Individuality and Inclusive Practices for Early Childhood

With great anticipation and excitement, the fourth edition of the Developmentally Appropriate Practice in Early Childhood Programs book has arrived. This updated text is the culminating work of many, having drawn on the diverse voices and expertise within and outside of the organization.

This edition reflects both similarities to and changes from past position statements and books on developmentally appropriate practice (DAP). For example, the three core considerations-knowledge of principles of child development and learning, knowledge about each child as an individual, and knowledge about the social and cultural contexts in which each child lives-continue to frame expectations for the work of early childhood professionals. However, a significant change is the emphasis on children's, families, and educators' social, historical, and cultural contexts. Alongside NAEYC's initiatives toward advancing equity, DAP today means responding to a "call to action, committing to work collectively to address the ways in which current realities constrain the full potential of all young children as we continue to reflect and learn from multiple, diverse perspectives."

This cluster of Young Children articles takes up that call by digging deeper into the core consideration of individuality and guidelines related to inclusion and individualized teaching and learning, offering in-depth descriptions of approaches to meet each child where they are. Individuality involves recognizing and being responsive to the unique strengths, interests, experiences, and needs of each child and family. By understanding that individual variations not only exist but should be expected, educators can plan for and implement inclusive practices and environments. Inclusion means that every child, with and without disabilities, can engage as fully as possible in their learning community and feel that they belong.

DAP encourages the use of Universal Design for Learning principles and practices to help create caring communities of learners and to teach to enhance children's learning. Educators can plan, teach, and assess through multiple modes, strategies, and materials within everyday routines and activities. In collaboration with colleagues and families, effective educators "see that each child gets the adaptations and specialized services needed for full inclusion as a member of the community and that no child is penalized for their ability status."

Throughout the cluster articles and in the Rocking and Rolling column, you will find direct connections to these specific concepts...