programming, activities, equipment and adult interactions are matched to the child's growing patterns, interests, strengths, and experiences being neither too easy or too difficult. Programming takes into account regular observations of the child. Activities are open-ended in that they allow for more than one correct response or way of achieving a result, with an emphasis on process rather than product. Developmentally appropriate practice would "recognize that each child is unique and has an individual personality, learning style and family background." (NAEYC, Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age Eight, Expanded Edition, Sue Bredekamp, ed.)
instruction and activities chosen to reflect the cognitive level of the student.
The instructional level at which students may most effectively assimilate new information.
Activities or instruction which are appropriate to the developmental abilities of the student.
Intended to match the needs of students in the areas of cognition, physical activity, emotional growth, and social adjustment.
Programs or materials that are consistent with the learning skills of the client.
Developmentally appropriate career information facilitates understanding of the world of work in relation to self and guides people toward choices that optimally match them with opportunities. Developmentally appropriate career information is presented in contexts that consider the age, experience, maturity, or other significant characteristics of the intended audience(s).
Suitable for a student’s “mental” and/or “social” age, as distinct from his or her chronological age (see “Age Appropriate”).
Descriptive term referring to anything/anyone which interacts with the child in such a way that the child's present developmental level of potential is respected (i.e., challenges the child while neither causing the child frustration by being too difficult nor loss of interest by being overly simplistic).
Suitable for the learning level and curiosity of the child for that stage in his or her development.
curriculum, activities, and decisions made based on knowledge about how children develop and learn; individual children's interests, strengths, learning styles, and needs; and social and culture frameworks.
Consistent with a child's age, maturity, and/or readiness to master a particular concept or skill; of or related to teaching practices that take into account students' level of physical or mental development. ( learn more)