Resources on
Developmentally Appropriate Practice in 2005: Updates from the Field
These lists focus on developmentally appropriate practice resources published since 1997, as well a few significant pre-1997 publications, that have helped shape the current discussion of developmentally appropriate practice.
Young Children articles and NAEYC books
Ball, J., & A.R. Pence. 1999. Beyond developmentally appropriate practice: Developing community and culturally appropriate practice. Young Children 54 (2): 46-50.
Berk, L.E., & A. Winsler. 1995. Scaffolding children's learning: Vygotsky and early childhood education. Washington, DC: NAEYC.
Bredekamp, S., & C. Copple, eds. 1997. Developmentally appropriate practice in early childhood programs. Rev. ed. Washington, DC: NAEYC.
Copley, J. 2001. The young child and mathematics. Washington, DC: NAEYC.
Copley, J.V., ed. 2003. Showcasing mathematics for the young child: Activities for three-, four-, and five-year-olds. Reston, VA: National Council of Teachers of Mathematics; Washington, DC: NAEYC.
Dunn, L., & S. Kontos. 1997. What have we learned about developmentally appropriate practice? Young Children 52 (5): 4-13.
Edmiaston, R., V. Dolezal, S. Doolittle, C. Erickson, & S. Merritt. 2000. Developing individualized education programs for children in inclusive settings: A developmentally appropriate framework. Young Children 55 (4): 36-41.
Egley, E.H., & R.J. Egley. 2000. Teaching principals, parents, and colleagues about developmentally appropriate practice. Young Children 55 (5): 48-51.
Healy, L. 2001. Applying theory to practice: Using developmentally appropriate strategies to help children draw. Young Children 56 (3): 28-30.
Helm, J.H., & L. Katz. 2001. Young investigators: The project approach in the early years. New York: Teachers College Press. Available from NAEYC.
Hyson, M. 2000. Professional Development. "Is it OK to have calendar time?" Look up to the star. . . Look within yourself! Young Children 55 (6): 60-61.
International Reading Association (IRA) & NAEYC. 1998. Learning to read and write: Developmentally appropriate practices for young children. Joint position statement. Online: www.naeyc.org/about/positions/pdf/PSREAD98.PDF.
Jones, E., K. Evans, & K. Rencken. 2001. The lively kindergarten: Emergent curriculum in action. Washington, DC: NAEYC.
McDaniel, G.L., M.Y. Isaac, H.M. Brooks, & A. Hatch. 2005. Confronting K-3 teaching challenges in an era of accountability. Young Children 60 (2): 20-26.
McMullen, M.B. 1999. Research in Review. Achieving best practices in infant and toddler care and education. Young Children 54 (4): 69-76.
NAEYC. 1996. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Position statement. Online: www.naeyc.org/about/positions/pdf/PSDAP98.PDF.
Neelly, L.P. 2001. Developmentally appropriate music practice: Children learn what they live. Young Children 56 (3): 32-37.
Neuman, S.B., C. Copple, & S. Bredekamp. 2000. Learning to read and write: Developmentally appropriate practices for young children. Washington DC: NAEYC.
Owocki, G. 2001. Make way for literacy: Teaching the way young children learn. Portsmouth, NH: Heinemann; Washington DC: NAEYC.
Pelander, J. 1997. My transition from conventional to more developmentally appropriate practices in the primary grades. Young Children 52 (7): 19-25.
Rushton, S.P. 2001. Applying brain research to create developmentally appropriate learning environments. Young Children 56 (5): 76-82.
Saab, J.F. 2001. "How do we know when we're there?" One school district's journey toward developmentally appropriate practice. Young Children 56 (3): 88-94.
Sanders, S. 2002. Active for life: Developmentally appropriate movement programs for young children. Washington, DC: NAEYC.
Vander Wilt, J.L., & V. Monroe. 1998. Successfully moving toward developmentally appropriate practice: It takes time and effort! Young Children 53 (4): 17-24.
Wardle, F. 1999. In praise of developmentally appropriate practice. Young Children 54 (6): 4-11.
Worth, K., & S. Grollman. 2003. Worms, shadows, and whirlpools: Science in the early childhood classroom. Portsmouth, NH: Heinemann; Washington, DC: NAEYC.
Other articles and books
Bardige, B.S., & M.M. Segal. 2005. Building literacy with love: A guide for teachers and caregivers of children birth through age 5. Washington, DC: Zero to Three.
Butterfield, P.M., C.A. Martin, & A.P. Prairie. 2004. Emotional connections: How relationships guide early learning. Washington, DC: Zero to Three.
Crawford, L. 2004. Lively learning: Using the arts to teach the K-8 curriculum. Greenfield, MA: Northeast Foundation for Children.
DaRos-Voseles, D.A., D. Danyi, & J. Aurillo. 2003. Aligning professional preparation and practice: Bringing constructivist learning to kindergarten. Dimensions of Early Childhood 31 (2): 33-38.
Dever, M.T., C. Kessenich, & R.C. Falconer. 2003. Implementing developmentally appropriate practices in a developmentally inappropriate climate: Assessment in kindergarten. Dimensions of Early Childhood 31 (3): 27-33.
Dickinson, D.K. 2002. Shifting images of developmentally appropriate practice as seen through different lenses. Educational Researcher 31 (1): 26-32.
Dunn, L., & S. Kontos. 1997. Developmentally appropriate practice. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Falk, B. 2000. The heart of the matter: Using standards and assessment to learn. Portsmouth, NH: Heinemann.
Gestwicki, C. 1999. Developmentally appropriate practice, curriculum, and development in early education. Clifton Park, NY: Thomson Delmar Learning.
Hatch, J.A. 2005. Teaching in the new kindergarten. Clifton Park, NY: Delmar.
Helm, J.H. 2004. Projects that power young minds. Educational Leadership 62 (1): 58-62.
Hyun, E. 1998. Making sense of developmentally and culturally appropriate practice (Dcap) in early childhood education. New York: Peter Lang.
Lally, J.R., A. Griffin, E. Fenichel, M. Segal, E.S. Szanton, & B. Weissbourd. 2003. Caring for infants and toddlers in groups: Developmentally appropriate practice. Washington DC: Zero to Three.
Mallory, B., & R. New. 1994. Diversity and developmentally appropriate practices: Challenges for early childhood education. New York: Teachers College Press.
New, R.S. 2001. Quando c'e' figli, [When there are children]: Observations on Italian early childhood. In Bambini: The Italian approach to infant/toddler care, eds. L. Gandini & C.P. Edwards, 200-15. New York: Teachers College Press.
Park, B., S. Neuharth-Pritchett, & J. Reguero de Atiles. 2003. Using integrated curriculum to connect standards and developmentally appropriate practice. Dimensions of Early Childhood 31 (3): 13-17.
Richey, D.D., & Wheeler, J. 2000. Inclusive early childhood education: Merging positive behavioral supports, activity-based intervention, and developmentally appropriate practice. Clifton Park, NY: Thomson Delmar Learning.
Routman. R. 2003. Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann.
Tarr, P. 2001. Early childhood classrooms: What art educators can learn from Reggio Emilia. Reston, VA: National Art Education Association.
Weitzman, E., & J. Greenberg. 2002. Learning language and loving it: A guide to promoting children's social and language development in early childhood settings. Toronto: Hanen Centre.
Wien, C.A. 2004. Negotiating standards in the primary classroom: The teacher's dilemma. New York: Teachers College Press.
Zigler, E., D. Singer, & S. Bishop-Josef. 2004. Children's play: The roots of reading. Washington DC: Zero to Three.
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