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Abstract
Although developmentally appropriate practice (DAP) has strong merits, there are considerations pertaining to its development and implementation which must be raised. In order for educators to include diverse voices of young children, the time has come for a new conversation to unfold introducing developmentally universal practice (DUP). With this new discourse, DUP would be considered a framework for early childhood pedagogy by supporting creative possibilities for teaching and learning, providing leadership and guidance for children, and addressing issues regarding diversity and inclusion. DUP would focus on intentional high-quality activities and promote equal access for young children, birth to age 8. This evaluative paper will address characteristics of DUP and using DUP for a variety of learners both from diverse cultural and/or linguistic backgrounds. A section is also devoted to relational pedagogy and preparing teachers to teach DUP with instructional strategies for early learning environments.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributors
Dr Kathleen Harris is an Associate Professor in Early Childhood and Early Intervention/Special Education and Administrative Coordinator of the Child Development Center at Seton Hill University in Greensburg, Pennsylvania, USA. Her research interests are peer-mediated interventions and children's spirituality. Kathleen has taught young children, toddlers to pre-kindergarten, directed early childhood programmes, and does professional development trainings for early childhood professionals and families.