This excerpt from Developmentally Appropriate Practice illustrates the ways in which play and learning mutually support one another and how teachers connect learning goals to children’s play.
Authored by
Authored by:
Jennifer M. Zosh, Caroline Gaudreau, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek
This issue of Young Children delves into different aspects of play, different roles of educators during play, and the contexts of children and families with play.
This Rocking and Rolling column presents an excerpt from NAEYC’s recently published Developmentally Appropriate Practice, Fourth Edition to help illustrate what DAP looks and sounds like in action.
Hear from DAP thought leader, Dr. Iheoma Iruka as she shares her perspective on taking an equity-focused approach to understand and support child development.
The following DAP snapshot and reflection touches on how one teacher built on preschool children’s funds of knowledge in the context of their neighborhood environments to enrich their science curriculum.
Educators can reflect on and plan anew how the appropriate use of digital technologies and media can promote young children’s learning and healthy development, particularly when embedded in strong relationships and joyful, engaging experiences.
