Accommodation Through Individualization:

The Implementation of Developmentally

Appropriate Practice in Elementary School
Classrooms

Gabriella Cawley

Independent Research G/T

May 1, 2018

Advisor: Ms Sara Hancock

Instructor: Ms Leila Chawkat

Abstract
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Education is a highly qualitative concept and thus it is difficult to concretely define what
characteristics make up the most beneficial curriculum and most impactful teaching.
Developmentally Appropriate Practice is an approach to teaching that attempts to clarify what is
required of a teacher in order to properly communicate to, connect with, and in turn learn from
their students. DAP encompasses three major components of thorough and effective education:
knowledge of childhood development, knowledge of individuality, and knowledge of cultural
influences. The goal of this research is to examine if and how the criteria of Developmentally
Appropriate Practice are implemented in elementary school classrooms. Additionally, the
research will question which of the three criteria is most prevalent in practical application. These
findings can be used to improve teachers and education as a whole.

Table of Contents
Introduction 2
Review of Literature 3
Developmental Considerations 3
Individual Considerations 4
Cultural Considerations 6
Data Collection 7
Rationale 7
Data - Observations Notebook 8
Data - Observations Table 9
Analysis 13
Conclusions 14
Conclusion 14
References 16

Introduction
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Education is vital to the culture of humanity and the success of future generations.

Teachers are some of the most impactful people in society as they have the power to mold the

minds and spirits of future adults. Thus, they have a great deal to consider when designing their

teaching method. The increased prioritization of education by state and local governments has

also put pressure on school systems to ensure the quality of their teachers, and as a result, teacher

evaluations have gotten stricter and more specific in recent years (Camp). The National

Association for the Education of Young People (NAEYC) has developed an approach to

teaching called Developmentally Appropriate Practice (DAP) that incorporates three key criteria:

developmental considerations, individual considerations and cultural considerations. The first

criteria, knowledge of development, can be seen in how the educator chooses to balance the

difficulty, complexity, and depth of the lesson relative to the stage of development of the

students. The second criteria, knowledge of the individual, is the familiarity of the teacher with

the unique characteristics of each of their pupils. The third criteria, knowledge of cultural

appropriateness, considers parent/student/teacher relationships and their effect on the student’s

educational experience. The three aspects of Developmentally Appropriate Practice are most

effective when implemented together cohesively and throughout the entirety of a lesson.

Although the other two aspects are important, the developmental aspect is the most simple to

integrate into curriculum and classroom learning (“Developmentally”). The purpose of this

paper is to examine the implementation of the three criteria of Developmentally Appropriate

Practice in elementary school classrooms. It is predicted that all of the criteria are present in the

classroom in some capacity and developmental considerations are the most prevalent factor of

DAP.

Review of Literature
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Developmental Considerations

Key developmental considerations include assessing prior knowledge, using discussion as

a tool, implementing challenges, and emphasizing skills vs factual information. The assessment

of prior knowledge is key to building the foundations of a concept or explaining an assignment.

Formative assessments conducted prior to the lesson or activity can aid the teacher in bridging

the gap between prior knowledge and new knowledge with minimal confusion. Additionally,

differences in developmental standpoint can be counteracted with attention to specific details that

are lacking in the students’ prior knowledge (Ashbrook). These evaluations of prior knowledge

can have a variety of formats, from discussions to written tests. Discussions specifically can be

used before, during and after an activity (Ashbrook). In addition to being a way to gather

knowledge for the teacher, interpersonal conversations help to establish a collaborative

environment where students are encouraged to share their knowledge with each other and the

teacher. Face-to-face or online conversations are both engaging to students and promote their

skills of argumentation, negotiation, and presentation (Coiro).

In addition to establishing what is already known and elaborating on what is being taught,

the curriculum should encourage students to expand their intellectual horizons. Students who are

pushed slightly out of their intellectual comfort zone are more likely to respond to an activity or

lesson and grasp a concept than if they remain stagnant and unchallenged. This concept ties into

development as the complexity of an activity or lesson can determine when in the school year it

should be used. The more advancement in fine and gross motor skills, prior knowledge and

intellectual capacity a lesson demands, the later in the year it should be placed (Carroll & Scott).

Although teachers may be reluctant to challenge students as they risk students disengaging or

pushing for over-explanation, presenting students with simple or unchallenging material can
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limit the development of self-confidence and stunt the development of problem-solving skills

(Roche et al.). Another key aspect of educational development is the difference between learning

through skills and learning through information. Progressive teaching styles emphasize learning

through forming and using new skills as opposed to the traditional style of simply absorbing and

processing information. Both progressives and traditionalists agree that consistently formulaic

and repetitive teaching methods are ineffective for any stage of development. While these

methods can occasionally help children in the early stages of development to recognize order and

standards, they ultimately lose the students’ attention and as a result, the lesson loses its meaning

(Deakin).

