The Benefits of a Developmentally Appropriate Preschool Classroom — For Children and Early Educators
- Monique Dawkins
- Apr 28
- 3 min read
Updated: Jun 12
At the heart of high-quality early childhood education lies an essential principle: developmentally appropriate practice (DAP). While it’s widely recognized that DAP nurtures children’s growth, what’s equally powerful — and often overlooked — is how much it also benefits the early educators who teach, guide, and inspire our youngest learners.
A developmentally appropriate preschool classroom doesn’t just prepare children for success. It empowers teachers to feel more confident, connected, and effective in their roles.
What Is a Developmentally Appropriate Classroom?
A developmentally appropriate classroom is intentionally designed to align with:
What we know about child development and learning (based on decades of research)
The individual needs, interests, and abilities of each child
The social and cultural contexts that shape children’s experiences
Rather than a one-size-fits-all curriculum, DAP classrooms flex to meet children where they are — offering materials, routines, and teaching strategies that make sense for their age and stage.
Benefits for Children
When early learning environments are developmentally appropriate, children experience:
Higher engagement and motivation through hands-on, play-based exploration
Stronger social-emotional skills through peer interaction and guided problem-solving
Faster cognitive growth because activities are meaningful and within their zone of development
A deep love of learning that lasts well beyond preschool
Children feel seen, valued, and safe — creating a foundation for lifelong success.
Benefits for Early Educators
While the child-centered benefits are profound, the professional impact on early educators is equally transformational:
1. Reduced Behavioral Challenges
When activities are aligned with children’s developmental levels, frustration, boredom, and acting out decrease dramatically. Teachers can focus more on teaching — not managing — because children are engaged in work they can succeed at.
2. Increased Teacher Confidence
When teachers understand the “why” behind what they do — and see children thriving — it boosts professional confidence. Educators move from surviving daily chaos to intentionally building positive experiences.
3. Improved Classroom Flow
A developmentally appropriate classroom follows predictable routines while allowing flexibility. Transitions become smoother, activities are more meaningful, and the overall “flow” of the day feels more natural for both children and adults.
4. Deeper Relationships
DAP encourages teachers to truly know each child individually — their interests, needs, learning styles, and cultural backgrounds. This strengthens relationships and builds the trust that is critical for effective teaching and classroom harmony.
5. Stronger Professional Growth
Implementing developmentally appropriate practices challenges educators to reflect, adapt, and grow. It cultivates lifelong learners — modeling the very skills we hope to ignite in children.
6. Higher Job Satisfaction
Ultimately, teachers feel less burned out and more fulfilled when they see real progress, joyful learning moments, and thriving children — all because their classrooms are built on what is developmentally right.
Creating Developmentally Appropriate Classrooms: A Shared Responsibility
Supporting developmentally appropriate classrooms isn’t the teacher’s job alone. It requires:
Professional development opportunities rooted in DAP principles
Access to high-quality materials that foster open-ended exploration
Leadership and administrative support for flexible, child-centered learning environments
Respect and recognition for the expertise and professionalism early educators bring
When early childhood systems embrace and invest in DAP, the benefits ripple far beyond the walls of one classroom — shaping a better future for children, teachers, and communities alike.
Final Thoughts
A developmentally appropriate preschool classroom is more than a checklist — it’s a commitment to nurturing joyful, intentional, and meaningful learning for both children and the educators who teach them.
At Quality Beginnings Coaching & Consulting Solutions, we believe that when we prioritize developmentally appropriate practices, everyone wins.
Because when teachers are supported, classrooms thrive — and when classrooms thrive, children soar.
References
National Association for the Education of Young Children (NAEYC). (2020).
Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth Through Age 8 (4th ed.).
Washington, DC: NAEYC.
Copple, C., & Bredekamp, S. (2009).
Developmentally Appropriate Practice in Early Childhood Programs: Serving Children from Birth Through Age 8 (3rd ed.).
Washington, DC: National Association for the Education of Young Children.
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008).
Classroom Assessment Scoring System (CLASS) Manual: Pre-K.
Baltimore, MD: Paul H. Brookes Publishing Co.
Institute of Medicine (IOM) and National Research Council (NRC). (2015).
Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation.
Washington, DC: The National Academies Press.
→ www.nap.edu/catalog/19401/transforming-the-workforce-for-children-birth-through-age-8
Epstein, A. S. (2014).
The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. (Revised ed.).
Washington, DC: National Association for the Education of Young Children.
Hyson, M. (2004).
The Emotional Development of Young Children: Building an Emotion-Centered Curriculum (2nd ed.).
New York, NY: Teachers College Press.
McClelland, M. M., & Tominey, S. L. (2015).
Stop, Think, Act: Integrating Self-Regulation in the Early Childhood Classroom.
New York, NY: Routledge.
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