and learning. In addition to identifying guidelines for early childhood educators, the statement makes specific recommendations for policies and actions needed to support educators as they strive to implement DAP. It also recognizes the multiple tensions in current research, practice, and systems that need to be addressed for each child to achieve their full potential.
The original DAP position statement( NAEYC 1986) and the expansion( Bredekamp 1987) helped to build consensus on the meaning of the term within the field and provided a definition for educators to share with families, policymakers, and others. NAEYC has regularly updated and reaffirmed its position statement on DAP( 1997, 2020a), and the term continues to be widely used within and beyond the early childhood field. Each revision has reflected the context and research of its time, striving to correct common misinterpretations and to disseminate current understandings based on emerging research and professional knowledge.
In many ways, the latest revision affirms the core concepts of DAP; it also marks a profound departure requiring significant changes in current professional understanding and practice. NAEYC continues to underscore the three core considerations of commonality, individuality, and context— the knowledge that educators must rely on as they intentionally make decisions each day to guide children’ s development and learning toward challenging yet achievable goals.
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