The core of all curricula, teaching styles, learning styles are rooted in these and other

nuanced developmental considerations. Without considering a child’s development, proper

education would not be possible as any attempt to teach would not resonate with the students. A

child’s logical, intellectual, physical, emotional, and social growth all determine how they

process information and function in the classroom, so if no thought is given to these areas, no

learning will take place. Consequently, developmental considerations are the most crucial of the

three criteria of DAP in the classroom.

Individual Considerations

Personalization and adaptability are also very important aspects of education but are less

common and more difficult to institute. Learning and applying students’ interests to difficult

concepts can significantly impact their willingness to put in an effort, their self-confidence and

their success (Sparks). Even in mathematics, which can be one of the more difficult subjects to

personalize, activities can incorporate individualization. Word problems with personal scenarios

have been shown to improve students speed and accuracy as compared to standard word
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problems, especially for creating equations from the abstract scenarios. Students who were

struggling before the personalization showed the most drastic improvement (Sparks).

Personalization can also be implemented in performance assessments through games. Games, in

addition to being a more entertaining alternative to traditional assessments, enable far more

adaptivity and personalization to meet individual needs in various aspects, such as learning

styles, information absorption and feedback (Bellotti et al.).

Learning environments are a very important aspect of learning but are often uniform.

Personalized learning environments can open up an entirely new range of possibilities for

“Interacting, studying, researching, teaming, tutoring, presenting, applying and lecturing”

(Rydeen). In addition to the design of the space itself, flexible furniture and walls adorned with

pictures and projects are preferable to monotony and uniformity. Intersections with technology

can also allow for wider range of possible locations and mediums for delivering material

(Rydeen). Introducing modern technology such as computers and other digital classroom tools

early in a child’s education helps to improve their test scores and prepare them for careers and

their future (Davis). Alongside these benefits, technology can be used in tandem with

conversations and personal interactions in the classroom to encourage further socialization and

the sharing of knowledge (Coiro). While these nontraditional styles and methods can be

beneficial for the students, they are less practical for teachers and have less uniformly valuable

results, so they are less commonly used.

Cultural Considerations

Culture is by far the most difficult and least specific aspect of DAP to implement in the

classroom. The concept itself is defined by the relationships between the teacher, the student, and

the student’s parents. Between the student and the teacher, one common way to form connections
6 ACCOMMODATION THROUGH INDIVIDUALIZATION Cawley

is integrating pop culture references into the lessons. Using popular characters from children’s

books or movies can catch their attention and help them enjoy an activity (Carroll & Scott).

Additionally, showing understanding of their culture indicates to the children that their interests

matter and fosters conversation and connections (Scardina).

Teachers also need to be capable and responsive to the children. The impact that their

ability and personality have on the students is powerful. Teacher quality has been found to

equate more accurately with student knowledge, performance and overall achievement than

“Race, socioeconomic status, or parental education and influences” (Camp). Without high-

quality teaching, students cannot absorb information, develop new skills or advance

intellectually (Camp). Strong positive values, attitudes, principles, and beliefs are also critical to

effective teaching. The effects of a teacher’s deposition can affect the teacher’s job performance

and the students’ learning experience (Wadlington & Wadlington). As such, more empathetic

teachers are more likely to get positive responses from students (Warren).

A positive relationship between parents and teachers extends learning outside of the

classroom and helps root it in the home. Parental involvement can also improve a student’s

outlook on learning and have a visible impact on the child’s aptitude. Back to School

Night/Curriculum Night, parent-teacher conferences or any other form of teacher presentations

are a good opportunity to establish strong connections between teachers and parents. They can

help the parents to trust and have confidence in the teacher, increasing the likelihood of open

communication between them (Ribas). In negative circumstances, communication with parents is

especially important. Notifying the parents of any problems, choosing one’s words carefully,

making suggestions and presenting possible solutions can help build a strong relationship and

help the child succeed (Rose). Although these relationships are fundamental to a child’s
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education, they are unpredictable and easily influenced by outside factors, and therefore

generally less impactful in the classroom.

