[6] In DAP, knowledge of child development is valued because it "permits general predictions" to be made by instructors to influence what instruction should be used to best benefit student learning based on their developmental stage.
[6] It influences teacher decisions on which "environment, materials, interaction and activities" should be used in the classroom based on "broad predictions" of children in particular age groups.
[7] This was established in a position statement, which some scholars view has contributed to the thinking and discourse about practices in early childhood programs.
Some critics have argued that some reforms which fully support "developmentally appropriate practices", such as NCTM mathematics and whole language, introduce students to materials and concepts which may be too advanced for young children, or above their reading levels.
Educators in many states implement DAP approaches to meet learning standards that were established by specialized professional associations, including in the content areas of language arts, math, social studies and science.
In the DAP environment, through intentional teaching techniques, as well as by capitalizing on teachable moments, children are engaged in authentic, meaningful learning experiences.