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The paper frames developmentally appropriate practice through age- and individual-appropriateness and reviews literature linking developmentally appropriate pedagogy to higher education. It evaluates research support, identifies limitations in current higher-education classroom practice, and argues for alignment between theory and daily instructional activities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/re-conceptualizing-early-childhood-teacher-education-enacting-a-paradigm-shift-to-bring-developmentally-appropriate-practice-to-higher-education/599633/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/re-conceptualizing-early-childhood-teacher-education-enacting-a-paradigm-shift-to-bring-developmentally-appropriate-practice-to-higher-education/599633.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two major challenges does the introduction identify for early childhood teacher preparation faculty?","Question",{"text":112,"@type":113},"They must articulate a professional knowledge base for early childhood education that prepares educators for dynamic, technological, and diverse teaching demands. They also must design instructional models that help teachers acquire the core knowledge and abilities needed now and in the future.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is developmentally appropriate practice (DAP) defined in the paper?",{"text":117,"@type":113},"DAP is presented as age-appropriateness and individual-appropriateness, grounded in the idea that children develop across multiple dimensions (physical, social, emotional, cognitive, and linguistic) that may not occur at the same age for each child.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author question whether DAP fits higher education and teacher preparation?",{"text":121,"@type":113},"Although early childhood professionals generally agree DAP works for young children, the paper asks whether that approach makes sense in higher education. It later notes that developmentally appropriate constructivist classrooms are not the norm in higher education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599633,1792659904,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Re-conceptualizing Early Childhood Teacher Education: Enacting a Paradigm Shift to Bring Developmentally  \nAppropriate Practice to Higher Education  \nDenise D. Cunningham, Missouri State University  \nIntroduction  \nFaculty in early childhood teacher preparation find themselves with two major challenges. First, there is a struggle to articulate a professional knowledge base for early childhood education that will best prepare educators to face the demands of teaching in an increasingly dynamic, technological, and diverse society. Simultaneously, there is the challenge to design instructional models that will effectively help teachers acquire the common core of knowledge and abilities that they will need to teach young children now and in the future. Many teacher education programs are exploring the promises and practices of developmentally appropriate pedagogy for preparing pre-service teachers.  \nDevelopmentally appropriate practice (DAP) consists of the dimensions of ageappropriateness and individual-appropriateness (Bredekamp & Copple, 1987; Copple & Bredekamp, 2009) . An understanding that development occurs along a number of different dimensions—physical, social, emotional, cognitive, and linguistic, among others—and that development along these dimensions does not necessarily occur at the same age for each child, is the essence of DAP (Horowitz, Hammond, & Bransford, 2005) . This understanding serves as a framework from which teachers prepare experiences and the learning environment. Although most early childhood professionals agree that DAP works for young children, does it make sense in the context of higher education and teacher preparation?  \nReviewing the literature provides both historical and practical information and researchbased support for programmatic efforts that facilitate teacher educators’ understanding and practice of developmentally appropriate pedagogy. For example, Rogers and Sluss (1996) propose that early childhood teacher education use the National Association for the Education of Young Children (NAEYC) document, Developmentally Appropriate Practices for Early Childhood Program (Bredekamp & Copple, 1987, 1997; Copple & Bredekamp, 2009), as a basis for discussion of practices that are developmentally appropriate across the life span. They go on to state that curriculum in higher education should be developmentally appropriate in the sense that it provides active, concrete and culturally competent learning experiences, as well as facilitates social interaction with cooperative learning groups. Bufkin and Bryde (1996) advocate for the use of a developmentally appropriate, constructivist approach in early childhood teacher education. They assert that the premises of a constructivist approach—choice making, student-driven curriculum/meeting individual needs, critical thinking, and active learning—should be infused into the coursework for early childhood pre-service teachers. More recently, Rainer, Dangel and Guyto (2004) identified an emerging conceptualization of constructivist higher education in their review of 40 different constructivist teacher education programs. They discovered ten common  \nelements among the programs that include: (1) reflection, (2) learner-centered instruction, (3) collaborative learning,(4) posing questions/problem solving,(5) cohort groups,(6) relevant field experiences, (7) authentic assessment/professional portfolios, (8) inquiry/action research, (9) content, and (10) personal engagement.  \nThere appears to be strong support for DAP in higher education, both in and outside of teacher education. Of special note is the ground-breaking work of Barr and Tagg (1995) who advocate that higher education “create environments and experiences that bring students to discover and construct knowledge for themselves, to make students members of communities of learners that make discoveries and solve problems…and…to create a sense of ever more powerful learning environments”(p. 15) . Kolb ","cbCaimVr9pK677gZ","https://ap.wps.com/l/cbCaimVr9pK677gZ","pdf",282028,12,"English","# Introduction\n## Developmentally Appropriate Practice (DAP)\n## Literature Review: DAP and Constructivist Approaches in Higher Education\n## Critiques: Transmission-Based Instruction and Gaps in Classroom Practice\n## Alignment of Theory and Daily Classroom Activities","[{\"question\":\"What two major challenges does the introduction identify for early childhood teacher preparation faculty?\",\"answer\":\"They must articulate a professional knowledge base for early childhood education that prepares educators for dynamic, technological, and diverse teaching demands. They also must design instructional models that help teachers acquire the core knowledge and abilities needed now and in the future.\"},{\"question\":\"How is developmentally appropriate practice (DAP) defined in the paper?\",\"answer\":\"DAP is presented as age-appropriateness and individual-appropriateness, grounded in the idea that children develop across multiple dimensions (physical, social, emotional, cognitive, and linguistic) that may not occur at the same age for each child.\"},{\"question\":\"Why does the author question whether DAP fits higher education and teacher preparation?\",\"answer\":\"Although early childhood professionals generally agree DAP works for young children, the paper asks whether that approach makes sense in higher education. It later notes that developmentally appropriate constructivist classrooms are not the norm in higher education.\"}]","Re-conceptualizing Early Childhood Teacher Education - Enacting a Paradigm Shift to Bring Developmentally Appropriate Practice to Higher Education | PDF",1792089154]