Data Collection

Rationale

A qualitative research design was implemented because the topic, the applications of the

principles of Developmentally Appropriate Practice in elementary school education, can best be

studied through descriptions of what occurs in elementary classrooms. For the research method,

case study research was chosen because the goal was to gather context for how the principles of

DAP can be and are being applied as well as an understanding of the reasons for these

applications. Within the case study, observations were conducted in several elementary school

classrooms at Lisbon Elementary School in Woodbine, Maryland. The classrooms differed by

grade level, teacher, subject of study and number of students. The classrooms in order of

visitation are: Ms Hancock with 4th grade for the opening, Ms Hancock with 4th grade for math,

Ms Rathman with 1st grade for Language Arts, Ms Hancock with 4th grade for science, Mrs

Swanek with 5th grade for math, Mrs Sargeant with 3rd grade for Language Arts- Writing, Mrs

Sargeant with 3rd grade for Language Arts- Reading, Ms Hancock with 4th grade for Language

Arts- Reading, Ms Hancock with 4th grade for Language Arts- Writing, and finally Ms Hancock

with 4th grade for for the closing. The primary data collection method was chosen to be

observations because it is the most direct way to record how the actions of the teachers and

students measure up to the criteria given by DAP.

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Data - Observations Notebook

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Data - Observations Table

Teacher Subject # of Agenda Observations: Observations: Developmental Observations: Additional
of Students Individual Appropriateness Cultural Comments
Study Appropriateness Appropriateness
Ms Opening 22 Unpack Greets kids individually Gentle reminder of inside Kids all know
Hancock as they arrive voices as entering the routine, ask to go
classroom places politely
Asks personal Wrangles them by reminding
questions, gives them what they should be
compliments, "How are doing, "One student is already
your braces feeling?" at their desk"
Announcem Says pledge of
ents allegiance loudly
and clearly,
showing by
example
Ms Math Review hw Kids check homework Reminds them to find and fix
Hancock with each other mistakes
Uses interpersonal interactions,
opportunity to talk with friends
about relevant material
Picture Giving more time for Uses Valentines
puzzle independent work day symbols
Mrs Languag 24 Writing in Tell personal story, Uses starter sentence fragment Kids more
Rathman e Arts and write own ideas to build off of talkative
reviewing when
journals younger
Reminder to lower voices, "1,
2, hands on your head"
Reading Many don't know details of Chose a book Kids ask to
from voting, answers questions such where a girl wants pick book
Presidents as “How old do you have to be to be president
day book to vote?”
Vocab Opportunity to express Ask them to sort the words,
circle own knowledge doesn't just tell the categories

Make mistakes, Use color coding by word

understand group and sorting by
vowel/consonant
Contraction Kids are allowed to talk Kids are
activity/wor amongst themselves and get able to
d study their work done follow
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instructions
independen
tly
Ms Science 22 Experiment Allows for individual Focus question + words, "how Groups of 3 or 4 to All the kids
Hancock with rock interpretations, do forces shape rock and land," communicate, share were able
and water observations and "simulation, investigation," ideas, work to finish
investigations grounds kids and establishes cooperatively, and draw
what they are doing problem solving reasonable
conclusions
Draw individual Have to follow steps and make Used
conclusions about is sure they have completed the popsicle
occuring entire step sticks to
choose
groups
Commendation for Need to focus on science,
those who are doing it "Can't be silly, be serious and
correctly use proper words like
scientists"
Graded on focus and actions as
well as data
More strict reminder to stay
quiet and be at desk silently
Mrs Math 21 Decimal of Most read when Very quiet while working, Getting the right Used
Swanek the day finished, minds stay clearly more mature than 4th answer more alternative
worksheet engaged graders important than the desks:
method rolling
chairs,
exercise
balls,
standing,
sitting

Chose who would Showed how answers could be

answer by looking at reached using several methods,
papers, didn't take recognize different ways and
volunteers problem solve
Division Used observations from Used physical and paper
breakdown previous day to see models + charts to figure out
what is still confusing questions
to the kids
Most know basic facts but don't Some methods are
know why the concepts work more effective in
certain situations
Mrs LA 26 Acrostic Work on own ideas, Example together using class
Sargeant Writing and brainstorming list help
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cinquain
poems

Posing questions and Expanding vocab, learning new

having students answer writing styles, creative
each other thinking, better understanding
of writing
More frequent reminders to be
quiet
Guidance throughout and
checking after
Understandi Use list and organiser to Isolate parts of speech in
ng parts of brainstorm cinquain
speech
Brain break, active, gross
motor, memory recall

Mrs LA 26 Reading Quiet while reading Visualization of poetry

Sargeant Reading groups, IDR independently

Read whatever topic

they like as long as
within a genre
Ms LA 22 Reading Identifies idiom, brings back
Hancock Reading from knowledge from previous
Frindle lesson
Canvas Using technology
article and
questions
Multiple choice format, testing
tie in, reference to PARCC
Working through answers,
eliminating distractors

