYC). (2009). Developmentally appropriate practice in programs serving children from birth through age 8 [Position Statement]. Retrieved from:

National Association for the Education of Young Children (NAEYC). (2020a). Developmentally Appropriate Practice [Position Statement]. Retrieved from

National Association for the Education of Young Children (NAEYC). (2020b). Ten Effective DAP Teaching Strategies. Retrieved from

  National Association for the Education of Young Children (NAEYC). (n.d.). What is developmentally appropriate practice? Retrieved from:

PennState Extension. (2016a). Applying Developmentally Appropriate Practice (DAP). Retrieved from

PennState Extension. (2016b). Exploring Developmentally Appropriate Practice (DAP). Retrieved from

Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three canadian classrooms.  Early Childhood Education Journal, 43(5), 385-393. doi:


Pyle, A., Prioletta, J., & Poliszczuk, D. (2018). The play-literacy interface in full-day kindergarten classrooms.  Early Childhood Education Journal, 46(1), 117-127. doi:

  Riley-Ayers, S., & Figueras-Daniel, A. (2018). Engaging and enriching: The key to developmentally appropriate academic rigor.  YC Young Children, 73(2), 52-58. Retrieved from

  Sharer, J. H. (2017). Supporting young Children's learning in a dramatic play environment.  Journal of Childhood Studies, 42(3), 62-69. doi:

Willis, Scott. (1993, November). Educators seek ‘developmental appropriateness.’ Teaching Young Children. Retrieved from