Using text evidence, context

and vocab
Practice Variety of practice Sets up agenda and expects
words, IDR activities to choose students to freely move
from, hangman, between activities
charades, memory word
match
Opportunity to use what Social interaction
works best for them
Ms LA 22 Limericks Use whole body to Go over concept and examples
Hancock Writing overview show they're listening as a class
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Tie in previously learned poetic

concepts

Limerick Try it, if it doesn't Brainstorming w fill in the Use logic, make it Slowing
writing work, move on blanks for guidance easy on themselves down
towards
end of the
day, antsy
Outside of the box Adapting rhyme schemes Reward of sharing
thinking w humor writing w the class
taken away for
misbehavior,
loudness, out of
seats
More reminders to be quiet and
focus
Ms Closing 22 Review hw Talks about following Do the right thing
Hancock and directions and being mature when nobody's
expectations students on the way to 5th watching
grade

Analysis

There were several visible trends throughout the observations. The most significant trend

relating to the thesis was that every activity was designed with the cognitive development and

level of intellectual maturity of the students in mind. In addition, there were fewer observations

relating to individual and cultural appropriateness than there were relating to developmental

appropriateness. These findings were consistent across all the subjects and grade levels. In total,

from all of the classrooms, 40 developmental observations, 24 individual observations, and 10

cultural observations were made. These results are reasonable because a teacher’s main goal is to

communicate the material in a comprehensible and engaging way. The idea that understanding is

based on how material is received goes hand in hand with developmentally appropriate

observations being the most prevalent. A student’s stage of academic development determines

how well they are able to understand material. Therefore, academic development is a key

consideration in curriculum application.

13 ACCOMMODATION THROUGH INDIVIDUALIZATION Cawley

It became apparent that it is difficult to sort some observations into one of the three

categories, either because they fit into multiple or none. Those that did not clearly fit into any

went into the “additional comments” column on the chart and those that related to multiple were

broken down into their parts to be sorted most effectively. If more observations were to be

conducted, a key would be created to use when sorting the observations. The key would detail

what kind of observations should go in each category. For example, observations relating to

volume control should go in the developmental appropriateness category. In addition, more

classrooms would be covered, including 2nd grade and kindergarten. The significant lessons that

can be drawn from the observations are that development appears to be the most considered

factor when designing lessons, with individual characteristics second and culture last. This lack

of consistent consideration for individuality and cultural consciousness displays two areas where

classroom learning could improve.

Conclusions

In order for students to properly absorb the material, it must be distributed to them in

a manner that they are able to process. The more advanced the stage of development, the

more complex the manner of distribution and the higher the expected level of absorption.

Developmentally appropriate lessons are integral for a student to understand and appreciate

what they are learning. Individual appropriateness and cultural appropriateness are also vital

components of classroom lessons, but they are underrepresented in the classroom, possibly

causing students to be less engaged and retain the information and skills they are learning less

effectively. These results are consistent with the findings in the literature review as they

reflect the fundamental importance of development in curriculum and classroom lessons as

well as the common difficulty with incorporating individuality into the classroom. In order to
14 ACCOMMODATION THROUGH INDIVIDUALIZATION Cawley

improve the quality of classroom learning, educators and curriculum designers should

actively try to create lessons that are individually and culturally appropriate in addition to

being developmentally appropriate. If lessons can be improved to consider all three of these

factors, young students can have a more complete and meaningful learning experience.

Conclusion

The three key aspects of Developmentally Appropriate Practice are all being applied,

consciously or not, in elementary school classrooms. This conclusion is not revolutionary, as it

would be incredibly difficult to not incorporate any of the three somehow, as they are so

influential and inherent in many curricula. Knowledge of childhood development is a

requirement to understand how children think, learn and grow. Knowledge of the individual is

necessary to connect with the students on a personal level and establish trust as an educator.

Knowledge of culture is incredibly valuable to appreciate the circumstances a child lives in

outside of school and how these influences translate into their learning. While development may

be the most key element of DAP, on its own, the true power of this teaching method comes from

implementing and intertwining these three elements cohesively. Using all of these considerations

to craft teaching methods, curriculum and relationships allows teachers to provide the most

beneficial learning experience possible for their students. Every child is unique in their stage of

intellectual and physical development, personality, and cultural background and must be treated

as such. Accommodating these characteristics is crucial for effective teaching and establishing a

positive view of education in students’ minds far into their futures.

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